Academic Year 2018/19 Frequently asked questions by undergraduate students in Physical Education and Sport and Exercise Sciences - FACULTY OF ...

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Academic Year 2018/19 Frequently asked questions by undergraduate students in Physical Education and Sport and Exercise Sciences - FACULTY OF ...
FACULTY OF EDUCATION AND HEALTH SCIENCES

DEPARTMENT OF PHYSICAL EDUCATION & SPORT
                 SCIENCES

           Academic Year 2018/19

Frequently asked questions by undergraduate
students in Physical Education and Sport and
             Exercise Sciences

               Email: pess@ul.ie
CONTENTS

TIMETABLING / PESS UNDERGRADUATE PROGRAMMES

1.    Introduction
2.    What dates do I need to know for the academic year?
3.    What is the programme of study over the four-year Physical
      Education programme?
4.    What type of modules will I experience in choosing a
      particular elective option on the Physical Education
      programme?
5.    What is the programme of study over the four-year Sport and
      Exercise Science programme?

ATTENDANCE

6.    What is expected of me as a PESS student?
7.    What do I wear for practical classes?
8.    Do I need to attend all my practicals / lectures / labs?
9.    What should I do if I have missed a compulsory class because I
      am sick, experiencing a bereavement or dealing with personal
      issues?
10.   Do I need to be available throughout the whole semester and
      during exam periods.

PESS FACULTY AND CONTACT DETAILS

11.   What and who is an advisor?
12.   How do I contact a member of faculty?

ACADEMIC WORK

13.   What is a module outline?
14.   What is a scoring rubric?
15.   What happens if I submit an assignment late?
16.   What if I fail a module?
17.   What if I fail an element of a module?
18.   Plagiarism

USING PESS FACILITIES

19.   Where are the room codes for the PESS building?
20.   What is expected of me when working in labs?
21.   How do I get to work in a lab in the evening?

COMMUNICATIONS
22. What is SULIS and how do I use it?
23. What are public folders?

STUDY METHODS
23.   How do I study efficiently?
24.   How do I write an essay?
25.   How do I reference properly?

GENERAL INFORMATION

28.   Student_vetting
1.   Introduction

     Dear student

     Welcome to the PESS Department.

     The Student Handbook is designed to provide useful information to help you meet the
     requirements of your chosen course to the best of your abilities. Some sections of
     the booklet provide advice, whilst others detail the mechanisms being put in place to
     ensure that students are treated fairly and equitably. It also provides details of the
     coursework requirements (attendance and submission of coursework), penalties
     applied for non-submission of coursework and non-attendance at labs and tutorials
     and guidelines for referencing and plagiarism.

     While I hope this handbook will help you through your course of studies here it is not
     a replacement for the University of Limerick Student Handbook which you must refer
     to for specific university regulations. University Student Handbook .

     Finally I hope that you will have a happy and successful experience of student life in
     the University of Limerick for the duration of your programme. Please do not hesitate
     to contact your PASS Advisor, Course Director or any of the PESS faculty if you need
     information, help or assistance.

     Dr Giles Warrington
     Head of Physical Education and Sport Sciences Department
2.    TIMETABLING / PESS UNDERGRADUATE PROGRAMMES

      What dates do I need to know for the year?

      PLEASE NOTE THAT SCHEDULED LECTURE TIMES ARE MONDAY TO
      FRIDAY 9AM TO 6PM.

      LECTURES SHOULD BEGIN ON THE HOUR AND FINISH AT TEN TO THE
      HOUR. THIS IS TO FACILITATE STUDENTS TO GET TO THEIR NEXT
      LECTURE ON TIME

      Autumn Semester Teaching 2018

      Week 1-12                      10 September – 20 November

      Week 13                        03 December– 7 December

      Exams                          07 December – 20 December

      Christmas Break                21 December – 18 January

     Spring Semester Teaching 2019

     Week 1-9                        21 January – 12 April

     Easter Break                    15 April – 23 April

     Week 13                         22 April – 26 April

     Exams                           29 April – 13 May

     Annual Repeats 2019             26 August – 31 August
School Placement – Physical Education

       Placement
                                       Dates                 Requirements
    Year 2; Semester 2
                                                       Students will familiarise
                                                       themselves with the running
 Monday Placements             4th Feb & 11th Feb
                                                       of the school. Preliminary
                                                       planning and observations.
                                                       On average 12 direct
                                                       teaching periods (max 15)
 8 Week Block Placement      25th February – 3rd May   and three non-direct
                                                       teaching periods (Junior
                                                       Cycle classes).
       Placement
                                       Dates                 Requirements
    Year 4; Semester 1
                                                       Students will familiarise
                                                       themselves with the running
 Monday Placements              10th & 17th Sept
                                                       of the school. Preliminary
                                                       planning and observations.
                                                       On average 12 direct
                                                       teaching periods (max 15)
 10 Week Block
                               24th Sept – 7th Dec     and three non-direct
 Placement
                                                       teaching periods (Some
                                                       Senior Cycle classes).

Sport & Exercise Sciences Cooperative (COOP) Placement

3rd Year from January to August 2019
3.   What is the programme of study over the four-year Physical Education
     programme?

                                 B.Sc. Physical Education Programme 2018-19

Sem. 1                                                Year #1                                                   Sem. 2

PY4031   Foundations of Teaching and Learning    6       PY4112   Physiology & Anatomy and the Pedagogy of           6
         Physical Education                                       HRA

PY4071   Pedagogy of Outdoor Adventure           6       PY4102   Introduction to Fundamental Movement Skills        3

PY4081   Pedagogy of Invasion Games              6       SS4142   Scientific Perspectives on Sport & Exercise        3
                                                                  Psychology
EN4041   Contemporary Understanding and          6
         Thinking on Education                           EN4032   Understanding Young People and How They            6
                                                                  Learn

                                                         EN4022   Educational Technologies for Teaching &            6
                                                                  Learning

Sem. 3                                                Year #2                                                   Sem. 4

PY4123   Instructional Alignment in Physical     9       PY4084   Pedagogy of Lifetime Physical Activities           3
         Education
                                                         EN4034   Preparation for School Placement                   6
PY4133   Pedagogy of Dance & Gymnastics          6
                                                         TP4014   School Placement 1                                18
EN4033   Planning for Learning                   6

EN4043   Understanding Classroom Practices       6

Sem. 5                                                Year #3                                                   Sem. 6

PY4135   Adapted Physical Activity & Physical    3       PY4055   Sociological Concepts of Teaching & Learning       3
         Education                                                in Physical Education

PY4145   Qualitative Biomechanics for Physical   3       PY4086   Psychology of Movement Development from            3
         Education                                                Infancy to Adolescence

PY4155   Pedagogy of Aquatics & Athletics        6       PY4096   Pedagogy of Striking, Fielding, & Net Games        6

EN4015   Curriculum & Policy Studies             6       EJ4116   Project 1 (Research Methods)
                                                                                                                     3
EN4025   Inclusive Education 1 Contemporary      6       EN4026   Inclusive Education 2 Special Educational
         Perspectives                                             Needs                                              6

Sem. 7                                                Year #4                                                   Sem. 8

TP4017   Teaching Practice 2                     18      PY4108   Youth Sport & Advocacy                             6

EN4037   Understanding Schools                   6       PY4118   Physical Activity Behaviour, Promotion, &          3
                                                                  Health
EJ4117   Project 2 (Physical Education)          3
                                                         EJ4108   Project 3                                          3

                                                         EN4018   Teachers as Professionals                          6
4.   What type of modules will I experience in choosing a particular elective option on
     the Physical Education programme?

           English – All modules are 6 credits each

                            Semester 1                                       Semester 2
          EH4001 Critical Practice 1: Academic Reading and EH4002 Critical Practice 2 – Renaissance
          Writing                                          Literature

          EH4121 Gothic Literature In Ireland                EH4012 Restoration and Augustan Literature

                            Semester 3                                       Semester 4
          EH4003 Introduction to Literary Theory             EY4014 Subject Pedagogy 1

                    Semester 5 Choose 2                                      Semester 6
          EHXXX Augustan and Romantic Literature            EH4006 Victorian Texts and Contexts
          EH4023 The New World: American Literature to
          1890                                              EY4016 Subject Pedagogy 2
          EH4017 Contemporary African Literature in English
          EH4007 Literary Modernism
          EH4027 Contemporary Women’s Writing

                            Semester 7                                Semester 8 Choose 2
                                                              EH4018 Contemporary Irish Literature
                                                              EH4008 British Literature 1945-Present Day
                                                              EH4016 State of the Union: American
                                                              Literature since 1890
                                                              EH4026 Colonial/Postcolonial Literature in
                                                              English
                                                              EH4125 Feminist Theory and Literary
                                                              Texts

            Gaeilge – All modules are 6 credits each

                            Semester 1                                       Semester 2
          GA4141 Teanga, Sochai agus Saiocht 1               GA4142 Teanga, Sochai agus Saiocht 2
           and Choose 1 from:
          GA4133 Litriocht agus Saiocht 1890-1940            GA4134 Litriocht agus Saiocht 1940 I leith
          GA4153 Litriocht agus Saiocht 1250-1690
                            Semester 3                                       Semester 4
          GA4143 Teanga, Sochai agus Saiocht 3               EY4024 Subject Pedagogy 1

                            Semester 5                                       Semester 6
          GA4147 Teanga, Sochai agus Saiocht 5               GA4146 Teanga, Sochai agus Saiocht 4
          GA4006 An Ghaeilge Ghairmiuil
           and Choose 1 from:                                EY4026 Subject Pedagogy 2
          GA4138 Litriocht agus Saiocht 4: Scribhneoiri na
          Gaeltachta
          GA4153 Litriocht agus Saiocht 1250-1690

                            Semester 7                                       Semester 8
                                                              GA4148 Teanga, Sochai agus Saiocht 6
                                                              GA4156 Litriocht agus Saiocht 1690-1850
Geography – All modules are 6 credits each

                  Semester 1                                Semester 2
GY4703 Evolution of the Irish and British    GY4742 Processes and Patterns in Human
Landscapes                                   Geography

GY4741 The Dynamic Earth                     GY4754 Reading the Irish Cultural Landscape

                  Semester 3                                Semester 4
GY4743 Economic Geography: Globalization and EY4034 Subject Pedagogy 1
Uneven Development
                  Semester 5                                Semester 6
GY4747 Tourism and Heritage Management       GY4744 Biogeography

GY4777 Political Ecology                     EY4034 Subject Pedagogy 2

                  Semester 7                                Semester 8

                                             GY4708 Global Environmental Change

                                             GY4758 Geography of the Developing World

  Mathematics – All modules are 6 credits each

                 Semester 1                                Semester 2
MB4001 Algebra 1                            MB4002 Algebra 2

MS4021 Calculus 1                           MS4022 Calculus 2
                  Semester 3                                Semester 4

MA4603 Science Mathematics 3                EM4004 Subject Pedagogy 1

MS4131 Linear Algebra 1

                  Semester 5                                Semester 6

MB4005 Analysis                             MB4004 History and Foundations of Mathematics

MA4017 Geometry
                                            EM4006 Subject Pedagogy

                  Semester 7                                Semester 8

                                            MB4008 Group and Algebraic Structures

                                            MB4018 Differential Equations
5.    What is the programme of study over the four-year Sport and Exercise Sciences
          programme?

                                 B.Sc. Sports and Exercise Sciences 2018-19

Semester 1                                                                                        Semester 2

SS4411 Coaching Science & Performance 1 (3)        SS4422 Exercise and Fitness (3)

SS4321 Functional Anatomy (3)                      SS4332 Introduction to Biomechanics for Sport &
                                                          Exercise (3)
SS4231 Human Physiological Systems for Sport &
       Exercise Science (3) BC                     SS4142 Scientific Perspectives of Sport & Exercise
                                                           Psychology (3)
SS4541 Sport & Exercise Sciences: Transition (9)
                                                   SS4522 Sport & Exercise Sciences: Immersion (9)
MA4601 Science Maths 1 (6)
                                                   CS4911 Introduction to Information Technology (6)
PH4101 Physics for General Science 1 (6)
                                                   BC4002 Introductory Biochemistry (6)

Semester 3                                                                                        Semester 4

SS4403 Coaching Science & Performance 2 (6)        SS4404 Coaching Science & Performance 3 (6)

SS4312 Qualitative Biomechanical Analysis (6)      SS4405 Sports Injuries (6)

SS4203 Physiology Muscle in Movement (6)           SS4204 Support Systems to Muscle Contraction (6)

MA4603 Science Maths 3 (6)                         SS4103 Psychology of Movement: Development
                                                          from Infancy to Adolescence (6)

                     Option from                                          Option from

LA4901 Principles of Law (6)                       LA4922 Sport and Law (6)
CS4913 Business Information Systems (6)            CS4925 Business Information Technology 1 (6)
Broadening Modules (6)                             Broadening Modules (6)

Semester 5                                                                                        Semester 6

SS4305 Qualitative Biomechanical Analysis (6)      CO4320 Cooperative Education 1 (30)
                                                   CO4330 Cooperative Education 2
SS4205 Nutrition, Exercise Metabolism & Sports
       Performance (6)

SS4145 Perception & Cognition in Action (6)

SS4035 Fundamental Concepts of Human Research
       & their Application (12)
Semester 7                                                                                        Semester 8

SS4417 Human Performance Evaluation (6)            SS4078 SES Project B (12)
SS4308 Advanced Biomechanical Analysis (6)
                                                   SS4318 Novel Methods in Biomechanics (6)
SS4217 Exercise & Health (6)
                                                   SS4418 Clinical Applications of Exercise (6)
SS4128 Applied Sport Psychology (6)
                                                   SS4198 Exercise Psychology (6)
SS4067 SES Project A (6)
ATTENDANCE

6.        What is expected of me as a PESS student?

          Code of Behaviour
          Students are expected to behave in an adult, mature and co- operative manner
          at all times and to be punctual for all teaching and practical sessions. Students
          are expected to respect the property and interest of other students, the
          department and items in public and communal areas.

          Adherence to Student Readings
          Students are expected to do the necessary preparation before each class. If
          readings have been noted on a module outline or the lecturer has made
          reference to it in a previous lecture, students are expected to have acquired
          and read the text.

          Fair Library Book Return
          Students are expected to return books to the library on time. It is unfair to keep
          them out for long periods of time as other students are unable to gain access
          to the information.

     7.     What do I need to wear for practicals?

          It is very important that all students maintain high standards relative to
          professional dress and follow safe procedures in relation to practical elements
          of both courses. All dress should be appropriate to the activity undertaken
          and should present no risk to wearer or others. Particular attention should be
          paid to appropriate footwear (For your safety. Proper runners should be worn
          during practical classes. “Fashion runners” should not be worn as these are
          unsafe and inappropriate.
          We ask that your dress for practicals be:

                 Clean and tidy
                 Tracksuits zips in working order
                 Attention drawn to different dress needed for different practicals. This
                 will be explained by each lecturer.
                 Appropriate footwear
                 Conforming to acceptable standards of modesty

      8. Do I need to attend all my practicals/lectures/labs?
         It is very important that you check the module outline for each element as every
         module differs as to what are deemed compulsory components. All applied
         practicals, labs and tutorials are compulsory, no exceptions. If for any reason
         you miss a practical/lecture/lab you need to check the PESS attendance policy the
         steps that you need to follow. To access the policy please see the module SULIS
         site.
         https://SULIS.ul.ie/xsl-portal or https://www.ul.ie/pess/current-students

     9.     What should I do if I have missed a compulsory class because I am sick /
            bereavement / personal issues?
            If you missed a compulsory class for any of the above reasons you need to read
the absence policy, complete the necessary forms and make-up work (where
appropriate)To access the appropriate forms please see the module SULIS site.
https://sulis.ul.ie/xsl-portal or https://www.ul.ie/pess/current-students

10. Do I need to be available throughout the complete semester and exam
    periods?
    Yes, students are expected to be available throughout the complete semester
    and exam periods. Classes are scheduled Monday-Friday 09:00-18:00. If for
    any reason that you cannot attend a module element please see absence policy.
    To access the appropriate forms please see the module SULIS site.
    https://sulis.ul.ie/xsl-portal

 PESS FACULTY AND CONTACT DETAILS

11.        What and who is an advisor?
            (See Page 21 of UL Student Handbook)

New students to UL are assigned an academic advisor. The advisor is a member of
academic staff, usually someone who teaches on your programme.

The aims of the PASS system are to:
      •   Create a strong sense of belonging in higher education for all UL students
      •   Establish meaningful interactions between staff and students, on an individual
          basis
      •   Build students’ sense of identity as part of a community of successful higher
          education students
      •   Increase students’ awareness of academic advising and of its importance
      •   Provide support and promote success for all advisees
      •   Provide a non-judgemental, supportive environment to help students come to
          specific solutions/strategies that work for them
      •   Provide academic support
      •   Offer some pastoral support, and refer on to other supports, where appropriate
      •   Help students to discern how they can succeed on their programme of study.

      •   What is My Advisor’s Name?

      •You can find your advisor’s name in the following ways:a.You received a
       confirmation e-mail from UL on successful enrolment. This email is sent to the
       e-mail address you supplied to the CAO and your advisor’s name is listed in that
       correspondence.
    • Your advisor’s name can also be found in your UL Student Portal under the
       ‘Student Advisor Information’ section. Your Student Portal is accessible at
       https://www.si.ul.ie.
Contacts
If you have any queries in relation to PASS, you are requested to contact one of the
following:·
    • Your Academic Advisor·
    • Your Course Leader
    • The First Year Support Co-ordinator –deirdre.m.murphy@ul.ie·
•   Centre for Teaching and Learning representative –sarah.gibbons@ul.ie·
      •   The PASS Committee representative from your Faculty –
          Catherine.Norton@ul.ie

12.        How do I contact a member of staff?

            Head of Department
            Warrington, Giles (Dr)
            Sport and Exercise Sciences
            Room: P1-024, Ext: 4309
            Email:Giles.Warrington@ul.ie

            Course Director – Physical Education
            Tindall, Daniel (Dr)
            Physical Education/Pedagogy/Adapted PE
            Room: P1-022, Ext: 4828
            Email: Daniel.Tindall@ul.ie

            Course Director – Sport & Exercise Sciences
            Carson Brian (Dr)
            Physiology
            Room: P1-046, Ext: 4943
            Email: Brian.Carson@ul.ie

            Course Director – Professional Masters Physical Education
            Parker, Missy (Dr)
            Physical Education / Pedagogy / Curriculum / Assessment
            Room: P1-008, Ext: 4674
            Email: Missy.Parker@ul.ie

            Course Director – Masters in Sports Performance
            Lyons, Mark (Dr)
            Strength and Conditioning
            Room: P1-042, Ext: 2819
            Email : Mark.Lyons@ul.ie

            Course Director – Masters in Sport and Exercise Psychology
            Campbell, Mark (Dr)
            Sport Psychology
            Room: P1-041, Ext: 4944
            Email: Mark.Campbell@ul.ie

            Faculty

            Calderon, Antonio (Dr)
            Physical Education
            Room: PG-060, Ext: 4722
Email: Antonio.Calderon@ul.ie

Donnelly, Alan (Prof)
Physiology/Biochemistry Room
Room: P1023, Ext: 2808
Email: Alan.Donnelly@ul.ie

Freyne Ursula
Physical Education
Room: P1-021, Ext: 2871
Email: Ursula.Freyne@ul.ie

Harrison, Drew (Prof)
Biomechanics
Room: P1-043, Ext: 2809
Email: Drew.Harrison@ul.ie

Healy, Robin
Biomechanics
Room: P1021A: Ext 2810
Email: .Robin.Healy@ul.ie

Herring, Matthew (Dr)
Sport Psychology
Room: P1-045, Ext: 4762
Email: Matthew.Herring@ul.ie

Jakeman, Phil (Prof)
Biochemistry/Physiology
Room: P1-027, Ext: 2800
Email: Phil.Jakeman@ul.ie

Kenny, Ian (Dr)
Biomechanics
Room: P1-040, Ext: 4308
Email: Ian.Kenny@ul.ie

MacIntyre, Tadhg (Dr)
Sports Psychology
Room, P1-044, Ext: 3430
Email: Tadhg.MacIntyre@ul.ie

MacDonncha, Ciaran (Dr)
Physical Activity and Health / APA
Room: P1-021B, Ext: 3162
Email: Ciaran.MacDonncha@ul.ie

Moody, Brigitte
Dance, Physical Education
Room: P1-022, Ext: 2807
Email: Brigitee.Moody@ul.ie
Walsh, Claire
        Applied Studies Coordinator
        Room: P1-021, Ext: 3246
        Email: Claire.Walsh@ul.ie

        Woods, Catherine (Prof)
        Physical Activity & Health
        Room: P1-020, Ext: 2397
        Email: Ciaran.MacDonncha@ul.ie

      Teaching Assistants

        Kearney, Philip
        Teaching Assistant Sport and Exercise Sciences
        Room: PG-042, Ext: 4746
        Email: Philip.Kearney@ul.ie

        Cathal Og O’ Sullivan
        Teaching Assistant Physical Education
        Room: PG-034
        Email: Cathal.Og.OSullivan@ul.ie

ACADEMIC WORK

13.    What is a module outline?
        This is information that is given to you about each module at the beginning of
        the semester and is available on SULIS. It is very important that you keep
        these throughout the semester and refer to them frequently.
       The outline will have information relating to:
            Rationale for the module
            Course content
            Learning Outcomes
            Recommended readings / books / articles / websites
            Requirements
            Assessment
            Attendance
            Scheduling of the lectures/ labs/ practicals

14.    What is the scoring rubric?
        The PESS Department will issue all your assessment grades in percentage
        form. If the assessment of your module consists of several parts these will
        be combined mathematically to produce a final percentage grade for the
        module. This final percentage will then be converted to a literal grade to
        give you your final module grade. Percentage bands used to calculate your
        final module grade are outlined in the table below and continued overleaf.
        It is important to note that the percentages outlined are to three decimal
        places as this is reflective of what is used to calculate the module letter
        grade.
To determine your QCA the University will use the procedures outlined in
the Academic Regulations (See Appendix 1 and 2 Page 21 and Page 26
or UL student handbook) http://www2.ul.ie/pdf/388196739.pdf to combine
all the final module grades you have achieved. The QCA is a score given
out of 4. Your final degree classification is based on your final QCA.
For essay-type assignments which are completed over a greater period
of time than examinations, faculty assessing the work may also wish to
give due regard to the following criteria:
•   Originality
•   Adoption of a critical perspective
•   Fulfilment of the initial brief
•   Referencing
•   Relevance to the topic
•   Factual accuracy
•   Grammar and spelling
•   Presentation
PESS Grade Descriptors Rubric

  Equivalent                                                                                                                      Performance/
 grade and %      Knowledge &                                   Analysis &                                 Structure &              Responses
                                          Synthesis                                Outside Reading                                                       Presentation
                  Understanding                               Interpretation                                Approach            Not Applicable to
                                                                                                                                   Reflections
A1             In-depth knowledge     Effective synthesis   Thorough and          Evidence of a         A coherent and         Performance/           No errors,
Outstanding    and understanding of   of information into   convincing analysis   significant amount    cogent structure       responses are          persuasive level of
≥ 80%          principles and         a wider context.      and interpretation.   of relevant outside   and approach.          clearly original and   language, correct,
               concepts related to                                                reading.                                     reflective.            consistent
               the topic.                                                                                                                             referencing.
A2             Comprehensive          Some evidence of      Excellent analysis                                                 Some evidence          Very few errors,
Excellent      knowledge and          synthesis of          and interpretation.                                                that the               elements of some
≥ 75%          understanding of       information into a                                                                       performance/resp       persuasive level of
               principles and         wider context.                                                                           onses are original     language, correct,
               concepts related to                                                                                             and reflective.        consistent
               the topic.                                                                                                                             referencing.
B1             Substantial but not    Attempt at            Very good analysis    Evidence of a         Structure and          Performance/           Some errors, some
Very Good      totally                synthesis of          and interpretation.   considerable          approach is logical,   responses reflect      persuasive level of
≥ 70%          comprehensive          information into a    Some gaps in logic.   amount of outside     well organised.        some originality.      language, mostly
               knowledge and          wider context.                              reading.                                                            correct, consistent
               understanding of                                                                                                                       referencing.
               principles and
               concepts related to
               the topic. Some gaps
               in knowledge.
B2             Reasonable                                   Good analysis and     Some reference to     Good, clearly          Performance            Some errors,
Good           knowledge and                                interpretation.       outside reading       organised              /responses are         articulate level of
≥ 65%          understanding of                                                   with logical          structure and          organised rather       language, mostly
               principles and                                                     integration.          approach               than inspired.         correct, consistent
               concepts related to                                                                                                                    referencing.
               the topic.
B3             Familiarity with       Acknowledges          Reasonable            Outside reading       Systematic             Performance            Multiple errors
Competent      knowledge and          some information      analysis and          referenced but not    structure and          /responses are         throughout, fluent
≥ 60%          understanding of       in a wider context    interpretation.       totally integrated    approach.                                     level of language,
principles and                                                     into the                                    organised rather     mostly correct,
               concepts related to                                                arguments.                                  than inspired.       consistent
               the topic.                                                                                                                          referencing.
C1             Shows recognition of    Almost no            Some degree of        Limited evidence      Organised
Satisfactory   knowledge and           synthesis of         analysis and          of outside reading.   structure and
≥ 55%          understanding of        information into a   interpretation.                             approach.
               principles and          wider context.
               concepts related to
               the topic.
C2             Adequate knowledge      No synthesis of      Simple analysis       Very little           Inconsistent          Performance          Range of errors,
Acceptable     and understanding of    information into a   and interpretation.   reference to          organisation in       /responses based     hesitant fluency,
≥ 50%          principles & concepts   wider context.                             outside reading.      structure and         on exiting models    substantial
               related to the topic.                                                                    approach.             and information.     referencing
                                                                                                                                                   inaccuracies.
C3             Undeveloped             No synthesis of      Partially             Focus on material     Basic structure and   Performance          Substantial
Basic          knowledge and           information into a   developed analysis    covered in lectures   approach that         /responses are       number of errors.
≥ 45%          understanding of        wider context.       and interpretation.   rather than           lacks logicality.     factual.             Fluency is
               principles & concepts   Omitted to                                 outside reading.                                                 fractured,
               related to the topic.   address important                          Almost no                                                        numerous
                                       aspects of the                             reference to                                                     referencing
                                       assessment task.                           outside reading.                                                 inaccuracies.
D1             Insufficient evidence   No synthesis of      Almost no analysis    No reference to       Disorganised          Performance          Substantial
Weak           of knowledge and        information into a   and interpretation.   outside reading;      structure and         /responses           number of errors.
≥ 40%          understanding of        wider context.                             limited reference     approach.             replicate others’    Some incoherence
               principles and                                                     to lectures.                                responses.           in the
               concepts related to                                                                                                                 communication of
               the topic. Unable to                                                                                                                the task,
               recall important                                                                                                                    numerous
               material.                                                                                                                           referencing
D2             Very little knowledge                        Very poor             No reference to       Disorganised and      Performance          inaccuracies.
Poor –         and understanding of                         attempts at           outside reading or    incoherent            /responses are
Compensatory   principles and                               analysis and          lectures.             structure and         superficial.
Fail           concepts related to                          interpretation.                             approach.
≥ 35%          the topic.
F              The work is                                  No evidence of                                                    Performance          Substantial
Fail           completely                                   analysis and                                                      /responses fail to   number of errors.
< 35%          unsatisfactory and                           interpretation.                                                   address tasks.       Some incoherence
shows very limited    in the
            evidence of           communication of
            knowledge and         the task,
            understanding of      referencing is
            principles and        inaccurate or non-
            concepts related to   existent.
            the topic.
Comments:
Discretionary Band Procedure:
A student whose QCA is within 0.05 of the QCA required for first class, 2.1 or 2.2
classification will be awarded the upper classification.

Degree Awards within EHS will now be based on the following QCA:

              Award Classification                   Cumulative QCA

               First class honours                          ≥3.35

       Second class honours grade 1 (2.1)                   ≥2.95

       Second class honours grade 2 (2.2)                   ≥2.55

               Third class honours                          ≥2.00

15.    What happens if I submit an assignment late?
        All coursework must be submitted according to the dates and times
        specified by the tutor and noted on the module outline. The late submission
        of work will be subject to deductions. The following automatic system of
        penalties will operate:

                          Days Late              Penalty

                               1                   15%

                               2                   30%

                               3                   60%

                               4                  100%

 16.   What if I fail a module?
       If you fail a module in either Autumn or Spring semester you will be asked
       to repeat it during the August repeats (See UL Student Handbook, Section
       6 Student Progression)

 17.   What is I fail an element of a module?
        If you fail an element of a module, it is up to the lecturer on how and when
        this element should be repeated and this will be noted on the module
        outline. The element to be repeated will be capped at C3.
18.    Plagiarism
        Plagiarism is the use of another’s ideas and/or words without a clear
        acknowledgment of the source of the information. Passing off another
        scholar’s work as your own is plagiarism and is considered a major
        disciplinary offence. Read more about plagiarism, particularly the paper by
        Dr. Sarah Moore, in Appendix 3 of the UL Student
        Handbook

        Turnitin.com is used at the University of Limerick to check for
        instances of plagiarism in students’ work. Check with your department
        with any questions about the use of Turnitin.

       USING PESS FACILITIES

19.    Where are the room codes for the PESS building?
       Locations beginning with PG  = Indoor Practical locations incl. labs

        PG-031 =    Sports Hall
        PG-033 =    Gym
        PG-053 =    Multi-Purpose Hall
        PG-040 =    Biomechanics Lab
        PG-039 =    Anatomy/Kinesiology Lab

        PG-048 = Biochemistry Lab
        PG-050 = Physiology Lab
        P1-038 = Psychology Lab (overlooking sports hall)
        P1-037 = Pedagogy Lab (overlooking sports hall)
        P1-033 = Lecture Theatre
        P1-032 = Classroom
        PG-052 = Body Composition Lab
        PG-052A = Isotope Ratio Mass Spectrometry Room

20.    What is expected of me when working in Labs?
       At all times students must conduct themselves in a professional manner.
       Laboratory work is potentially hazardous. Each laboratory will have their
       own health and safety guidelines posted to the laboratory wall which you
       should take time to read.

       It is now required that all BSc Sport and Exercise Sciences students are
       vaccinated against Hepatitis B. A vaccination process will begin in
       semester 2 of year 1 for all students in line with our fitness to practice
       policy.

        GENERAL GUIDELINES
        Appropriate clothing should be worn at all times:
           Lab coat when dealing with bloods and/or the biochemistry
              laboratory.
           Sports gear e.g. shorts and vest/t-shirt when conducting human tests
              and protocols.
 Use eye goggles and gloves where appropriate.

        Keep a lab book:
           Get into the practice of recording all your notes for lab classes and
              experiments in a dedicated lab book.

        Look after laboratory equipment:
            Treat all laboratory equipment with care and replace it back to its
              appropriate storage space.
            Report to your lab tutor or technician any breakages or missing
              equipment.
            It is now required that all BSc Sport and Exercise Sciences
              students are vaccinated against Hepatitis B. A vaccination process
              will begin in semester 2 of year 1 for all students in line with our
              fitness to practise policy – see PESS Website.

        Clean up spillages and used equipment when it is safe to do so.

        Food and drink are not permitted in any laboratory.

        Always pay attention to your surroundings and be aware of what others
        are doing.

        Always wash hands and arms with soap and water before leaving the
        laboratory.

        The computers in laboratories are not for personal use. Do not surf the
        internet.

        EMERGENCY
        Know where to find the nearest exit in case of fire or other
        emergency.

        Know the whereabouts of the nearest fire extinguisher, fire blanket, first aid
        kit, eye wash equipment, shower and telephone.

        Report any accidents to the lab tutor or technician, even minor
        accidents.

21.   How do I get to work in a lab in the evening?
      It is very important that students are aware of the procedures related to
      evening supervision in labs.

      http://www.ul.ie/pess/current-students

       COMMUNICATIONS

22.    What is SULIS and how do I use it?
SULIS is a set of software tools designed to help lecturers, tutors and
       students have spaces (web sites) for collaboration, communication,
       teaching and learning. It can be accessed from anywhere with an Internet
       connection. https://SULIS.ul.ie/xsl-portal

23.    What are public folders?
       Public Folders are an element of Microsoft Outlook that allow
       lecturers and tutors to share lecture notes with their students.
       http://193.1.101.186/pdf/335682501.pdf

       STUDY METHODS

24.     How do I study efficiently and effectively?

        Where to Start?

       Begin by reading the UL Student Handbook. This booklet also contains
       an introduction to the development of study skills which we have
       developed upon as follows:

      How to read a textbook
      Reading a textbook is not like reading a novel. You do not begin with the first
      line and read consecutively until the last line on the last page. You should go
      to a textbook with questions to be answered and you make use of the table of
      contents and index to get to the relevant sections of the book. A good strategy
      to follow is the SQ3R (Rowntree, 2001).

      S = survey. When reading a chapter first survey it by scanning down through
             it noting section headings, diagrams, and examples.

      Q = question. As you survey ask questions about what headings,
            concepts, etc. might mean and what diagrams and examples
            illustrate.

      3R = read, recall, and review.
        o Read: Read the introductory paragraph and then skip down to the final
           paragraph or summary. Then go back to the start and read the whole
           chapter more carefully. If it is a long chapter or a difficult one you might
           divide it into sections.
        o Recall: When you have read the chapter or section of it in more detail
           turn the book over and try to recall in your own words what you have just
           read writing down the main points. The contents might come out in a
           different order to which you have read them in but you can later put them
           in order. Testing yourself through recall is extremely important. It helps
           your understanding and your memory and also enables you to identify
           what you don’t remember and what you don’t understand. The recall
           process is so important that most study time should be spent on it.
        o Review: Next re-read to check that you have recalled correctly. Then
           read again focusing particularly on the aspects which you forgot or do
           not understand. Then repeat the recall process. If you continue not to
           understand certain content this is when you should seek the help of the
lecturer, a tutor or classmates or consult another text.

Making notes from books or articles
Many make the mistake of transcribing whole chunks of what they read.
Remember you are trying to record and recall only the essentials of the author’s
argument or discussion and your notes should contain just enough detail to bring
it clearly back to mind at a later date. Your notes should be the summary of
what you read, remember and understand of the key concepts. They should be
personal and unique to you.

How to learn from lectures
To get the most from lectures prepare beforehand for them. You should go to
a lecture with questions in mind about the topic. Having questions about the
meaning of material will help you to concentrate better and to be involved
actively rather than passively in the lecture. This in turn will lead to better
understanding, memory and learning.

Where possible try to apply the SQ3R strategy or elements of it to learning from
lectures. In order to get questions for a lecture you need to survey the material
beforehand. This may be difficult or seem impossible as the lecture has yet to
be given. However there are ways to overcome this difficulty.

Many lecturers put the outline of their PowerPoint presentations of their lecture
in their public folder or on SULIS before the lecture. If this is so you can
download it and survey it and formulate questions from it before going to the
lecture. If the lecturer does not make their presentation available you may have
received a week by week list of lecture topics with your module outline. This will
enable you to go to a textbook and scan or, if you have time, read about the
topic and formulate some questions before the lecture. If you do not have a
topic list make it your goal to listen very carefully to the beginning of the lecture
as the topic is introduced and formulate questions there. Continue to ask
questions in your mind throughout the lecture.

Making notes at lectures
Many make the mistake or trying to write down everything or as much as
possible of what is said. It is very difficult to listen, get meaning and write at
the same time. Others write more sparingly but miss the key points. Practise
and learn to recognise and focus in on key concepts. Distinguish between the
key concepts and the elaborations and examples the lecturer will give to
explain them. Write your notes using abbreviations and diagrams.

After the lecture
Later in the day rather than immediately reading your notes try to recall what
was said in the lecture and then check your notes and, the if its available, the
PowerPoint outline of the lecture. It can be helpful to do the recall of the lecture
with one or two others in the class. Your memory and understanding can then
extended by consulting the recommended reading given by the lecturer.

The need to practice learning at university
The strategies identified above for getting the most out of your reading and your
lectures need to be learned and take practice. If they are new to you, in the
beginning, it may be very difficult and you are likely experience failure in getting
the strategies to work. However with perseverance using the strategies will
      become easier and will make a big difference and your study will become more
      efficient and effective.

      Some useful sources for study methods
        o Moran A (1997). Managing Your Own Learning at University. University
          College Dublin Press Pub.
        o Rowntree, D. (2001). Learn How to Study. Warner Books Pub.
          www.how-to-study.com

      ESSAY WRITING

25.   How do I write an essay?
      Writing essays helps you in at least three ways.

        It forces you to organise your ideas and material and engage critically to
        develop your own point of view.

        It enables you to have a dialogue with your tutor through which you will get
        feedback on your strengths and weaknesses.

        It gives you important practice in developing analytical skills, the ability to
        synthesise and organise ideas and material which is certainly useful in
        examinations, but perhaps more importantly in the long term, these skills are
        precisely the ones which will be essential for a successful career.

        Before you start writing

       i)    Understanding the question

        Examine the precise wording and underline key words.
        Analyse the title and write down the key questions that the wording of the title
        is asking you to address. These initial questions can be refined and extended
        as you get into your reading.

        ii) Start your preparation early
        Read around your topic, make your notes, give yourself time to reflect before
        you return to your notes and begin to write the essay.

        iii) Planning
        Do not plunge straight into writing your essay from your notes. Think your
        essay through and plan it carefully before you return to your notes. Then,
        when you have your outline plan, which clearly identifies key points and
        stages in the development of your argument, return to your notes and select
        the material needed to flesh out your outline plan.

        iv) The Outline Plan
        Essays should have a beginning, a middle and an end.

        v) Introduction
        Comment on the subject, interpret the question.          Identify which
aspects you are going to deal with and why.

         vi) Body of the Essay
         Develop your argument through three or four main ideas which you
         structure around the development of your theme.
         Support the ideas with examples drawn from experience or from
         published work.

         vi) Conclusion
         Summary of main ideas: Firm and tentative answer to the question or
         comment on it, indicating wider implications, trends or need for further
         consideration.

         Improving Your Written English
         A University education should give you the opportunity to practice and
         improve your written English. It is an essential skill which employers value
         very highly.

         It should be possible for you to improve your writing skills if you take the
         following steps:

         a)   Find out from your lecturers and tutors which aspects of your written
              English are deficient and ask for detailed corrections.

         b)   Take an interest in your ability to write well. Do not be satisfied with your
              first attempts to express an idea. Change and rearrange words. Read
              sentences out loud. Ask a friend to proof read your work. Learn to use
              a Thesaurus.

         c)   Have good models to copy. Take note of the English used in text books,
              novels and serious newspapers.

         d)   Take advantage when necessary of the study skills tuition offered
              by the University. https://libguides.ul.ie/citeitright

  26.   How do I reference properly?
         Referencing acknowledges the books, articles, websites, and any other
         material used in the writing of a paper, essay or thesis.
         A well-referenced paper identifies and acknowledges material used to build
         your arguments. It allows the reader to locate the sources used and it ensures
         that plagiarism is avoided.

        Elements of referencing
        The essential elements of referencing are:
        Citing: referring to sources you quote within your document Reference list:
        the detailed list of sources that have been cited within the text.
        Bibliography: a list of all references consulted in preparing the
        document, whether cited or not.
Please note that a reference must be published. A quote from a lecture
cannot be referenced.
GENERAL INFORMATION

27.    What is the role of a ‘Class Rep’?
      https://ulsu.ie/representation/governance

28.    Student Vetting
  It is the policy of the University of Limerick that students on any of
  the UL Programmes with a Vetting Requirement or whom the University places or
  makes arrangements for placement at a relevant organisation as part of the student’s
  course of education, training or scheme, including any internship scheme, where such
  placement requires the student to participate in ‘relevant work or activities’ relating to
  children or vulnerable adults, must be vetted in accordance with the University of
  Limerick’s Student Vetting Policy.

  The University must receive either a vetting disclosure from the National Vetting Bureau
  or confirmation from the relevant organisation that the relevant organisation has
  received a vetting disclosure from the National Vetting Bureau in respect of the student.

  If a student’s placement involves ‘relevant work or activities’ relating to children or other
  vulnerable persons, the provisions of this policy apply whether or not the student has
  unsupervised access to or assumes a position of responsibility with a child or vulnerable
  adult. This is in compliance with the National Vetting Bureau (Children and Vulnerable
  Persons) Act 2012-2016.
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