BSc (Hons) Sport & Exercise Science - 2014/15 Award title BSc (Hons) Sport & Exercise Science

BSc (Hons) Sport & Exercise Science

Award title
BSc (Hons) Sport & Exercise Science

Programme code(s)

Carnegie Faculty

School of Sport
Our Student Charter
Our Student Charter outlines what you can expect from Leeds Beckett University during your
time here, as well as what you should do to get the most out of your studies. Our Charter
was developed by our University and the Students’ Union together. It is summarised here:

Your University’s commitments to you

To help you get the most out of your University experience we aim to:

   •       Provide high standards of learning and teaching
   •       Offer a flexible and relevant curriculum
   •       Provide a supportive, inclusive and welcoming environment
   •       Prepare you for employment and lifelong learning
   •       Deliver responsive customer service

Your Students’ Union’s commitments to you

To help you get the most out of your University experience we aim to:

   •       Represent students on and off campus
   •       Be open, democratic and fair to all
   •       Assist students with academic and welfare issues
   •       Support active student engagement

Your commitments to us

To get the most out of your University experience you should:

   •       Take an active part in your learning
   •       Give us feedback and information
   •       Seek support and advice when you need it
   •       Act responsibly

See section 6 of this handbook for further information.

Our Student Entitlements
As a full-time or part-time campus-based undergraduate student you are entitled to:

   1. Access online learning materials and resources for every module through a virtual
      learning environment and have access to the resources and information of an up to
      date library.

   2. Opportunities for on-going feedback on your work and progress towards your
      assessments in every year of your course.

   3. Participate in a course induction, which will be provided at the beginning of each
      year of your course.

   4. A meeting with your personal tutor once per semester. [All new and first year
      students will be invited to a meeting with their personal tutor within four weeks of
      the start of their studies].

   5. A course that has been informed in its development by external stakeholders (e.g.
      employers, professional bodies).

   6. Participate in Personal Development Planning within the context of your course.

   7. Have the opportunity to engage in embedded activities within your course which
      develop and enhance your graduate employability and lifelong learning.

   8. Receive clear dates at the beginning of each module about your assessment,
      submission dates, when and how you receive formative feedback on assessment
      during every module, and how you will receive feedback on marked assessments
      within the 4 week feedback period.

   9. Receive clear and easy to understand information about your course and the services
      available to you.

   10. Be engaged, via your course student representative, in your course review,
       evaluation and development processes.

   11. Have your questions to our University’s services responded to within the advertised
       timescales in our corporate service standards.

   12. Normally be given your course timetable no later than four weeks before the
       beginning of each semester.


1   Welcome to the Course ...................................................................................................... 5
2   Studying on this Course .................................................................................................... 11
3   Assessment and Feedback ................................................................................................ 12
4   Where to Get Help ............................................................................................................ 16
5   What to do if you… ........................................................................................................... 18
6   Relevant Policies ............................................................................................................... 20

1 Welcome to the Course

1.1 Message from the Dean

It gives me great pleasure to welcome you to Carnegie Faculty.

I speak for all the staff when I say we trust you find our faculty and, indeed, the whole
university a place of great opportunity, potential and growth for you as a student.

We hope to see you not only grow academically, through your lectures, tutorials and
assignments, but also see you develop as a person through all the other amazing activities
that take place at Leeds Beckett University.

There are chances to take part in a wide variety of extra-curricular activities; from joining
Students’ Union societies, work placement experiences, volunteering opportunities both in
the UK and abroad, studying another language, representing your university in a sports
team, or taking work opportunities through the Job Shop. All will help build your CV.

So remember to use your time at university wisely, as the few years you are here will seem
to go very fast when you look back on them. Make great new friends, learn a lot, grow as a
person, be proud of your accomplishments and rise to all the opportunities and challenges
that life as a Carnegie student will offer you.

Professor Andrew Slade

Deputy Vice Chancellor

1.2 Message from your Course Leader

This handbook provides you with information that you will need to succeed on your course.
You should find it helpful when you first start, when you are preparing for assessment and at
any time that you need help or advice in connection with your studies here. You will also
receive a module handbook for each module you study on your course (these include
module specific information e.g. assessment details)

The course team is looking forward to working with you this year and we hope that your
time studying with us at Leeds Beckett University is both enjoyable and successful.

On behalf of our University and the whole course team I would like to wish you well in your

Dr Claire Griffiths

Course Leader

BSC (Hons) Sport & Exercise Science

1.3 Academic Calendar

      22.09.14      Student Welcome & Induction Week
      29.09.14      Semester 1 Teaching Starts
      22.12.14      Christmas Break
      29.12.14      Bank Holiday / Christmas Break
      05.01.15      Christmas Break
      12.01.15      Formal examinations period
      19.01.15      Formal examinations period
      26.01.15      Futures Fest / Welcome / Refreshers
      02.02.15      Semester 2 Teaching Starts
      30.03.15      Easter Break / Semester 1 Re-assessment Period
      06.04.15      Bank Holidays
      04.05.15      Bank Holiday 04.05.15
      11.05.15      Formal examinations period
      18.05.15      Formal examinations period
      25.05.15      Bank Holiday 25.05.15
      13.07.15      Semester 2 Re-assessment Period
      20.07.15      Semester 2 Re-assessment Period
It is important that you make a note of the assessment and re-assessment details. It is your
responsibility to ensure that you are available for all assessments, specific details are
available in each module handbook.

Please make specific note that the re-assessment period for semester 1 is during the Easter

Full details of this and future standard student academic calendars are at:

Once you have enrolled, you will have a student login. You can then find confirmation of
your personal timetable by selecting the appropriate link after logging on the Student Hub

1.4 Key Contacts

Course Tam

The Team comprises the course leader, level leaders and key staff from each of the four
main disciplines. Their responsibilities include:
      ensuring the efficient running of the course;
      reviewing feedback from a range of stakeholders, including students, external
        examiner, agents, receiving postgraduate courses, and others in advance of Annual
        Monitoring and Review meetings;
      contributing to the Annual Review and ensuring that action points from the Review
        are taken forward.

       Course Leader – Dr Claire Griffiths

The Course Leader is responsible to the Head of School for overseeing the operational
management of the courses on a day-to-day basis in collaboration with the Course Team,
Administrators and Module Leaders, in accordance with the University’s academic principles
and regulations.
Key roles and responsibilities include:

      ensuring and maintaining the overall academic quality of the programme;
      continually developing the award in conjunction with the Course Team and Head of
      assisting in the recruitment, selection and admission of students, in liaison with the
       Course Team, Student Administrators and the International Admissions Officers;
      ensuring, in co-operation with the Head of School that adequate arrangements are
       made for teaching and other duties related to the course;
      ensuring that the course evaluation, monitoring and review procedures are
       established and implemented;
      maintaining overall responsibility for ensuring the moderation and assessment of
       marks in conjunction with members of the Course Team.

Level Leaders

The course will have a team of Level Leaders who are responsible for overseeing the
pastoral care and support for the students within their cohort. They will work with Personal
Tutors to develop a personal tutoring programme appropriate for the needs of the students
at each of the different levels. The Level Leader will support Personal Tutors and students in
cases where additional assistance/ guidance is needed.

Level 4 – Dr Michelle Mellis and Dr Kevin Deighton

Level 5 – Dr Nick Stanger and Dr Richard Clements

Level 6 – Dr Brian Hanley

Personal Tutor

In line with the University’s expectations SPEX operates a Personal Tutor system. All
students are allocated to a Personal tutor who is the first point of contact for non-
academic/module related pastoral support. Scheduled meetings will include discussion
about career aspirations, your course, your progress, and your academic results. You may
want to set objectives for academic and life goals. All students will be supported throughout
their studies by the same Personal Tutor (where possible) and the Course Team.

You are entitled to have one meeting per semester with your personal tutor in each year of
your course. But your personal tutor may ask you to come to see them more frequently and
you should feel free to contact them if you need to see them.

Please see Section 6 for details of our personal tutor policy.

Student Admin / Student Liaison Officer

The Student Administrators/ Liaison Officers work closely with the Course Leader and
Course Teams to ensure the efficient running of the administrative aspects of the courses
and to respond to general student enquiries. Student Liaison officers within the School of
Sport will provide additional support to students by working with Personal Tutors and
individual students to help access specific support needs and to complete mitigation/
extension requests.

Student Administrator: Martin Pemberton

Student Administrator: Misbah Mohammed

Course Administration Team:

Course Representative

Details about being a course rep are available at

Course representatives play a key role in the development and evaluation of the course. As
part of this role students are expected to attend annual reviews and enhancement and
development meetings each year. These meetings provide a platform for the course
representative to voice the student opinion and feedback as part of a formal university

Academic Librarian: Erin Nephin

1.5 Keeping in Touch

Academic and administrative staff will only use your student e-mail address, please ensure
that you check this regularly. Quarantine and spam filters required by our University mean
that emails sent from external email addresses (e.g. Hotmail, yahoo) may be delayed,
blocked or deleted. Please see the student e-mail policy (section 6.5)

We will inform you of cancelled classes / activities / course notices as soon as possible.
Please monitor X Stream and your student e-mail address for announcements For each
module, the module handbook will include the preferred method of communicating general
information about that module to you.

Please make sure that you inform your course admin team whenever you change your
address and contact details. It is important that you also update your records yourself. To do
this, select the appropriate link from the My Account tab after logging in from the Student
Hub at: This will ensure we can always contact you in an
emergency, and that you receive any important University communications that we may
need to send you.

2 Studying on this Course

2.1 Programme Specification

The programme specification is a concise description of your course's aims and objectives
and how you will be taught and assessed to achieve the required learning outcomes. The
full programme specification can be found in appendix A of this handbook.

2.2 External Examiner

The External Examiner assures that you are assessed fairly in relation to other students on
the same course and also the standard of your own award in relation to students in other
higher education institutions nationally on similar courses.

The details of the External Examiner for this course are as follows:

   •       Psychology
   •       Dr Richard Thelwell
   •       Head of Department
   •       University of Portsmouth

   •       Biomechanics
   •       Dr Carl Payton
   •       Senior Enterprise Fellow in Biomechanics
   •       Manchester Metropolitan University

   •       Nutrition
   •       Dr Joanna Bowtell
   •       Associate Professor
   •       Exeter University

   •       Physiology
   •       Ms Lindsy Kass
   •       Senior Lecturer
   •       University of Hertfordshire

Your Student Administrator can provide details of the External Examiner’s report on request.
Further details on all External Examiners report can be located here:

3 Assessment and Feedback

3.1 Assessment

Assessment Strategy

Information on the various methods of assessment and feedback can be found in the
programme specification (appendix A).

University Assessment Regulations

Our University’s assessment regulations are contained within the Academic Principles and
Regulations (sections C3 and C4 in particular). The regulations are available at:

Assessment Schedule

Please note the exam/assessment periods in the academic calendar (see Section 1) and
make sure that you are available during that period.

Your examination timetable will be made available to you via X Stream & via individual
timetables. This is usually with 4 weeks of the assessment period.

Your coursework schedule can be found in your module handbooks, normally along with any
reassessment coursework and schedule.

Submitting Assignments

The handing in of completed assessment will be in accordance with agreed Faculty
submission procedures. In all but exceptional cases these should be via the faculty
receptions and/or Turn-it-in where specified (please see module handbooks for more

Normally assignments should be handed in to the faculty receptions via designated
assignment post boxes. All hand-in dates will be advised in the module handbooks and will
be between Monday and Thursday each week.

Assignment post boxes will be emptied periodically by the Receptionist/Student
Administrator who will record receipt of work on the appropriate class list. This will take
place at least once each day in accordance with hand-in deadlines.

Students have a responsibility to abide by the required presentation and submission
requirements for assessment. This should include the preparation of the formal assignment
hand-in form for all coursework submissions. Copies will be available for students at the
point of submission and via X-Stream.

All assignments will be logged within the faculty. Receipts will not be given. You are
expected to keep a copy of your work.

Academic staff will not take assessment submissions and will direct students to the formal
process. In the event of you submitting an assessment other than through the formal
procedure, the date of submission will be recorded as the date the assessment is received at
reception. Any exceptional agreement for submissions by post should be by recorded
delivery to the faculty offices. The process for assessments requiring electronic submission
will be detailed in the module handbook.

Student administrators will arrange for return of work and notification of marks to students.
In normal circumstances collection will be via the relevant reception and provisional marks
notified via X-Stream or through your Module tutor.

Written feedback provides information about performance, but more importantly,
information about how to improve and learn from the assignment. Summative feedback
reflects the criteria and marking scheme combined. It provides commentary under each

You should plan to ensure your availability to meet deadlines for assessment and possible
reassessment. Students are advised not to book holidays or time away from the University
during this period. Exceptionally arrangements may change or need clarification, for
example, specific details of examinations. This will be communicated via the Portal and
course notice board.

It is important that you keep copies of all work submitted until after you have graduated. In
the event of your submitted work being lost you will be required to produce a copy of the
work. If you are unable to do so, your mark will be recorded as a non-submission.

3.2 Giving your Feedback about this Course

We are keen to work with you to enhance your course. Opportunities for you to feedback to
us formally include: course meetings, end of module evaluation, mid module review,
internal student experience surveys, course rep forums, the NSS and other student surveys.
Informal feedback is also welcome at any time either via your personal or module tutor or
via your course rep.

3.3 What Happens with your Feedback about this Course?

Your feedback helps us to continually enhance this course. You can find out what actions
have been taken in response to your feedback through your Course Rep, the Students’
Union, your tutors or through the Library. Your Faculty also provides updates on action
taken through the “Like it” and “You Said, We Did” posters prominently displayed around
our University.

3.4 Getting Feedback on your Assessed Work

Each module handbook will provide you with specific guidelines on the turnaround for
feedback. The programme specification explains how feedback will be provided on both
formative and summative assessments (see appendix A).

All assessments are subject to strict standardisation and moderation process both internally
with module teams and with external examiners (see appendix B).

3.5 How do I Get my Results?

Provisional results in most cases will be made available through X Stream. These results are
not final and are subject to change following scrutinisation by the External Examiner.

Confirmed results from module assessments and decisions on progression to the next level
or awards (if you are in the final level) are available on the Results Online system from:

Results will only appear within Results Online five working days after the date of the Board
of Examiners’ meeting (the meeting where your end of year outcome will be decided) or the
Examination Committee meeting (the meeting where modular outcomes are decided).

All assessments are subject to strict standardisation and moderation process both internally
with module teams and with external examiners before any grades are released to students.
Therefore, students cannot request for work to be re-marked. If you wish to discuss your
grade and feedback you should contact the module leader who will be happy to talk over
the feedback with you but the grade will not be changed as part of this process. Following
this if you are unhappy with the grade received or feedback provided then you should
consider a student appeal (see page 16).

If you are unsure about when you might receive your results or have queries relating to your
results, you should contact your Student Administrator.

3.6 Issues with Assessment

Extenuating Circumstances and Mitigation

If you are experiencing problems which are adversely affecting your ability to study (called
'extenuating circumstances'), then you can apply for mitigation. The University operates a
fit to sit / fit to submit approach to extenuating circumstances which means students who
take their assessment are declaring themselves fit to do so. Please speak to your personal
tutor if you have any questions.

You can collect an extenuating circumstances form from your student admin office, your
Student Liaison Officer or you can print one via the hub web pages. Completed forms along
with appropriate evidence must be submitted to your student admin office within the

timescales given in the guidance. Late submissions will normally be rejected. Outcomes from
the mitigation panels, which are held once a month, will be e-mailed to you via your student
e-mail account.

Examples of extenuating circumstances include personal or family illness, bereavement,
family problems or being a victim of crime. Further guidance on extenuating circumstances
and mitigation can be found at:

Late Submission

Without any form of extenuating circumstances, standard penalties apply for late
submission of assessed work. These range from 5% to 100% of the possible total mark,
depending on the number of days late. Full details (section C1.5) of the penalties for late
submission of course work are available at:


If you have not passed a module at the first attempt (i.e. overall grade >40%) you will be
eligible for re-assessment. You will need to make sure you are aware of the relevant re-
assessment process (e.g. whether it is coursework, an examination, a presentation or other
form of assessment / when it will take place / what the deadline is).

Reassessment details can be found in your module handbook along with the date for
resubmission. You will be advised via Results Online of your options for re-assessment. You
are advised to contact your Course Leader, Student Administrator or personal tutor for any
necessary clarification.

Student Appeals

If you feel that you have in some way been disadvantaged during your studies and this is
reflected in your results, then you may have grounds for an academic appeal.

After your results are available on Results Online you have 15 working days to submit a
request for an appeal hearing. You will find the information you need, including grounds for
appeal, when and how to appeal and frequently asked questions at:

You are strongly advised to seek guidance from the Students’ Union Advice Service on
whether you have grounds for an appeal and the completion of the paperwork – see Section
4 for Students’ Union Advice Service contact details.

Cheating, Plagiarism and other forms of Unfair Practice

Our University wants to give you credit for your learning and for work which you have done
yourself. Academic misconduct occurs when you have not done the work yourself.

Academic misconduct can take many forms and may be intentional or unintentional. The
different forms may include: cheating, plagiarism and other forms of unfair practice.
Plagiarism includes ‘self-plagiarism’ where a student submits work for credit that they have
already received credit for either in this University or anywhere else. Plagiarism also includes
a lack of ‘in-text’ referencing. Unfair practice includes collusion, ghost writing and
falsification of data.

To help you understand very clearly what is and is not permitted and how to use other
people’s ideas in your assessed work, it is strongly recommended that you familiarise
yourself with The Little Book of Cheating, Plagiarism and Unfair Practice, available from the
Student Hub at:

The serious consequences of plagiarism and other types of unfair practice are detailed in
section C9 of the Academic Regulations at:

If you are unsure on how to reference your work correctly please seek advice from your
tutors or from Skills for Learning (see Section 4).

4 Where to Get Help

4.1 Personal Tutors

Your personal tutor has an important role to play in supporting you in academic and
personal matters while you are studying on this course. However, personal tutors are not
trained counsellors and will signpost you to other University services if they can’t help you.
These services may, for example, be the Students’ Union, the counselling service or the
student hub.

4.2 Student Hub

If you have any questions about or problems with life at our University, the first place to call,
email or pop into is the Student Hub. The team can help with a broad range of enquiries
including: funding and money advice, being an international student, disability, counselling
and wellbeing support, student cards, accommodation, fee payments, support from the
Students’ Union, how to access on-line services, getting help with your CV, preparing for an
interview, careers guidance and getting a part-time job. Details of these and other services
are available at

There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in
Campus Central at Headingley. Our telephone number is 0113 812 3000 and our e-mail
address is We work closely with Faculties, the Students’
Union, all University Services and external organisations to make sure that if we don’t know
the answer to your question we will know who will.

You can also use 'my Hub'
which is an online resource available 24/7 where you can access information and guidance
about a range of services, register and make appointments with Services, register for
workshops and employability tutorials, search for job vacancies and use a range of careers

4.3 Disability and Dyslexia Support

Disability Support is available from the Disability and Dyslexia Centre. The Disability Advisers
will work with students to ensure support is provided to meet their individual needs:

Disabled students can also access the Disability Resource Areas in each library and the
support provided by the Library Learning Support Officers.

4.4 Library Help

Academic Librarian

Your academic librarian (see Contacts in Section 1) liaises with your lecturers to ensure
physical and electronic information resources for your subject are available. They are
available to support you personally and will work with you throughout your time here to
help you develop information and digital literacy skills.

Skills for Learning

Skills for Learning provides a wide range of web resources on topics including plagiarism,
graduate attributes, group skills, research, maths, critical awareness and reflective skills,
Harvard referencing, essay writing and time management. For full information and contact
details     of     the     workshop    and    individual     support   programme       see:

Help and Information Points

If you have any questions about using the library or concerns about IT, such as logging-in,
printing or using our various software packages you can get help:

   •       from the Help and Information Point on the ground floor of each library
   •       online:
   •       by phone - 0113 812 1000 (including 24/7 IT support).

Library Website

The Library’s website ( provides access to thousands of
resources and information about Library services. You can also access key services via your
smart phone or tablet.

Distance Learners

If you are registered on a distance-learning course, you may be eligible for the Library’s
Offsite help and advice. The service offers help with accessing electronic resources, access to
other libraries, postal book loans and journal article supply. For details of eligibility and the
full range of services provided you can access Offsite at:

4.5 Students’ Union Advice Service

The Students’ Union advice service offers free, independent and confidential advice and
representation to students. Professional advisers are employed directly by the Students’
Union to represent your interests – even if you are in dispute with our University.

Advice is available on a large number of issues including: academic problems, housing,
money health and wellbeing.

Tel: (0113) 812 8408 or e-mail:

There are full details of all services available at:

5 What to do if you…

5.1 …are absent for more than one day

You must notify your Student Administrator if you are absent for more than one day (for
example for an interview, emergency unforeseen circumstances, or for compassionate
leave). If you are going to apply for mitigation you will need to provide written evidence of
the reason for your absence (see section 3.6).

Please ensure you provide the following details:

Modules you will be absent from

International Students

Please be aware that our University fully complies with United Kingdom Border Agency
policy at all times. There are legal reporting requirements relating to UKBA immigration
procedures in the UK for all non-EU students studying in the UK with a Tier 4 student visa.
Full attendance is mandatory for all Tier 4 students. For up to date information about visas,
immigration issues and other related information, contact the International Student Advice
Centre at for advice and guidance.

Failure to meet Border Agency attendance requirements as required by the terms and
conditions of your immigration status could lead to your academic sponsorship being
withdrawn and your visa being revoked.

5.2 …are ill

If you are absent because of illness for more than seven consecutive days (including
weekends), you must provide us with a Fit Note.

If you are absent through illness on the day of an examination or assignment deadline and
you intend to apply for mitigation, you must also provide us with details and any available
evidence as soon as possible. Contact your Student Administrator to get a copy of the
appropriate extenuating circumstances form.

You can hand in or send a Fit Note to your Student Administrator.

Further information is available in the General Regulations                 (section   6)   at:

5.3 …have Feedback

We are committed to providing a high quality experience for all our students. We welcome
feedback from students, and find it valuable for the on-going improvements to our
provision. Feedback about your course can be raised with your course representative or
directly with your personal tutor or a member of the course team.

If you are unhappy about an act or omission of our University, you may be able to make a
complaint under the Student Complaints Procedure. In the first instance, you should raise
the matter as soon as possible with the member of staff most directly concerned, or with
the person who can best resolve it. If this does not resolve the matter, or if the complaint is
too serious to be addressed in this way, then you should make a formal complaint in writing.
Information about how to make a complaint, including the student complaints procedure
and        a        complaints         form,        is       available         online      at:

5.4 …are considering withdrawing from the course

If you are considering withdrawal from your course you should speak to your personal tutor,
a member of staff at our Student Hub or the Students’ Union to discuss your reasons. If
there is a problem, University or Students’ Union staff may be able to help, support,
guidance where necessary.

It may be possible to arrange temporary withdrawal from your course and if you decide to
withdraw permanently or temporarily, you must complete a withdrawal form. This form
must be submitted as soon as possible to your faculty office as withdrawals cannot normally
be backdated. For further details see General Student Regulations at:

6 Relevant Policies
6.1 Student Charter

Our University and Students’ Union recently agreed upon the Student Charter which
outlines what is expected of students of Leeds Beckett University and what students can
expect from our University. The most recent version of our Student Charter is at:

6.2 Student Entitlements

Our student entitlements, listed at the front of this handbook, will help to ensure the
student charter is embedded as part of our approach to providing a good quality, consistent
learning experience for all our full-time and part-time undergraduate students.

You can find the full student entitlements from:

6.3 Personal Tutors

You are entitled to have one meeting per semester with your personal tutor in each year of
your course. See Key Contacts in Section 1 for details of how to contact your personal tutor.
See Section 4 for an overview of the support you can expect from your personal tutor.

You can find full details of our personal tutor policy from the Student Hub webpages:

6.4 Safety, Health and Wellbeing

Policy Statement

Our University is committed to providing a vibrant, ethical and sustainable working
environment that values wellbeing and diversity. This commitment exists alongside our

wider legal and moral obligations to provide a safe and healthy working environment for our
staff, students and members of the public who may be affected by our activities. There are
further details at
z.htm (see H - Health and Safety Policy – Policy Statement).


No smoking is permitted in any of our University buildings, this includes the use of vapour
cigarettes (or other similar devices); if you do smoke outside our buildings please make sure
that you stand at least five metres way from building entrances and boundaries.

Use of Laptops within our University

If you need to charge your laptop battery, please make sure that the battery charger/lead
are undamaged, and only plug it into a designated power socket – if you are unsure of
where these are, please ask a member of staff. Please make sure your battery charger cables
do not create a trip hazard.

Fire Safety Procedures

Fire information is present on Fire Action Notices displayed in all our University buildings.
These are normally present in corridors. Please read and follow the instructions.

All fire exit routes are clearly identified. You should familiarise yourself with the location of
fire exit routes and fire assembly points for the buildings that you may use in the course of
your studies.

If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You
should report the circumstances and site of fire using the emergency number 4444 -
indicated on the Fire Action Notice.

Do not tackle the fire unless you have been trained to do so. Evacuate the building to the
fire assembly point indicated on the Fire Action Notice.

Do not re-enter the building until officially authorised to do so.

On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire
exit, as indicated by the green and white fire exit signage. Take appropriate action to assist
visitors and mobility-impaired persons or wheelchair users to a safe refuge.

Upon exiting the building, continue on to the fire assembly point so as not to impede the
remaining evacuees exiting the building. Evacuation is practised through fire drills. However,
you should regard any continuous sounding of the alarm as a fire incident and act

Disabled Students

You are expected to declare any disability that would affect your safety in the event of a fire,
e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability
Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as

Disabled students must declare their disability, to the University, for it to be taken into
consideration. You can find further information about the support available to disabled
students studying at our University and contact details on our website:

First Aid

First Aid Notices (green and white) are displayed in all University buildings alongside the Fire
Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid
box. First Aid Notices provide all the information you may require to seek and summon

First Aider contact details can also be obtained from the Student Hub or from Security: City
Campus, internal ext. 23154 or Headingley Campus, internal ext. 23165.

Accident and Incident and Reporting

All accidents and incidents and dangerous occurrences, must be reported to, and recorded
by University staff. Accident report forms (HS1) are available at faculty reception offices,
Security and Student Hubs.

Infectious Disease

Campus-based students who have been diagnosed with a serious infectious disease such as
TB, measles, meningitis or chicken pox should notify their course leader or administrator as
soon as possible giving information regarding which groups of students (and/or colleagues
and clients on placements) you have been in contact with and when. For diseases such as TB
or meningitis, the West Yorkshire Health Protection Team may also wish to speak to you (or
your family) to determine if others require screening or medication. You should follow
advice given by the hospital or your GP about when it is safe to return to University.

6.5 Student E-mail Guidance

This document has been written to help you construct formal e-mails to staff, fellow
students and external agencies. The University policy for staff response timeframes to your
e-mails and how you may manage this is also outlined. You must use your university e-mail
account as your means of communicating with staff and fellow students on the course.

Writing your e-mail

E-mails should be written in a polite and formal manner when communicating with staff and
external agencies. You can use the following guidance to help you construct a professional

Subject line

All e-mails should include a subject line outlining the content of the e-mail. This enables
staff to quickly sift through e-mails and respond to those which may be urgent. For example
if your e-mail is module related then this should be included in the subject line. If your e-
mail is personal then please start the subject line with personal, followed by a brief
description of the content of the e-mail.

Font style

In accordance with the Equality Act 2010 and the University Equality and Diversity Policy, e-
mails should be pre-set in an accessible format i.e. one of Comic Sans, Arial or Verdana and
at a minimum of font 12.

Appropriate salutation

Use Dear or Hi (name). Do not use less formal greetings such as “mate”.

Body of text

You should write in plain English, being precise and to the point. Do not use text language.
Short e-mails that are to the point and present the facts are much better than lengthy e-
mails. You need to construct your e-mail to ensure that they are polite and request help
support etc. rather than demanding help or feedback.

Appropriate sign off

You need to conclude your e-mail with — Appropriate sign-off (e.g., “Regards/Best
Wishes/Thanks”). It is important that you include your full name, student number, course
name and level to ensure that a more personal response can be written.

Getting a response

When e-mailing staff in regards to course matters the university policy is for staff to respond
within five working days. There may be times when you get a response much sooner than
this if a staff member is dealing with e-mails or the matter is urgent. Please expect that
responses are likely to take up to the full five working days in most instances.

Typical working hours for staff are between 9am and 5pm. If you e-mail after 5pm your
response may not be acknowledged until the following day. The five day turnaround will
then commence from 9am on that day. If you e-mail later in the week please be aware that
you may not get a response until the following week as Saturday and Sunday are not formal
working days.

What do I do if I don’t get a response within 5 working days?

Please check that your original e-mail was written using the guidelines outlined above. If it
is not then a staff member may have decided not to reply to your e-mail as it was

Did you use your university e-mail account?

You must use your university e-mail when communicating with staff and fellow students in
regards to university business. If you use an external e-mail (Hotmail etc.) staff cannot
respond to this under the direction of university guidelines.

Have you -mailed the right person?


If your query is relating to a learning activity within the seminar you should email your
seminar tutor. If they cannot answer your question(s) then they will forward your e-mail to
the module leader. However, if your query is a) related to material delivered during lectures
and/or b) related to any module organisation matters, not covered by X-Stream, please
email the module leader directly. Unless absolutely necessary, you should not copy more
than one member of staff into an e-mail as this can lead to mixed communication and often
end in confusion.

Personal Issues

If your e-mail relates to a personal or course matter then you should e-mail your personal
tutor in the first instance. If they cannot answer your question (s) then they will forward
your e-mail to the level or course leader. Only in circumstances where you may want to
discuss confidential matters should you contact your level leader or course leader directly.
This should only happen if you would feel more comfortable communicating directly with
them rather than your personal tutor.

Was the information already in the module handbook?

If you have asked for information that is already in the module handbook (e.g. assessment
hand in dates) then the staff member will not reply to your e-mail as you are expected to
read this document prior to contacting a member of a module team.

Did you receive an out of office reply?

If you received an out of office reply then within the reply you will have been directed to
contact an alternative person who will be able to help you. You should resend your e-mail to
the identified person and copy in the original recipient so that they know the conversation
has progressed. If you are unsure who to send your e-mail too, please use the generic admin
email address for your course and provide details of who you were trying to get in touch
with, what the issue was about and copy in your previous e-mail. The admin team should
then be able to direct your e-mail to the correct person.

I followed the guidance but haven’t had a reply, what do I do?

If you have written an appropriate e-mail, but have not received a response within the
stated time frame then please resend your e-mail again. You need to write a further note
outlining the date and time of your original e-mail and a polite request for the staff member
to reply. If you do not receive a response within two working days of this e-mail then please
forward the e-mails to your personal tutor who will help you get a response from the
member of staff.

Sample e-mail template

Subject: Module, Introduction to Research and Study Skills

Dear (seminar tutor’s name)

I have recently collected the feedback for my literature review assessment from Fairfax
reception. I have read my work and the feedback that you have provided. If it is possible I
would like to meet you with to help to clarify a few of the points that you have raised
around the content of my submission to help me improve my academic writing for future
assessments. Please could you let me know a convenient time at which you would be able to
meet me? I am free on Tuesdays after 2pm and Thursdays before 1pm.

Kind Regards

Your full name

Student ID

Course name and level

6.6 University Regulations

There are two sets of regulations you need to be aware of, The University Academic
Principles and Regulations and The General Regulations: Leeds Beckett University Students.

The Academic Principles and Regulations relate specifically to your studies and your course.
They cover issues such as assessment, progression and award requirements amongst a
range of other issues.

The General Student Regulations deal with a range of issues which apply to all students of
our University.

6.7 Academic Principles and Regulations

Our University Academic Principles and Regulations                 can    be    found    at:

You should familiarise yourself with the Academic Principles and Regulations. The following
sections are of particular relevance to your course:

   •      Assessment – general provisions (C1)
   •      Achievement of credit (C2)
   •      Student progression (C3)
   •      Conferment of awards (C4)
   •      Management of assessment (C5)
   •      Conduct of assessment: coursework and other assessed work (C6)
   •      Administration and conduct of examinations (C7)
   •      Written examinations: regulations for candidates (C8)
   •      Cheating, plagiarism and other forms of unfair practice (C9)
   •      Disabled students and students with specific learning difficulties (C10)
   •      Boards of examiners and examination committees (C12)
   •      Disclosure of assessment results (C14)
   •      Extenuating circumstances and mitigation (C15)
   •      Appeal against a decision of a board of examiners or examination committee

The Students’ Union Advice service ( is able to offer advice and
guidance on how to understand and use the Academic Principles and Regulations.

Where students are undertaking any form of research project, reference should be made to
the Research Ethics Policy and Research Ethics Procedures which can be found at:

6.8 General Regulations

The General Student Regulations are available at the following web link: You should familiarise yourself
with the student regulations relevant to you.

Appendix A –Programme Specification

Overview and Aims

The BSc (Hons) Sport and Exercise Science (BSc SPEX) is aimed at providing students with a
desire to learning how people function in sport and exercise settings a vehicle to meet their
personal and professional needs. The course is designed to meet the requirements of the
British Association of Sport and Exercise Sciences’ (BASES) criteria for accreditation.

Students will study physiology, psychology, nutrition and biomechanics in the contexts of
sport and exercise. The course balances the development of evidence based knowledge and
practical skills with the aim of producing graduates who can contribute constructively in a
range of contexts. In addition to Sport and Exercise Science specific skills and knowledge,
students are expected to gain skills desired by employers, particularly the ability to find and
process information and to be able to communicate with others in written and verbal

The opportunity to focus the degree to reflect personal and professional interests exists
through option modules in the final years of study. Specifically students can deepen their
knowledge in the domains of Performance Sport, Exercise and Health, Physical Education
teaching or Outdoor and Adventurous Activities.

Students graduating from the BSc SPEX have gone on to gain employment in a range of
related settings including professional sport, Further and Higher Education lecturing,
Physical Activity promotion and Personal Training. Furthermore students have used this
course as a stepping stone to join the armed forces and emergency services. A proportion of
students go on to take Postgraduate study and then gain employment in vocations such as
Physical Education teaching and Physiotherapy.

Employability and Professional Context

The course will primarily qualify graduates for employment in the field of Sport and Exercise
Science. This includes work supporting high performance sport performers and coaches,
working in gyms as fitness instructors and/or personal trainers, coaching young and adult
participants and providing physical activity opportunities for care residents and working in
clinical settings as an exercise physiologist. Due to the degree having a strong theme of
research graduates would also be suitably positioned to follow a career in research or
teaching within associated fields.

For those who wish to further their education through Postgraduate study the course will
provide a solid foundation on which graduates may continue to study a Sport and Exercise
Science Postgraduate qualification (MSc or PhD) or alternatively may access related
Postgraduate study in areas including Physical Activity/Health Promotion (MSc), Teaching
(PGCE) and Physiotherapy (MSc). This course has a strong track record of graduates
obtaining places on PGCEs for Physical Education teaching.

Due to the multidisciplinary nature of the degree and the embedding of the three graduate
attributes of global outlook, enterprise and digital literacy previous graduates have gained
employment in wide range of graduate schemes and in roles including sport retail, sport
hospitality and services, recruitment, hospitality, and forensic science. Students have also
used this course to gain entry to the armed services and emergency services.

Recent Leeds Metropolitan University Graduate statistics (2010) show that 6 months after
graduating 86% of our graduates are either working (60.49%), working and studying (7.01%)
or studying (18.43%). Fewer than 1 in 10 graduates were unemployed (8.96%) with a
further 3.39% unaccounted for and 1.72% undertaking other opportunities. This presents a
strong outlook for graduates on the Sport and Exercise Science course.

Course Learning Outcomes
All courses benchmarked against the Framework for Higher Education Qualifications in
England, Wales and Northern Ireland (FHEQ). The FHEQ can be viewed on the Quality
Assurance Agency website: For more details on the Course Learning
Outcomes specific to this course please view the programme specification.

On completion of the course students will be able:

1        To have knowledge of the multi and inter disciplinary basis of sport and
         exercise science and be able to critically evaluate contemporary
         research in the fields of physiology, biomechanics, psychology and
         nutrition by successfully evaluating and reflecting on limitations of
         existing research.

2        To use a scientific process to question and problem solve issues
         relevant to experiences in sport and exercise.

3        To be able to analyse empirical data and critically evaluate evidence to
         produce verifiable conclusions

4        To develop a set of skills commensurate with working as a professional
         in sport and exercise science including the ability to operate specialist
         equipment and digital applications in a safe and appropriate manner.

5        To be able to work in a global community including the ability to
         communicate with a range of people using a variety of digital media
         when appropriate.

6        To be equipped with all the skills necessary for making enterprising
         decisions in diverse employment settings and to take responsibility for
         one’s own continuous professional development.

Graduate Attributes

All graduates from our University will be enterprising, digitally literate and have a global
outlook. These three graduate attributes are developed with specific, appropriate emphasis
in each course and you will be assessed about each of them at every academic level. They
will provide you with capabilities which are essential for your employability and wider life as
you move on from your studies here. A summary of how the development and assessment
of graduate attributes for this course are provided in the programme specification.

A Graduate attribute is defined as “an amalgamation of skills, knowledge and attitudes built
up though a student’s time at University, which they are capable of articulating and
demonstrating to the wider world.” The BSCH Sport and Exercise Science course has
embedded the three Leeds Met graduate attributes of enterprise, global outlook and digital
literacy as identified in the Course Development Principles Document (2011). The graduate
attributes have been embedded in learning outcomes and assessment across all levels in
accordance with the individual guidance documents located on the Leeds Met Centre for
Learning and Teaching web page.

Each of the graduate attributes has been highlighted in the course learning outcomes
(section 38) using the following key;
     Global Outlook (italics)
     Digital Literacy (bold)
     Enterprise (underlined)

Global Outlook
Global Outlook is developed and assessed throughout the levels across a range of modules.
Students will begin by searching for and utilising a range of literature from a national and
international perspective on a range of Sport and Physical Activity related topics. The
Introduction to Research and Study Skills for Sport, and Exercise Science (IRSS) module will
develop students’ knowledge of paradigms and how their view of the world will impact on
research design and the way they view other people from a variety of different cultures and
In advanced levels (5 and 6) global outlook will be imbedded into modules through the
following examples include the consideration of culturally based diets when planning
nutritional strategies for high performance athletes or the acceptance of religious based
gender differences when exploring determinants of exercise participation. This will be
further enhanced by the students’ optional module choices into specific areas of disease and
through the focus of their dissertation.

Global Outlook is developed and assessed throughout the levels across a range of modules.
Students will be required to engage with research originating from various parts of the
world where an appreciation of the culture in which the participants live may influence the
outcomes of the research. Examples of how global outlook may appear to students would
include the consideration of culturally based diets when planning nutritional strategies for

high performance athletes or the acceptance of religious based gender differences when
exploring determinants of exercise participation.

Digital Literacy

Digital Literacy has been mapped into the degree using the seven areas of the digital literacy
capabilities staff toolkit. Across all modules and levels students will develop their use of
electronic search databases in finding and evaluating the suitability of a range of digital
sources including web pages and journal articles (Digital Scholarship, Academic Practice,
Information literacy). Students will also be engaged in using the VLE through use of a variety
of appropriate tools (e.g. e-mail, discussion boards, online submission) to enhance their
learning experience (Communication and collaboration). Students will also develop their
use of a range of digital devices including cameras, camcorders, digital audio recorders in
the collection of research data and in applied settings (Computer Literacy)

During Level 4 students will learn how use appropriate software packages to record, analyse,
interpret and present data (Media Literacy). At Level 5 students will be introduced to more
complex analyses and will learn how to select appropriate software packages to analyse
different data (Media Literacy). By Level 6 the students will have developed critical skills
enabling them to become independent learners and will know which software to select to
complete recording, analysis, interpretation and presentation of the data for their Major
Independent Study. During Levels 4 and 5 students will be introduced to a range of
specialised digital scientific equipment to assess measuring human functioning (e.g. force
plates and), specialist software (e.g. Comp-eat, Dartfish) and specialist statistical analysis
software (e.g. IBM SPSS and NVIVO).
By the end of Level 6 students will have developed a critical understanding of the different
equipment with the ability to appropriately select the correct method to provide a valid and
reliable measure of the chosen variable (Major Independent Study) (Computer Literacy,
Media Literacy).

Throughout the course students will appropriately plan their professional development
using a range of tools. In the level 4 Introduction to Research and Study Skills module
students will be introduced to the university Employability Resource Online and appropriate
tools to build a personal and professional development portfolio (Communication and
collaboration, Information Literacy, Professional development planning). In level 5 students
will further their understanding and application of these tools within the Professional
Development in Sport and Exercise Science module. Students will be encouraged to take
part in both internal (Blackboard 9 discussion groups) and external networking using
appropriate websites (e.g. LinkedIn) (Professional Development Planning)


Enterprising students will show a proactive approach to meeting the challenges involved in
sport and exercise science. They will do this through being set a number of challenges
including authentic assessments which will require them to use their knowledge and skills to
deal with real world scenarios. This will include collection of data to inform case studies and

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