Masters Degrees (Disability Sport)

Course Overview

​This is an exciting, contemporary programme targeted a professionals and practitioners working in the sport and leisure industry who are seeking new opportunities. The programme is equally attractive to recent graduates seeking to develop their knowledge and employment potential as well as international students who wish to study at Wales's premier university for sport.

Due to the popularity of the postgraduate sport programmes, please ensure you submit your application as early as possible. Programmes will be closed over the summer when full capacity is reached.

*Please note. This programme will undergo periodic review in March 2016. As such, module and pathway information may change. Refer back to this course page for the most up-to-date information at that point.​​​

See the website https://www.cardiffmet.ac.uk/schoolofsport/courses/Pages/Sport-Management-and-Leadership.aspx

​Course Content​​

Drawing on management and leadership perspectives, the programme critically examines the sport and leisure industry, its environment ad current challenges. There is a clear focus on applied and experiential learning. This is achieved by drawing extensively on sports organisations operating across all sectors of the industry and on using external speakers who are experts in their field to bring real life issues and challenges into the classroom. A high quality experience is provided with teaching undertaken in small groups and an emphasis on interaction and group work.

All students study five core modules which embrace key management and leadership topics as well as research skills and developing a personal leadership plan. There is one option module and students can decide whether to undertake this or an alternative independent piece of work. Completion of the MA requires students to undertake a sustained project either a traditional dissertation or a Final Project. The 'live' Final Project is a further unique feature available to those with appropriate experience.

Core Modules:
- Principles for Management and Leadership (20 credits): This is an introductory module that considers three principal themes: 1) management and leadership principles, 2) Overview of sport and sport policy in the UK, 3) governance arrangements for modern sports organisations.

- Leadership and Entrepreneurship (20 credits): This module focuses on developing an understanding of what leadership and entrepreneurship is and draws extensively on the experience of leaders working in sport and / or related fields.

- Organisational Strategy (20 credits): This introduces the concept of strategy and analyses the external and internal environment. Other features of the module include: marketing and brand management as a way of positioning an organisation; organisational change; stakeholders; culture and politics.

- Personal Skill and Leadership Development (20 credits): This module aims to focus on you as the student learner, your ability to be a reflective practitioner and identify your personal/professional needs. It also focuses on peer mentoring which has direct relevance to the cohort working together.

- Research Skills for Management and Leadership (20 credits): This module aims to hone students' understanding of research. It focuses on developing critical awareness and reading skills. It also considers the role of research as relevant to modern organisations.

Option Module:
Students have the choice of:
- Improving Business Performance (20 credits): This module develops a critical understanding of why organisations must consider organisational performance and what tools there are to assist in this process. Students are challenged to look at their own organisation and develop a critical approach to developing performance;

- Independent Choice (20 credits): This module provides students with the option of studying an area of particular interest. This may relate specifically to the sport environment (disability, community development, partnership) or it may relate specifically to a management/leadership subject area (finance, marketing, IT, etc).

On successful completion of the taught modules (above) students may undertake the Final Project (equivalent of 3 modules / 60 credits) that leads to the award of MA: Sport Management and Leadership.​​

Assessment

Assessment varies from essays to presentations and plans with students critically evaluating and reflecting on specific issues. The contact teaching time for each 20 credit module is four days with some additional days allocated for induction and presentations.

Employability & Careers​

The programme is directed towards employability both in terms of developing and enhancing the careers of those already working in the sport sector and preparing immediate graduates and those seeking a change in their career to be competitive in the employment market. There is an emphasis on developing personal management and leadership skills and we encourage students to work together to develop and hone these.

Find information on Scholarships here https://www.cardiffmet.ac.uk/scholarships

Find out how to apply here https://www.cardiffmet.ac.uk/howtoapply

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Overview

Do you want to further your knowledge of sport science and athletic development? Southampton Solent’s athletic development and peak performance master’s degree has been designed in partnership with industry experts to help equip students with skills, experience and knowledge precisely tailored to industry requirements.

- The course has a practical focus, combining hands-on experience with master’s theory to teach students how to apply learning to a professional sporting environment.
- Gaining practical experience is a key element of the programme and students are expected to undertake work placements alongside their studies for the duration of the course.
- Students have full access to the University’s leading sports science facilities, including a BASES-accredited physiology lab. Many of these facilities are regularly used by professional athletes.
- The course team has strong industry links from which students can benefit.
- Past students have benefitted from a programme of regular guest lectures.

The industry -

The UK health and fitness industry is experiencing continued growth. Fitness membership in the UK has risen by 4.5% and now exceeds 8 million (2014 State of the UK Fitness Industry Report). Despite this, industry commentators have urged the sector not to become complacent and to continue to promote a healthy lifestyle to the nation.

This course can help graduates tap into a number of good career opportunities in sport and exercise science across a number of specialist fields, from developing programmes for elite athletes to working with schools and colleges to encourage the next generation of athletes to excel.

The programme -

Built on a successful and popular undergraduate programme, this high-level master’s degree helps to prepare students for a career in the sports industry by delivering hands-on professional skills and adopting an interdisciplinary approach to coaching.

During the course, students will explore key areas such as talent identification, long-term athlete development, performance analysis, strength and conditioning, peak performance, technical and tactical development, marginal gains, and injury prevention and management.

To complement their studies, students are expected to undertake work placements relevant to the course within professional sport and exercise organisations. Working at all levels, from elite athletes to schools or rehabilitation patients, students will gain valuable ‘real-world’ experience working alongside leading experts. Work placements are expected to have been organised prior to joining the course; if students have been unable to organise a placement, the University will support them in finding a suitable opportunity.

Students have full access to the University’s leading, fully-equipped sports science facilities, which boast a BASES-accredited physiology laboratory, as well as biomechanics, health and exercise, and psychology laboratories. Many of these facilities are regularly used by professional athletes, including players from Southampton FC.

Past students have benefitted from a guest speaker programme which has featured lectures from professionals from the highest level of a variety of sports, who have shared their advice, knowledge and experience of the industry.

The course team has strong industry links and the University is a partner of Southampton FC. The University also works with other top sports organisations, including Reed’s High Performance Academy, British Swimming, Hampshire Rugby, Crystal Palace FC, London Irish RFC and GB Wheelchair Rugby.

Course Content

Technical Development in Sport: On this unit you will critically analyse coaching methods and how skill is acquired, building your understanding and use of technology for developing, monitoring and testing athletic performance.

Psycho-Social Development in Sport: The aim of this unit is to analyse the theories underpinning talent identification and long-term athlete development, and to examine the psycho-social factors affecting performance throughout an athlete’s career.

Physical Preparation in Sport and Exercise: This unit examines the science behind effective training, injury prevention and rehabilitation in a practical setting. You will focus on physical and mental loading, and on the key fitness components of strength, speed, endurance and flexibility.

Tactical Development in Sport: This unit focuses on performance analysis techniques, providing practical opportunities to collect, assimilate and analyse tactical, technical and time motion information, with the aim of improving performance.

Marginal Gains for Peak Performance: This unit identifies past, current and future methods of obtaining potential marginal advantage in performance, with a chance to build first-hand experience via off-site learning.

Individual Project: The project provides an opportunity to undertake a sustained, intensive and independent investigation into a topic of your choosing, presenting your work in a peer-reviewed journal format.

Programme specification document - http://mycourse.solent.ac.uk/course/view.php?id=6152

Teaching, learning and assessment -

The course combines theory-led sessions with practical sessions, working individually and in groups in both the laboratory and the field. On all units you’ll work with real-life clients, in a placement either organised yourself or by members of the course team.

Work experience -

Prior to starting the course you’ll be expected to have a placement organised that will last throughout your studies; this can be in more than one organisation if required. The placement should be in a role relevant to the course, and might include (but not limited to) coach, sport scientist, performance analyst, strength and conditioning coach, exercise physiologist, biomechanist, laboratory technician, etc.

If you’ve been unable to organise a placement, the course team will support you in finding a placement, potentially with university partners Southampton FC or a range of other top sports organisations, including Reed’s High Performance Academy, British Swimming, Hampshire Rugby, Crystal Palace FC, London Irish RFC, GB Wheelchair Rugby and more.

Assessment -

Assessment will be a range of written coursework, viva, presentations, reports and practical tests.

Our facilities -

You’ll have timetabled and extracurricular access to our BASES-accredited physiology laboratory (http://www.solent.ac.uk/business-community/hess/facilities/physiology-lab.aspx), as well as the biomechanics (http://www.solent.ac.uk/business-community/hess/facilities/biomechanics-lab.aspx), health and exercise (http://www.solent.ac.uk/business-community/hess/facilities/health-exercise-lab.aspx) and psychology laboratories (http://www.solent.ac.uk/business-community/hess/facilities/psychology-laboratory.aspx).

Study abroad -

Through discussion with your course leader you’ll have potential opportunities to study abroad through international placement in the industry, for example in Poland.

Web-based learning -

Solent’s virtual learning environment provides quick online access to assignments, lecture notes, suggested reading and other course information.

Why Solent?

What do we offer?

From a vibrant city centre campus to our first class facilities, this is where you can find out why you should choose Solent.

Facilities - http://www.solent.ac.uk/about/facilities/facilities.aspx

City living - http://www.solent.ac.uk/studying/southampton/living-in-southampton.aspx

Accommodation - http://www.solent.ac.uk/studying/accommodation/accommodation.aspx

Career Potential

The skills you’ll develop on this course open up a wide range of career opportunities in sport and exercise science, across every sport imaginable. You could work with professional, elite or Olympic athletes, meeting the challenges of ensuring they maintain peak fitness in world-class competition, or work with hospitals and health organisations to develop training and recovery programmes for patients suffering injury or disability. You could work with schools and/or colleges, developing fitness programmes and encouraging the next generation of athletes to excel.

Links with industry -

This MSc has been designed in conjunction with industry experts, ensuring you receive the skills and theory precisely tailored to industry requirements. Our industry partners are also integral in the provision of placement opportunities, giving you the advantage of real-world experience alongside potential employers during your master’s studies.

The course also incorporates a series of guest lecturers from the highest level of a variety of sports, to share their advice, knowledge and experience of the industry.

Transferable skills -

Presentation, project and time management, leadership, communication, IT and numeracy skills are developed in both the classroom and practical placement opportunities.

Further study -

You’ll have the opportunity to specialise at the highest level with Solent’s PhD programme, under the guidance of various staff members.

Tuition fees

The tuition fees for the 2016/2017 academic year are:

UK and EU full-time fees: £6,695

International full-time fees: £12,380

Other costs -

Compulsory BASES membership: £24

Graduation costs -

Graduation is the ceremony to celebrate the achievements of your studies. For graduates in 2015, there is no charge to attend graduation, but you will be required to pay for the rental of your academic gown (approximately £42 per graduate, depending on your award). You may also wish to purchase official photography packages, which range in price from £15 to £200+. Graduation is not compulsory, so if you prefer to have your award sent to you, there is no cost.
For more details, please visit: http://www.solent.ac.uk/studying/graduation/home.aspx

Next steps

Think you’ve got what it takes to succeed in sport and exercise science? By combining practical experience with advanced academic theory, Southampton Solent’s athletic development and peak performance master’s degree will help you to take your sport science or coaching career to the next level.

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Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Sports Ethics and Integrity at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).

Responding to the global crisis in sports integrity this course is a world-first innovation for sports administration and governance.

Key features of MA in Sports Ethics and Integrity

The world of sport is increasingly beset by ethical problems, from corruption and match fixing to doping and illegal betting. College of Engineering offers an MA in Sports Ethics and Integrity.

The integrity of sporting bodies and organisations at every level is being brought into question, creating an urgent need to develop a coherent, professional response to these issues.

Our response is to establish sports ethics and integrity as a new, internationally recognised profession within the field of sports administration and governance in both public and private sectors; to develop 100 new postgraduate experts between 2016-21, selected from around the world who will enrich sport federations with their expertise in ethics and integrity and revolutionise the world of sport. This may be one of the few chances to respond effectively and rapidly to the global crisis in sport integrity.

‌‌‌The MA Sports Ethics and Integrity will focus on:

- Global sports governance (e.g. FIFA, IOC)

- Anti-doping and drugs education

- Privacy and data protection issues

- Fair Play, justice and human rights

- Youth Olympics, ethics and education

- Equity, diversity and inclusion (especially age and disability issues)

- Illegal and irregular gambling

- Match-fixing and sport manipulation

- Legislation and codes of conduct

- Equality and anti-discrimination (class, race, ethnicity, religion and gender issues)

- Child protection and children’s rights

- Olympism, peace, and The Olympic Truce

Course description

The MA Sports Ethics and Integrity will equip students for high-level careers in sports administration and governance, with a focus on ethical sports, integrity and compliance. Students will receive training that enables them to identify ethical issues, engage in moral thinking, and translate decisions into moral actions – the three core skills required to develop sports integrity.

The MA Sports Ethics and Integrity will support students in developing an ethical mind-set and transferable skills that are indispensable for addressing the value and integrity issues facing national and international sporting federations, national Olympic Committees, and Paralympic Committees with a focus on:

Year 1

- Ethical theory, sports and integrity

- Anti-doping: ethics, policy and practice

- Sport integrity, corruption and gambling

- Ability, disability and athlete integrity

- Sport vales, fair play and integrity

- Summer School at the International Olympic Academy - Greece

Year 2

- Olympism and the Olympic Movement

- Research methods and skills

- Governance, law and sport integrity

- Sports, management and integrity

- Student Dissertation

- Summer School at the International Olympic Academy, Greece

The MA Sports Ethics and Integrity graduates will benefit from opportunities to undertake practical placements within the partner’s extensive network of advisory bodies, federations, policy-makers and commercial organisations, as well as from extensive international collaboration and training opportunities.

International networks

This course is a product of an international collaboration of the following universities:

- Swansea University, founded in 1920, is a rapidly growing, UK top 30, research-intensive University with world-leading sports science research and productive international partnerships. Swansea has pioneered globally the ethics of sports as an area of applied research and consultancy in elite sport.

- Charles University in Prague, founded in 1348, is the oldest University in Central Europe, and is consistently ranked first among the Universities of Central and Eastern Europe.

- Johannes Gutenberg University Mainz, founded in 1477, is one of the top research universities in Germany of national and international recognition. It is a founding partner of the groundbreaking Executive Master in European Sports Governance.

-KU Leuven, founded in 1425, is one of the oldest Universities in the world, and ranks among the world’s top 100 Universities. It is a leading centre of international excellence in disability and Paralympic sport.

- The University of the Peloponnese is the most recently founded of Greek Universities, and draws on extensive links with the International Olympic Academy and the Olympic Movement. It hosts summer schools on Olympic Studies at its Ancient Olympia campus, adjacent to the archaeological site of the Ancient Olympic Games

- The University Pompeu Fabra is ranked as the 1st University in Spain, the 7th in Europe and 13th worldwide in the Times Higher Education (THE) top Universities under 50 years old. It is recognised as a “Campus of International Excellence”‌‌‌

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The Graduate Certificate in Adapted Physical Education (18 credit) is designed to meet the Adapted Physical Education National Standards for Competency in Teaching Adapted Physical Education in the public schools. Six 3 credit courses make up the program:

• KIN 579 Inclusive Practices in P.E. (also a core requirement in the new MS in PE proposal)
• KIN 582 Assessment & Development of Individualized Programs
• KIN 583 Medical & Pathological Issues
• KIN 584 Disability Sport & Adapted Aquatics
• KIN 586 Professional Issues in Adapted P.E.
• KIN 587 Physical Activity for Individuals on the Autism Spectrum

The coursework is based on the 12 Adapted Physical Education National Standards for Competency in Teaching Adapted Physical Education and the application of these standards to practice in the field of physical education. The coursework prepares students with the minimum background, skills, knowledge and attitudes needed to sit for the APENS national exam.

The certificate program is 100% web based instruction and will consist of formation of online presentations, webinars, web based lectures, collaborative and curricular integration activities, and alternative activities designed to enhance professional development in the field of adapted physical education.

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What is the International Master of Adapted Physical Activity (IMAPA) all about?

IMAPA is a 2 year (120 credits) Master's programme in partnership between the University of Leuven (KU Leuven, Belgium), the University of Olomouc (UP, Czech Republic), and a number of associate partners across the world. The programme aims at educating students in both a professional orientation (students can choose between education and active lifestyle), and a disciplinary specialization (students choose between biomechanics & exercise physiology, integrity and (dis)ability in sport and motor control-learning & psychology).

IMAPA aims to provide state-of-the-art research and teaching methodology in adapted physical activity (APA) and the social, pedagogical and technical aspects of physical activity adapted to the needs of persons with a disability. The programme combines the expertise of a number of universities throughout the EU and the world, and offers students comprehensive training and expert knowledge in the many aspects of adapted physical activity.

Each year, international expert academics and professionals are invited to conduct teaching and research assignments. The programme promotes the exchange of ideas between professionals and future practitioners from around the world. The multicultural aspects of the Master's programme are a great asset to the programme itself and to the field of adapted physical activity in general.

International

The first academic year takes place at KU Leuven (Belgium), in the second year the students will follow the first semester at the Palacky University of Olomouc (Czech Republic). The second semester of the second year will be completed at a partner university based on both the interests and specialization areas of the student. As such, IMAPA promotes the international exchange of ideas between professionals and future practitioners in Europe and from around the world, and therefore guarantees a flexible, custom made programme fine-tuned to the interest(s) of every individual student.

Flexible 

IMAPA is a flexible programme, allowing students to custom design the content of their curriculum depending on the competences they wish to acquire. Students can follow the entire programme as KU Leuven students, or fit a number of selected courses within their home university programme, while remaining registered at their home university.

Objectives

The International Master Programme of Adapted Physical Activity (IMAPA) aims to provide state-of-the-art research and teaching methodology in adapted physical activity (APA) and the social, pedagogical, and technical aspects of physical activity adapted to the needs of persons with a disability. The programme combines the expertise of a number of universities throughout the EU and the world, and offers students comprehensive training and expert knowledge in the many aspects of adapted physical activity. The programme promotes the exchange of ideas between professionals and future practitioners from around the world.

The professional aim of the programme is to educate competent and critical professionals, who are able to design and evaluate adapted physical activity programmes using an evidence-based approach for people with a disability across the life span. Adapted physical activity is a developing field and graduates will be considered as having the key abilities to advance and develop its scope. To address the wide application of the field, IMAPA offers generic tools to use exercise as an intervention, which can be translated into different contexts. To achieve this professional aim, the programme provides specialization options to emphasize the competence to work in educational or active lifestyle settings, catering for students' special professional interest and potential work outflow.

The disciplinary aim of IMAPA is to educate people to conduct research in order to advance the field of APA. In addition, the programme offers scientific discipline specific specialization (Biomechanics, Exercise Physiology, Motor Control/Learning, Integrity and Dis/ability in Sport). As such, IMAPA provides basic scientific skills that will enable graduates to pursue an academic career or undertake further research or doctoral studies.

The global approach to the studies will ensure a critical outlook at national facilities for people with a disability. Given the multidisciplinary nature of adapted physical activity, students will have gained general problem-solving skills rather than those pertaining to a traditional profession.

Career Perspectives

Professional Outcome

Graduates who successfully completed the course will have acquired the scientific knowledge and critical insights to develop and bring the field of adapted physical activity forward in different national settings. Graduates will have the professional competence to work in a variety of contexts, where they will be able to set up appropriate adapted physical activity programmes and assess the requirements for exercise screening.

Given the wide area of adapted physical activity, as applied in the various countries, graduates will obtain the broad tools to implement and evaluate health, sports and leisure enhancing programs for people with disability.

The most important of these general tools is an evidence-based approach to intervention. Graduates of the IMAPA programme will also have gained sufficient research competence to work in research settings. They will have developed the skills to design innovative research questions in adapted physical activity and to report on scientific findings. Graduates will have gained the analytical ability to highlight the needs of people with a disability in different countries and identify current barriers for implementation of adapted physical activity. Furthermore, they will ensure appropriate intervention programmes and policy statements in the area of exercise and health for people with a disability. Overall, they will have an internationally-oriented spirit and seek out multicultural collaboration. IMAPA graduates will understand the role and meaning of interdisciplinary collaboration and stimulate a multi-professional input in the field. Graduates will be aware of the need of a professional structure and certification in adapted physical activity and have gained the skills to become leaders in their field and take this agenda forward.

Career Options

Students specialized in adapted physical activity at the Master's level often work with persons with an impairment in career domains such as education, coaching, personal training, physical therapy, occupational therapy, medicine or other health care professions. Some seek a research career by acquiring knowledge and expertise in both adapted physical activity and another discipline within kinesiology, and pursue a doctoral degree.

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Qualifications and durations

The Master of Philosophy (MPhil) programme will enable you to conduct supervised research into your chosen topic and produce a written thesis (typically 20,000 - 60,000 words). You can complete the MPhil in 1 to 3 years (full-time) or up to 4 years (part-time).

Overview

The MPhil is an opportunity to undertake original, in-depth research under expert supervision.

Most of our students are registered in the first instance for the MPhil degree. You will be expected to carry out supervised research at the leading edge of your chosen subject, which must then be written up as a substantial thesis.

Our Department produces high-quality research with a strong focus on application and real world implication. You can study any topic in which we have research expertise (http://www.bath.ac.uk/health/research/). Details of research staff expertise and interests are available on individual staff (http://www.bath.ac.uk/health/staff/) pages, as well as on our current research students (http://www.bath.ac.uk/health/research/research-students/) page.

Visit the website http://www.bath.ac.uk/study/pg/programmes/scho-for-heal-mphi/

Current student projects

Take an insight into what some of our current students are researching » http://www.bath.ac.uk/health/research/research-student-insights/

South West Doctoral Training Centre

This programme is recognised as being part of the following ESRC-funded South West Doctoral Training Centre (SWDTC) (http://www.bath.ac.uk/hss/graduate-school/study-with-us/south-west-doctoral-training-centre/) pathway:

Health & Wellbeing (interdisciplinary pathway)

About the department

The School for Health was established within the University of Bath in 2003, to centralise the high profile research and teaching in the health-related disciplines already taking place throughout the university, so creating a single entity through which links with the health sector at national and international level can be channelled, co-ordinated and developed.

In 2010 the School joined the Faculty of Humanities & Social Sciences and became the Department for Health, providing excellent opportunities for academic teaching and research collaborations with other departments, such as Psychology and Social & Policy Sciences. The Department's postgraduate teaching and research programmes now form part of the Faculty's new Graduate School, also launched in 2010, providing postgraduate students with dedicated support and a strong community in which to base their studies - whether on campus or by distance learning.

In keeping with government initiatives surrounding population health and more general public concerns, the Department divides its activities between two main pillars: Healthcare and Population Health – one focuses on the NHS, healthcare and health services research and the other focuses on population health, healthy living, sport & physical activity and tobacco control; each of these groups, in turn, contain both teaching programmes and research activities. Furthermore, there is a bridging spine between both pillars and which houses the Professional Doctorate in Health, Research in Health Practice and the administrative, finance, learning & teaching development, marketing and support activities of the Department.

The Department’s aims are:

- To develop a research portfolio that is both of the highest academic standard and has applications in the real world
- To build on external links with the public services and other bodies concerned with health and society
- To innovate design and delivery of healthcare services
- To change corporate approaches to healthy organisations
- To support government reform of health and social care provision
- To identify and facilitate opportunities for academic collaboration and new developments.

The Department's postgraduate taught programmes combine academic excellence with flexible and innovative design and delivery; our postgraduate portfolio is distinguished by the provision of a number of Professional Masters and a Professional Doctorate programme designed to be studied part-time by learners working in a wide range of healthcare roles from all around the world. All our postgraduate courses are taught online and this has proved to be one of our unique selling points, with students able to continue within their practice area or working environment whilst gaining a further qualification.

The Department is renowned for its exemplary attention to educational design, integrating knowledge with research evidence and resulting in programmes which are highly relevant to contemporary practice; in addition, the Department boasts some of the most innovative and successful approaches to online and part-time education, recognised through a number of awards.

At all levels, learning and teaching in the Department provides a strong focus on high quality education for real world situations and produces graduates with skills and knowledge relevant to professional roles and in high demand from employers.

Teaching programmes on offer within the Department include:

- Sport & Exercise Medicine, the world renowned flexible masters programme exclusively for doctors
- Sports Physiotherapy, a specialist programme designed by physiotherapists for physiotherapists
- Research in Health Practice, a programme launched in 2008 aimed at health and social care professionals interested in conducting their own research
- The innovative Professional Doctorate in Health which focuses on both Population Health and Healthcare within the Department, providing a doctoral level programme to develop expert practitioners and researchers in practice.

Facilities, equipment, other resources
Sport and exercise science and medical science laboratories. Close links with the English Institute of Sport and the Department of Sports Development and Recreation.

International and industrial links
There are current links with primary care trusts, strategic health authorities, the two hospitals in Bath and colleagues in industry. The Department works closely with esteemed international academic institutions, and individual health practitioners, in order to meet the regional, national and global challenges facing health and social care.

Careers information
Postgraduate research students gain a wealth of experience to assist them with their next step and are offered personal career advice at the University. The Department has an established research training skills programme for all research students. The taught programmes enable students to extend their health and social care career pathways and to build important networks for further professional opportunities.

Main areas of research

The Department carries out research and teaching in health, medicine, exercise and sport, making significant contributions to national and international health agendas.

The Department aims to produce high-quality research with a strongly applied focus. We aim to contribute to promoting the health of the population and to improving the quality and efficiency of the health services that people rely on and pursue this agenda with a variety of partners at local, regional, national and international levels. Our work is organised around the two main themes of population health and healthcare. We are also pleased to offer a range of Research degrees.

- Population health

Historically, health policy has focused almost exclusively on sickness services provided by agencies such as the National Health Service. Although this focus on healthcare remains hugely important, it is increasingly complemented by aspirations to improve the health of the population by tackling the social determinants of health such as poverty and pollution and by encouraging people to adopt health promoting behaviours such as healthy diets and increased physical activity and to stop health damaging ones such as smoking. There is also growing national and international concern that improvements in health should be fairly distributed by reducing health inequalities. The Department for Health organises its work related to population health improvement in three main ways. Much the largest element in the population health portfolio is related to sport, health and exercise science, but the School attaches growing importance to tobacco control and health inequalities.

- Healthcare

The Department’s expertise in Healthcare focuses on innovation in the design, delivery, organization, and evaluation of healthcare interventions. We have a particular emphasis on disabling and distressing, long term or life-limiting conditions, such as chronic pain, stroke, dementia, rheumatic disease, and severe mental health problems. Current research activity involves collaborations with NHS colleagues in Bath at the Royal National Hospital for Rheumatic Diseases – RNHRD, the Royal United Hospital, the Avon and Wiltshire Mental Health Care Trust, the Pan Bath & Swindon Primary Care Research Consortium and RehabNET.

Faculties in the Department have significant research expertise and experience in a range of topics including:

Addictions and addictive behaviour
Alcohol, drugs and the family
Assistive technology and rehabilitation
Child and adolescent cognitive behavioural therapy
Complex Regional Pain Syndromes
Dementia care
Evidence based pain management
Leadership and change
Mental health service development and evaluation
Spondolarthropathy disease and related disability
Stroke rehabilitation
Work, health and wellbeing.

Find out how to apply here - http://www.bath.ac.uk/hss/graduate-school/research-programmes/how-to-apply/

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Health psychology is an exciting and growing branch of psychology that applies psychological theory and research to behaviours and beliefs related to health and illness.

Health psychologists’ interests are firmly in line with government health agendas, and include the promotion of positive health behaviours in adults and children; reducing obesity, binge drinking, smoking and stress; and increasing psychological wellbeing.

The route to Chartered Psychologist status is through the attainment of an accredited MSc Health Psychology (stage 1 training), followed by supervised professional practice (stage 2 training).

USW’s MSc Health Psychology is accredited by the British Psychological Society (BPS) as providing students with the knowledge and skills required for Stage 1 of your training in qualifying as a Chartered Psychologist and practitioner health psychologist.

The MSc Health Psychology is taught by registered practitioner health psychologists (who are also BPS Chartered) with many years of specialist teaching, research and clinical experience in a range of areas of health psychology. Specialist practitioners contribute a contemporary perspective as guest lecturers.

We have ongoing research collaborations with NHS clinicians that provide opportunities for students to have access to clinical populations for dissertation research projects and work experience placements. These currently include psychiatry liaison, pain management, eating disorders and cardiac rehabilitation.

See the website http://courses.southwales.ac.uk/courses/300-msc-health-psychology

Five BPS Commendations

The course recently received five commendations from the British Psychological Society who praised the relationships we have with external health and clinical practitioners, and the opportunities these provide to students; the programme’s development in relation to the health needs of the local and wider population in response to the priorities of the Welsh Government Department of Health; the high level of student support; the emphasis on Continuing Professional Development (CPD) to prepare students for the reflective skills they will need in practice; and the opportunities provided to students by Psychology Plus (employability scheme).

Work Experience Opportunities

We have ongoing research collaborations with four Welsh Health Boards and NHS clinicians that provide opportunities for students to have access to clinical populations for dissertation research projects and work experience placements.

Pawb, our on-campus clinic offers a wide range of psychological services to the public. Students will be able to benefit from supervised voluntary experience and in-house research opportunities.

What you will study

You will study the following modules:
- Contexts and Perspectives in Health Psychology
- Research Methods in Health Psychology: Measurement & Professional Issues* Applications of Health Psychology
- Health-related Cognitions and Behaviour
- Stress, Health and Illness
- A Lifespan Perspective on Health, Illness & Disability
- Independent Research Dissertation
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Learning and teaching methods

Teaching includes lectures, seminars and workshops, some of which will be student-led. There will be a variety of assessment activities such as examinations, essays, case study analysis, poster presentations and the design of a health promotion campaign.

The MSc Health Psychology provides students with opportunities for work experience in the School of Psychology’s own Psychology and Well-Being Clinic (PAWB Wales), in addition to research projects with our NHS partners on issues such as pain management, eating disorders and cardiac rehabilitation.

As well as our excellent dedicated teaching facilities, the University has recently invested in a new clinic facility that offers a wide range of psychological services to the public. The Psychology and Well-Being Clinic Wales (PAWB Wales) services include play therapy, health psychology, sport psychology, occupational psychology and behaviour analysis. Through the clinic, MSc Health Psychology students and trainee practitioners can gain access to real life training opportunities.

Work Experience and Employment Prospects

The Sc Health Psychology provides current, up-to-date theory, knowledge and skills related to therapeutic play and enables graduates to work as therapeutic play specialists in educational, healthcare or social care settings.

In addition, an understanding of play is key to current government education initiatives and course content addresses the Welsh Government’s Foundation Phase and other early years educational curricula. Hence this award offers excellent career development in the field of play, whether as a teacher or education specialist, play worker or play development officer, nursery manager, or work in health or social services.

Assessment methods

Assessment uses a variety of methods, including essays, diaries, research reports, presentations, portfolios of observations and clinical notes. There are opportunities for work placements.

Facilities

As an MSc Health Psychology student, you’lll have access to the latest learning technologies, facilities and equipment, including excellent designated facilities.

These include observation and interview rooms equipped with two-way mirror, CCTV and audio and allow research and interview practice sessions to be conducted and recorded onto DVD. We also have a custom-built air-conditioned PC laboratory which provides access to specialist software for running psychology experiments and conducting careers guidance interviews. More specialist equipment is also available in our cognitive suite and more details about this are given below.

The cognitive psychology suite houses specialist psychology equipment. This includes eye tracking equipment which is capable of studying the eye movements of individuals whilst they complete cognitive tasks. The suite includes EEG (electroencephalogram) and ECG (electrocardiogram) facilities for recording electrical activity in the heart and scalp. There is also a driving simulator which is currently being used by postgraduate students to complete a study which examines the effects of stressors on driving performance.

As well as our excellent dedicated teaching facilities, the School of Psychology offers a wide range of psychological services to the general public. These are offered through our new PAWB Wales clinic facility and include play therapy, behaviour analysis, health and sport psychology interventions. The clinic activities support our wide range of postgraduate opportunities and undergraduate students can also get involved in some of the clinic’s work.

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The Performing Arts Medicine MSc at UCL is a unique programme providing specialised training to those interested or already involved in offering health services to this very special sector of instrumental musicians, singers, dancers, actors and other performing artists.

Degree information

The MSc and diploma cover musculoskeletal injury, performance psychology, pain management, assessment and rehabilitation, disability, travelling and touring, dance and music performance science, management of the professional voice and research methodology. MSc students also engage in a research project and dissertation. The certificate is a limited curriculum version for non-clinicians or clinicians who wish to upgrade at a later time.

Students undertake modules to the value of 180 credits. The MSc programme consists of eight core modules (120 credits) and the research project (60 credits). A Postgraduate Diploma (eight core modules, 120 credits) A Postgraduate Certificate (four core modules, 60 credits). There are no optional modules for this degree.

Core modules
-Clinical Assessment and Rehabilitation of the Performing Artists
-Clinical Management of the Professional Voice*
-Pain and Disability Management within the Performing Arts World
-Environmental & Lifestyle Issues for the Performing Artist*
-Musculoskeletal and Neuromuscular Performance Related Injury
-Performance Psychology*
-Research Methodology
-Science of Dance and Music Performance*

*PG Cert core module

Dissertation/research project
All MSc students undertake a research project which culminates in a dissertation of approximately 6,000–7,000 words, a presentation and a viva.

Teaching and learning
The delivery of the programme is through lectures, tutorials or workshops. Performing arts clinics and performance settings when possible are also included in the programme. Details about the lecturers and tutors can be found here.

Assessment is through coursework, written examinations and objective structured clinical examinations (OSCEs).

Careers

Graduates gain in-depth knowledge of the diverse field of performing arts medicine. Their specialised skills can be incorporated in their own professional practice or they can participate in performing arts clinics in various settings e.g. conservatoires, orchestras, music or dance colleges.

Graduates' knowledge and experience is valued and they may be invited as educators and trainers in performing arts medicine and will become members of an ever-growing medical community with common interest in the wellbeing of the performer.

Graduates who have aspirations for further academic study and research activity, such as progressing to PhD, will receive appropriate guidance.

Top career destinations for this degree:
-GP (General Practitioner), Grove Surgery
-Physiotherapist, Freelance Physiotherapist
-Physiotherapist, NHS (National Health Service)
-Physiotherapist, Perfect Balance Clinic
-Lecturer, Birmingham Conservatoire

Employability
Assessing a performing artist requires specialised skills and the ability to associate health issues with the particular artistic activity. The course provides its students with broad knowledge of the art forms and their demands on the performer and how these impact on their wellbeing. With focused tutorials and real life scenarios the student builds the confidence to assess and diagnose or refer appropriately as well as to monitor rehabilitation and return to performance. The privileged position of the health professional in helping performers overcome often career threatening adversity is a most rewarding experience that enriches this type of work.

Why study this degree at UCL?

No other MSc programme currently exists that brings together all elements of Performing Arts Medicine. This unique programme has been designed for health professionals entering this diverse field.

The programme is taught and supervised by lecturers working in this and affiliated fields. Research is supported by the Institute of Sport Exercise and Health, the British Association of Performing Arts Medicine, orchestras, theatre companies, and music and dance colleges.

Graduate students present in international conferences and publish in journals becoming members of the global performing arts medicine community.

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This Postgraduate Diploma is aimed at the physiotherapist working or aspiring to work in the field of sport. It will equip you with the principles of sports physiotherapy and therapeutic exercise to enable you to competently work with individuals or teams in the sporting setting regardless of their age, ability, disability or level of participation.

Successful completion of the two core modules will provide the practitioner with the knowledge, skills and understanding to work in the sporting environment and implement prevention of injury strategies, manage acute trauma and injury and rehabilitate the individual. It will also equip the individual to work as a physiotherapist travelling with a team in either a single or multi-sporting environment.

Completion of the programme of study will provide evidence of SSPRD activity which will be appropriate to apply for membership of the Chartered Society of Physiotherapists in Sports Medicine (ACSPM).

It is possible to extend study and undertake additional modules towards the award of MSc Rehabilitation Studies (Physiotherapy in Sport). Students who have completed other University courses in the last five years may have them considered in order to RPEL marks to contribute to this Masters programme.

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

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This Postgraduate Diploma is aimed at the physiotherapist working or aspiring to work in the field of sport. It will equip you with the principles of sports physiotherapy and therapeutic exercise to enable you to competently work with individuals or teams in the sporting setting regardless of their age, ability, disability or level of participation.

Successful completion of the two core modules will provide the practitioner with the knowledge, skills and understanding to work in the sporting environment and implement prevention of injury strategies, manage acute trauma and injury and rehabilitate the individual. It will also equip the individual to work as a physiotherapist travelling with a team in either a single or multi-sporting environment.

Completion of the programme of study will provide evidence of SSPRD activity which will be appropriate to apply for membership of the Chartered Society of Physiotherapists in Sports Medicine (ACSPM).

It is possible to extend study and undertake additional modules towards the award of MSc Rehabilitation Studies (Physiotherapy in Sport). Students who have completed other University courses in the last five years may have them considered in order to RPEL marks to contribute to this Masters programme.

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

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EXCITING NEWS: new pathways and modules have been added to this programme, developed with Oxford Brookes Centre for Rehabilitation, the ARNI Instititute and the Multiple Sclerosis Society.

This innovative and dynamic MSc course is appropriate for all health, social care and exercise professionals working with different patient or client groups, adults or children. A strength of the course is the opportunity it provides to work with practitioners from different professions, from different patient and client groups and from a variety of countries which all helps promote a diverse view of rehabilitation.

This course enables practitioners to examine their own rehabilitation practice in light of the analysis of key concepts and theories. The ICF (International Classification of Functioning, Disability and Health, WHO 2001) - a key framework used internationally to guide rehabilitation practice, research and policy - will be used as a framework throughout the course. This will allow you to focus on rehabilitation from impairment through to activity and participation levels, taking into account contextual factors.

See the website http://www.brookes.ac.uk/courses/postgraduate/rehabilitation-musculoskeletal-neurological-posture-management-pathways/

Why choose this course?

- It provides a wide range of teaching and learning strategies, enabling you to develop relevant skills, for example in research and leadership. It offers five pathways: Neurological; Musculoskeletal; Paediatric Neurological; Exercise; Posture Management. (Please note for this pathway, you have to enter with 60 CATS credits from the Posture Management course, offered by the Oxford Centre for Enablement, Nuffield Orthopaedic Centre NHS Trust, Oxford.)

- It has a strong practice focus achieved through the way we consistently link theory to practice. You have opportunities to work within the CLEAR unit and engage with the latest rehabilitation research.

- It is structured in such a way that it moves from generic content (PG Cert Rehabilitation) with a focus on rehabilitation concepts, pathophysiological aspects and evidence-based rehabilitation, to pathway-specific (PG Diploma) content. These pathways enable you to focus on rehabilitation generally, relating to your own area of practice through the assessments, and then to focus on pathway-specific modules, which you can relate to your own practice.

- It offers health, social care and exercise professionals highly flexible continuing professional development (CPD) study opportunities in rehabilitation, with part-time, full-time and mixed mode options (including opportunities for e-learning, blended and distance learning).

- Our teaching team is multiprofessional, promoting interprofessional learning and teaching, and offering excellent opportunities for shared learning.

- All of the course team are experienced practitioners, educators and/or researchers in rehabilitation. They have all published articles and books in the area of rehabilitation, and have presented at key rehabilitation conferences. Many of them have reputations for excellence and have established links with colleagues, organisations and institutions at national and international level.

- The faculty has a strong research profile, with experienced researchers working in established areas of cancer care, children and families, drug and alcohol, physical rehabilitation and enablement, and interprofessional education and collaborative practice. The programme links with the Centre for Rehabilitation at Oxford Brookes University which is renowned for its research in to movement science.

- Oxford Brookes is a student-centred institution that is fully committed to each individual being supported to achieve their potential. To support this, we offer a broad range of student support schemes to facilitate learning and development.

- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.

Please note: this course also has a start date in September and January. There are opportunities to take individual modules as well as a longer award.

Teaching and learning

Teaching, learning and assessment strategies are intended to promote an interprofessional, patient-centred and practice-focused approach to rehabilitation.

Opportunities for interprofessional learning - sharing existing and developing skills, knowledge and experience - are maximised. All teaching, learning experiences and specific assessments is focused on the individual and their rehabilitation programme. If you are not in practice, or not from a health care background, the sharing of knowledge and experience can be of particular value. To make the most of the range of experience, skills and knowledge within the group, a variety of teaching and learning strategies will be employed.

Assessment methods used within the course are varied; they are designed to be stimulating as well as academically rigorous, and are based on your learning needs, individual aims, content, and the academic standards expected for the course. Assessment is based on coursework consisting of academic and reflective essays and case studies.

The course team is committed to providing flexibility, and is exploring ways of offering blended-learning approaches.

Examples of pathways

- Physiotherapist taking the Functional Stroke module to develop their skills and knowledge around exercise and stroke.

- Occupational Therapist taking the Paediatric Pathway working in rehabilitation wanting to develop their expertise and knowledge around children.

- Rehabilitation professionals working with adults and children with neurological disorders taking the paediatric disability module.

- Specialist MS nurse practitioner taking the Long Term Chronic Illness module and then crediting that towards the MSc Neurological Rehabilitation.

- Exercise professional working in a gym taking the Exercise Prescription Module to obtain REPS 4 accreditation.

Careers

This course helps you to develop your own professional practice, enabling you to deal with rehabilitation issues using a critical problem-solving approach based on research and theoretical perspectives and models. This might enable you to move more into a leadership role or a specialist role. Students who have graduated from the course have changed their jobs, for example going into rehabilitation leadership roles or specialist type roles, moving into specialist rehabilitation units or settings, or moving into education or research-type roles.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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The Postgraduate Elite Coaching Practice programme is an exciting collaboration between UCLan and Pentagon Sport (the Rugby Football League, English Hockey Board, English Table Tennis Association, English Basketball Association). This successful partnership has seen this postgraduate diploma course recognised as the first endorsed level 4 UK Coaching Certificate. If you hold responsibility or interest in developing and improving your team’s performance, as either a coach or manager, the Elite Coaching Practice course is for you. There are two possible pathways that you can choose. The first is elite performance, and focuses on the development of the very best performers and maximising their potential in competition. The second pathway, talent development is focused on maximising the development of athlete throughout the talent pathway, from children to elite athletes.

PROGRAMME AT A GLANCE

The modules that feature on the programme have been carefully devised using several industry partners to develop cognitive skills in a number of areas relevant to Sports Coaching and ensure a blend of theoretical and practical issues designed to increase awareness of, and enhance and improve application to population specific environments. Furthermore, the curriculum has been designed to meet the needs of the UK Coaching Framework and aligns closely with the skills and knowledge required for UKCC level 4.

Modules include:
-The Sporting Environment
-Issues in Performer Development
-Coaching Practice
-Planning for Development
-Planning for Competition
-Coaching Analysis
-Work based learning

FURTHER INFORMATION

The PGDip Elite Coaching Practice is a dynamic course that aims to develop your critical understanding of the theories and practice of Sports Coaching. The UK Coaching Framework is well underway and the predominant aim of this strategy is to become the number one coaching system in the World by 2016. One feature of the implementation plan is the development of the UK Coaching Certificate. In order to achieve the high standards expected of such a system, it will require highly skilled and knowledgeable individuals to develop it over the next 5-6 years. Consequently the main emphasis of this programme is placed on developing a range of intellectual, professional, managerial and transferable attributes that are essential for the modern sports coach.

The underpinning philosophy of the PGDip Elite Coaching Practice is to create an education which is intellectually and academically challenging but is also clearly focused on the vocational needs of the sports coaching industry, generating practitioners who can challenge and develop existing systems and processes. It aims to challenge current practice and provide a platform to experiment and innovate. The PGDip Elite Coaching Practice programme has been designed to provide a high quality educational experience for existing UKCC level 3 coaches within the sports sector. Emphasis throughout the programme is therefore placed on developing your critical reflective and analytical skills from both a theoretical and applied perspective.

This course has been designed to thoroughly prepare you for a diverse range of career opportunities, from leading international expeditions, coaching and performance enhancement to sports management, public services and a wide range of roles within the outdoor leadership industry. Students and graduates have gone on to work in New Zealand, the Himalayas, USA and India, while others have opted to continue their studies at postgraduate and master’s level.

You will have a wealth of opportunities to work both at home and overseas during your time at UCLan. Each autumn, major employers such as PGL, Acorn, Camp America and CCUSA recruit directly from the cohort offering students the opportunity to have summer experience guaranteed by late February. CCUSA offer students the chance to sign up for skill specific placements with incremental responsibilities and the opportunity to apply for internships upon graduation.

PROFESSIONAL ACCREDITATION

Pentagon Sports is made up on 4 national Governing Bodies (formerly five) Rugby League, Table Tennis, Hockey and Basketball. In enrolling on the PGDip there is an option for you to works towards your UKCC level 4. For further information regarding this award please contact Arvinder.

LEARNING ENVIRONMENT AND ASSESSMENT

Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment. The timing of submission for the assessments undertaken as part of this award will be agreed through mutual negotiation between you and your director of studies. Once this has been agreed, you are urged to manage your time effectively so that you are able to meet the deadlines.

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Manchester Metropolitan University has a national reputation for initial teacher education which has been established over 100 years. Our Department of Primary Teacher Education has a team of over 40 primary teaching staff who between them have expertise in all primary curriculum subjects, enabling us to offer a wide range of specialisms. The majority of teaching staff are actively involved in research, linked to our Education and Social Research Institute, one of the leading UK centres for educational research. We have an Initial Teacher Education Partnership with over 500 primary schools and strong community links across the North West region, ensuring we can offer our trainees a diverse range of placement experiences.

Our aim is to train confident teachers and reflective practitioners who will have strong prospects for employment and career progression. Trainees have access to Manchester Met's dedicated Careers and Employability Service and within the PGCE programme are supported in securing their first teaching appointment.

After graduation we continue to provide support and advice to our Newly Qualified Teachers (NQTs), including online resources, conferences and peer networking.

Our full-time PGCE Primary Education provides intensive training leading to Qualified Teacher Status ('QTS') for early years establishments and primary schools in the 3-7, 7-11 or 5-11 age range.

School-based training is combined with taught sessions at university and independent study. Applicants can choose our University-led ('Core') PGCE training route, or one of our School-led ('School Direct') routes, both of which lead to QTS. We work in partnership with 18 school alliances in the North West of England to offer School Direct places (salaried and non-salaried).

University-led ('Core') route

Trainees typically spend around 12 weeks in university during the year, including a block at the start of the course, combined with at least 120 days of school-based training, in at least two different schools. Manchester Met organises placements.

School-led ('School Direct') route

Trainees are attached to a lead school within an alliance of schools - Manchester Met works in partnership with 18 school alliances across the North West region. Depending on the term times of the school(s) involved they will typically spend around 30 weeks in school and around four weeks in university for taught sessions. Placements are organised by the lead school.

On both routes trainees will experience school-based training in at least two different schools, and have the opportunity to undertake an inclusion placement with a focus on Special Educational Needs and Disability (SEND). The School-led also includes a visit to a Key Stage 3 setting. Throughout the PGCE trainees are supported by a personal tutor, experienced teaching staff and mentors in university and at school.

Candidates can apply for both School Direct and University PGCE routes; both have the same entry requirements. Successful completion of either route includes 60 Masters level credits.

Early Years route (Manchester only)

This route mirrors the PGCE Primary Education programme, with an Early Years focus. Completing this course will enable practitioners to teach in both the Foundation Stage and Key Stage 1.

Applications for PGCE routes starting in September 2017 should be made online via UCAS Teacher Training which is expected to open in late October this year. Early application is recommended as places are limited. Please check our entry requirements before applying.

Assessment Only Route to QTS in Primary sector

Experienced, but unqualified graduate teachers, wishing to complete a formal qualification to gain Qualified Teacher Status may be eligible for this route. It will suit those who have taught in at least two schools or colleges, and who have substantial experience in two consecutive age ranges. It is not sufficient for candidates only to have experience of two schools.

Important information

Manchester Metropolitan University has been undertaking a review of the long-term future of academic provision at its Cheshire campus. It has now been confirmed that the University will withdraw from the Cheshire campus. This means that we expect the campus to close in the summer of 2019.

As the withdrawal from the campus will be a phased process we are still pleased to receive applications for one year full time postgraduate taught courses starting in 2017 on the Cheshire campus. We also continue to welcome applications for part time postgraduate courses of two years in duration in the Exercise and Sport Science department starting in 2017. Applications for courses that are expected to take longer than two years to complete are currently on hold.

Features and benefits of the course

-Choice of location - Manchester or Cheshire* for PGCE Primary Education. Early Years route also available at Manchester
-Choice of University led or School Direct routes
-Strong mentor and tutor support for trainees' personal, academic and professional needs (identified as a key strength by Ofsted in their 2015 inspection)
-Varied placement opportunities, including opportunity to do an inclusion placement with SEND focus
-Research-led teaching
-NQT support and opportunities for continuing professional development at Manchester Met
-Assessment Only route to QTS available for experienced, but unqualified teachers

Placement options

Manchester Met organises placements for trainees on our University-led ('Core') PGCE route through our extensive Initial Teacher Education Partnership. Our Partnership vision is to train 'outstanding, critically-literate professional teachers who will challenge and inspire their learners'.

The schools we work with share our commitment to aspiration and excellence, with a focus on strong mentor training and support for trainees. There is also an emphasis on national priorities, including behaviour management, literacy and numeracy.

Our partner schools cover a wide geographical area and diversity of social, economic and cultural backgrounds, ranging across inner city, suburban and rural settings, enabling us to offer our trainees a broad range of placement opportunities.

We organise placements starting with the trainee's term-time postcode and matching this with placement offers from schools. Trainees are expected to travel up to 90 minutes each way from where they live and to arrive in school 45 minutes before the school day commences. We take into consideration special circumstances, such as disabilities, cultural requirements and medical conditions. In addition, we match carefully to ensure a breadth of experience across different key stages.

Trainees spend at least 120 days on contrasting placements in two schools related to the two age phases of their particular route through the course, with time spent in each key stage/phase. They are attached to each school for a substantial period of time and expected to engage in the full life of the school.

In their first placement trainees gain experience across the full age range of the school and teach in one class for an extended period, taking increased responsibility for that class.

They then begin to teach a range of curriculum areas, as well as gaining an understanding of cross-curricular themes.
The second placement focuses on the whole curriculum and extended management of the classroom in order to meet the requirements for the Teachers' Standards.

Trainees are required to pass both periods of school-based training.

School Direct trainees will undertake teaching practice at their lead school and other schools within the alliance. Placements are organised by the lead school.

All trainees are supported in various ways whilst on placement:
-Every trainee has a personal tutor - this is the tutor who knows the trainee best at university and will usually teach them for some aspects of their studies. Personal tutors write trainee references for employment. For School-led routes the school writes a reference.
-Every trainee is allocated a visiting tutor whilst on placement. This tutor supports the school when assessing the trainee's progress and do do this observes each trainee teaching.
-Every trainee has a school mentor, this may be their class teacher or someone in the school who oversees placements
-Often there are multiple trainees on placement in each school, providing an inbuilt support network

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This Behaviour Analysis course offers a unique opportunity to gain experience in behaviour analysis under the close supervision of a Board Certified Behaviour Analyst (BCBA). This course is approved by the Behaviour Analysis Certification Board (BACB), which is the international regulatory body for the practice of behaviour analysis.

The course is designed to provide you with experience in the ethical application of behaviour analytic assessment and intervention strategies across a range of settings and populations.

Students who successfully complete this course will meet the supervised practice requirements for certification as a BCBA. Certification also requires an MSc in behaviour analysis or a related field, and a passing score on the international certification exam. Visit http://www.bacb.com for more information on becoming certified and the UK Society for Behaviour Analysis for general information.

You will be taught and supervised by a team of Board Certified Behaviour Analysts who are internationally recognised for their research and clinical work in the field. They also have a wealth of experience in teaching and supervising students.

See the website http://courses.southwales.ac.uk/courses/842-pgc-behaviour-analysis-supervised-practice

What you will study

Our Behaviour Analysis course is practice-based, giving you an opportunity to apply your behaviour analytic skills in a range of settings. You will study 20-25 hours per week (full-time) or 10-15 hours per week (part-time) in a placement arranged by the supervision team, as well as attending weekly supervision meetings.

Learning and teaching methods

You will rotate placements approximately every six months, which will allow you to support people with a range of challenging behaviours with behaviour analytic assessment and intervention strategies.

Clients may include individuals with various disorders or difficulties, including autism, learning disabilities, social and emotional difficulties, ADHD, and antisocial behaviour. Placements with children, adolescents, or adults are available.

Settings may include, but are not limited to, schools, the NHS Learning Disability Service, and residential treatment centres. You also will have the opportunity to work in the University’s Psychology and Well-Being Clinic Wales (PAWB Wales), where you will assist in providing early intervention therapy to young children with autism. We are the only University in the UK to have an on-campus behaviour analysis clinic.

Work Experience and Employment Prospects

Professionals trained in behaviour analysis are in increasing demand in the UK, particularly those who are BACB-certified.

Behaviour analysts are employed in a variety of contexts, including service providers for people with autism and/or learning disabilities, the NHS, schools, and residential treatment facilities for people with challenging behaviour. Some behaviour analysts also work as independent consultants in their areas of expertise.

Assessment methods

Assessments include coursework and examinations.

Facilities

As a student in the School of Psychology, you’ll have access to the latest learning technologies, facilities and equipment, including excellent designated facilities.

These include observation and interview rooms equipped with two-way mirror, CCTV and audio and allow research and interview practice sessions to be conducted and recorded onto DVD. We also have a custom-built air-conditioned PC laboratory which provides access to specialist software for running psychology experiments and conducting careers guidance interviews.

- Cognitive suite
The cognitive psychology suite houses specialist psychology equipment. This includes eye tracking equipment which is capable of studying the eye movements of individuals whilst they complete cognitive tasks. The suite includes EEG (electroencephalogram) and ECG (electrocardiogram) facilities for recording electrical activity in the heart and scalp. There is also a driving simulator which is currently being used by postgraduate students to complete a study which examines the effects of stressors on driving performance.

- Psychology clinic facility (PAWB Wales)
As well as our excellent dedicated teaching facilities, the School of Psychology offers a wide range of psychological services to the general public. These are offered through our new PAWB Wales clinic facility and include play therapy, behaviour analysis, health and sport psychology interventions. The clinic activities support our wide range of postgraduate opportunities and undergraduate students can also get involved in some of the clinic’s work.

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About this course

Physiotherapy Msc or BSc provides an evidence based approach to contemporary physiotherapy, promoting a commitment to autonomy, research and clinical excellence. Continued professional development is an integral part of the programme facilitating the development of essential communication and team working skills. Successful completion of the programme provides eligibility to apply for statutory registration with the Health and Care Professions Council (HCPC) and full membership of the Chartered Society of Physiotherapy.

NHS values
Patients, public and staff have helped develop this expression of values that inspire passion in the NHS and that should underpin everything it does. Individual organisations will develop and build upon these values, tailoring them to their local needs. The NHS values provide common ground for co-operation to achieve shared aspirations, at all levels of the NHS.

Course Content

Our Physiotherapy Master's course is an exciting and innovative modular programme, delivered full-time over two-years. The programme is delivered 46 weeks per year.

Module Outlines

Year 1

Anatomy 1/2
Rehabilitation 1/2
Anatomy 2
Rehabilitation 2
Musculoskeletal 1 - The Lower Quadrant
Respiratory
Approaches to Research
Professional Development

        1. Paediatrics
        2. Ageing Studies
        3. Women's Health and Men's Health
        4. Oncology and Palliative Care
        5. Falls Services
        6. Mental Health

Clinical Placement 1/2
Clinical Preparation

Year 2

Musculoskeletal 2 – The Upper Quadrant
Neurorehabilitation
Cardiovascular Health
Critical Care
Principles And Practice Of Evidence Based Healthcare
Research Dissertation
Clinical Placement 3/4/5
Clinical Education

Clinical education is an integral and invaluable component of the programme. It is strongly embedded within the course structure. Preceding campus-based studies provide the skills and knowledge which students require in order to be prepared for their placements.

Continuing modernisation of the NHS has seen a move away from a focus on non-acute health interventions being delivered in hospitals to the delivery of care in the community. Experience gained on all clinical education modules throughout your undergraduate training aims to reflect these developments by providing you with a broad range of experience across a variety of settings including acute NHS hospitals, private healthcare providers, community hospitals, health centres, GP surgeries, schools, nursing homes and sports centres etc.

Regardless of location or specialty students are expected to adopt a holistic approach towards their patient/client, taking into account individual psychological, social, cultural and economic factors, whilst embracing the principles of health promotion and health education.

All clinical placement modules are organised on the student's behalf by the clinical co-ordination team. This allows us to provide you with a balanced clinical experience both in terms of the specialties/patient groups you have worked with and the range of health care setting you have worked in. It is important that you are exposed to a variety of health settings, which are reflective of current clinical practice.

In total students will complete in excess of 1,000 hours of clinical experience in order to complete the programme. Clinical education occurs in six-week blocks which gives you time to "find your feet" and have a highly valuable learning experience at the same time as providing you with plenty of opportunity to demonstrate your learning and develop as a clinician.

It is anticipated that whilst on clinical placement you will be working a 34-hour week minimum, (compared to full-time workers this effectively means you have one half-day off per week). However, the number of hours you work and the time at which you start and finish work is subject to negotiation with both college and the supervising clinical educator.

Whilst on placements you will be supervised by physiotherapists registered with the Health and Care Professions Council (HCPC). Students will be assessed on placement by their supervising clinician(s), using a standardized assessment tool – the Clinical Assessment Record (CAR form). The assessment score from clinical placement modules will contribute to your final degree classification

Most clinical placements are located within the Greater London area, ie within the M25, but a few could be further away necessitating "staying over on placement" during the week. You should anticipate the need to "stay over" on at least one or two occasions.

We are sympathetic to your needs when we assign clinical placements. However, we are unable to guarantee that any student will be located close to their home or term-time address and you may have to commute or live away from home for the duration of a placement or two. We do try to give special consideration to students whose personal circumstances fall within specified criteria, ie they have young children, are a main carer, or have a declared disability etc.

If the NHS is paying your university fees, your travel costs (in excess of the expense you normally incur between home and college) and if necessary the costs of alternative accommodation can be reclaimed from the NHS. However you should note that they is always a delay between paying out money and being reimbursed which can create temporary cash-flow issues.

Teaching

Academic teaching is delivered in-house by experienced physiotherapy lecturers with specific specialist clinical knowledge and skills. Diverse teaching approaches are used to deliver an evidence based curriculum to provide a solid foundation for lifelong learning. The curriculum is delivered in many formats including:

Keynote Lectures
Small group teaching maximum 24 students
In-depth academic study
Practical      
Forum theatre
Patient interaction groups
Clinical placement
Blackboard Learn
Panopto online lectures
ASK
DDS
Hospital visits

Assessment

A variety of assessment tools are used to assess knowledge and skills including:

Written exams
Practical vivas
Practical exams
Written assignments
Clinical placement assessment record (CAR form)

Special Features

The College of Health and Life Sciences is located in the Mary Seacole Building offering a state of-the art, purpose clinical environment for physiotherapy education.

Our academic teaching is delivered in-house by experienced physiotherapy lecturers with specific specialist clinical knowledge and skills

There is an excellent range of sporting and leisure facilities on campus and Brunel featured in the London 2012 pre-Olympic and Paralympic games training camp guide. See http://www.brunel.ac.uk/services/sport for further details.

Patient focused shared learning with other allied health students and clinicians provide opportunities to engage in inter-professional learning reflective of clinical practice.

Clinical placements begin at the end of the first year by which time students are fully prepared to engage with clinical practice and benefit from direct hands-on experience.

Six specialist study blocks have been incorporated into our programme to develop awareness of specialist and emerging areas of physiotherapy. These small study blocks support our students to develop a wider perspective on healthcare provision and the physiotherapy profession.

PebblePad software is used to deliver and monitor Continuing Personal and Professional Development (CPPD) activities, preparing students for the transition to qualified physiotherapist.

Facts and Figures

Physiotherapy at Brunel has an outstanding record. The Physiotherapy BSc has been consistently rated very highly in all of the National Students' Surveys.

Physiotherapy BSc has been rated first in London since the National Student Survey began in 2010. Unistats.

Our students are extremely highly rated by clinicians in the South East; 96% of Brunel students were rated as excellent or very good on their final clinical practice placement.

Excellent student clinical performance is reflected in our employment rates which are between 95 and 100%. 100% of the 2013 cohort found employment within four months of graduating.

Brunel is an established campus-based University, with all programmes delivered on site. Campus-based accommodation is guaranteed to all first years in our well-equipped, modern student halls.

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