Module SPRT3241: Futures in Sport, Exercise and Health

Department: Sport and Exercise Sciences

SPRT3241: Futures in Sport, Exercise and Health

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This capstone Level 3 optional module embraces the strengths and challenges of knowledge translation and mobilisation in tackling complex, real-world challenges in sport, exercise, physical activity, and health.
• The module will emphasise multi/interdisciplinary, multi-level, and multi-sectoral approaches in responding to real world issues, making it well suited for students pursuing careers across a wide range of sport, exercise, physical activity and broader health-related fields
• Students will develop a deeper understanding of how to translate knowledge within the multidisciplinary field of sport, exercise and physical activity – learning to bring cutting-edge research into real world practice across diverse populations, settings, and contexts.
• Through critical exploration of emerging strategies and frameworks, students will examine how evidence-informed practice can enhance health, wellbeing, and social impact, preparing them to be forward-thinking professionals in sport, exercise, physical activity and other health sectors.
• This module strengthens essential graduate attributes, fostering leadership, communication, teamwork, creativity, and problem-solving skills that enhance employability and readiness for post-university careers.
• By integrating theory with authentic, applied experiences, students will refine their ability to work collaboratively across disciplines and sectors, contributing to the advancement of knowledge translation in sport, exercise, and physical activity.

Content

• This module builds on and extends knowledge and skills developed in Years 1 and 2 of our multidisciplinary BA and BSc focusing on building knowledge and critical understanding of emerging health and welfare developments. The module employs an interdisciplinary multi-level, and multi-sectoral approach to synthesise knowledge translation in sport, exercise sciences, physical activity and other health-related disciplines.
• Content will cover critically informed, interdisciplinary research that investigates complex interactions between sport, exercise, physical activity and health, and the environments in which these occur.
• Emphasis will be placed on knowledge translation/mobilisation, the process by which academic knowledge is implemented into practice across a diversity of settings.
• The module covers a wide range of evidence, case studies and theoretical approaches, drawing from numerous fields and disciplines such as: sport and exercise sciences, sociology, health psychology, applied nutrition, physiology, medical sciences, and public health.

Learning Outcomes

• Synthesise and critically appraise the use of knowledge translation in sport, exercise science, and physical activity.
• Analyse the role of interdisciplinary, multi-level and multi-system approaches work in sport, exercise sciences, and physical activity in addressing current gaps in the discipline.

• Apply theoretical frameworks associated with knowledge translation/mobilisation to address evidence-to-practice gaps in sport, exercise science, and physical activity.

• Communicate key concepts effectively to engage a variety of different audiences.
• Engage with a range of complex concepts to enhance problem-solving capabilities.
• Critically search, appraise, and synthesise scientific- or practice-based evidence to identify and justify appropriate evidence-based programmes or interventions for a defined problem and gap.
• Integrate multiple, complex theoretical and practical concepts and apply them systematically to the staged development of a final project or proposal.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures: staff-led content presentations will introduce students to key concepts in knowledge translation. Topics will be related to the evolving field of sport and exercise science, drawing from a range of disciplinary perspectives informed by the expertise of department staff and guest speakers.
• Discussion classes: interactive group activities will enable students to discuss the relative merits and challenges of tackling issues from an interdisciplinary, multi-level perspective, and undertake practical activities as applied examples in their summative assessment.
• Independent Study: students will be required to invest time in directed readings, research activities, and potentially group-based activity preparation.
• Seminar Sessions: students will discuss a range of topics related to lecture content to gain a deeper understanding of module content and to share perspective and insights with their peers.
• Assessments are structured around effectively communicating knowledge and critical understanding of issues relevant to knowledge translation in sport, exercise and physical activity covered within the module.
• Formative feedback will be provided through a formal formative assessment at the end of term I. Formative feedback will help students prepare for their summative assessments from both a process and learning perspective.
• Poster Sessions: the development of an individual poster will allow students to demonstrate their understanding of knowledge translation and their ability to communicate ideas effectively using a visual medium.
• Presentation: the presentation of the knowledge translation project through a viva will provide students with the opportunity to demonstrate their depth of understanding, ability to orally communicate this knowledge, and capability to respond to questions from their peers.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Students will have a single formative assessment due at the end of term I. The formative assessment will ask students to describe their topic, problem, and gap they plan to address with their knowledge translation project, as well as their potential evidence-based intervention/programme to address this gap. Progress towards completing this formative assessment will be conducted in each of the first 3 seminars where students will receive ongoing feedback and have the opportunity to present, discuss and receive feedback from both their peers and instructors on the preliminary work towards their summative assessments.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.