Portfolio Academic Skills
Run by School of Human and Behavioural Sciences
10.000 Credits or 5.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Tommie Du Preez
Overall aims and purpose
Do you want to achieve the highest grades possible throughout your University career? Do you want to develop key transferable skills that will help you to secure your dream job, and allow you to thrive in the workplace? If the answer to these questions is yes then this module is for you. Designed to integrate you to University studies, this module will equip you with the fundamental skills, tips, tricks and time-savers to maximise your chances of producing first-class assignments in all of your modules. For example, you will be coached in how to write-assignments to University standard (which can be quite different from the writing you may have experienced before). Through fun informal exercises in class, you will gain experience and confidence in delivering engaging pitches and verbal presentations. You will also learn how to navigate and get the most out of the University’s online study resource platforms. The course is delivered by two established and well-published academics who both obtained first-class sport science degrees from Bangor University,
The course will equip you with a range of skills that will help you to successfully navigate your studies and “be the best that you be” at Bangor University and in your future career. For example, the course covers topics such as; a) “How to get the most out of your lectures”; b) “How to plan your time effectively at University”; c) “How to write scientific essays and reports at University-level”; d) “How to identify optimal scientific sources”; e) “How to present and reference your essays”; f) “How to think on your feet and deliver professional “impromptu” speeches”; g) “How to confidently deliver formal scientific talks and presentations”. This module is intensively taught in the first few weeks of Year 1. Everything you do in this module is designed to help you achieve the best possible experience and grades in all the other modules you will study.
C- to C+
C (50-59%) Mediocre - A clearer understanding of higher education learning skills. Demonstrated ability to analyse information and applying of these skills. Evidence of additional reading and reflective writing skills. Few inaccuracies and misconceptions evident.
B (60-69%) Good/Very good - A good understanding of higher education learning skills. Demonstrated abiltiy to analyse information and applying of these skills. Evidence of reading and reflective writing skills. Very few inaccuracies and misconceptions evident.
A (70-100%) Excellent - An excellent understanding of higher education learning skills. Demonstrated ability to analyse information and are able to apply these skills. Extensive wide reading and reflective writing skills. No inaccuracies and misconceptios evident.
D (40-49%) Adequate - Basic understanding of higher education learning skills but some errors present. Limited evidence of additional reading and basic reflective writing skills. Some inaccuracies and misconceptions evident.
- Develop strategies to enable successful completion of assessments in other modules
- Read and identify strengths and weaknesses in scientific literature
- Disseminate scientific information
- Utilise transferable skills to enhance employability
This assignment requires you to write a scientific article concerning the data collected during the lectures. The main reason for this is to allow you to demonstrate via the way you structure and write your essay that you have understood the concepts of literature searching, academic writing, referencing, and plagiarism.
All students are assigned to small groups that are timetabled to meet for 1-hour per week for 9 weeks during semester two. During each 1-hour meeting 4-8 members of the group will deliver individual presentations while the remaining students fulfil a range of important organisational roles (e.g., timekeeper, chair, evaluator) and act as members of the audience. By the end of the semester all students in the group should have delivered at least two prepared presentations and a minimum of two impromptu talks, while also experiencing a range of organisational roles. Attendance to every session (not just those in which you are presenting) is very important in order for you to experience a range of organisational roles and fully support your peers so the entire group get the maximum out of the SHEOPS programme.
|COURSEWORK||Literature search and referencing||
Using appropriate academic search engines (e.g., Google Scholar, PubMed, Bangor University library catalogue) search for the following: • 3 journal articles using the search term “Mental Toughness” • 1 book chapter using the search term “Personality and Sport” • 1 book using the search term “Mental Toughness Sport” Then produce a reference list containing the details of each resource in correct APA reference list format. At the end of your reference list provide a brief (4-5 sentence) explanation of your search strategy (e.g., search engine/s used, why you chose the resources, how you judged them to be valid).
Teaching and Learning Strategy
Lectures and seminars to demonstrate and practice core skills of literature search, referencing, scientific writing, paraphrasing, plagiarism.
Time spend previewing and reviewing lectures, searching and reading scientific literature, preparing for and completing assignments.
SHEOPS presentation sessions in small groups.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
- critically assess and evaluate data and evidence in the context of research methodologies and data sources
- describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
- plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
- apply knowledge to the solution of familiar and unfamiliar problems
- develop a sustained reasoned argument, perhaps challenging previously held assumptions
- demonstrate effective written and/or oral communication and presentation skills
- work effectively independently and with others
- self-appraise and reflect on practice
- demonstrate an understanding of the philosophical basis of scientific paradigms
- demonstrate evidence of competence in the scientific methods of enquiry, and interpretation and analysis of relevant data and statistical outputs.
- develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
- communicate succinctly at a level appropriate to different audiences.
- demonstrate effective robust data collection methods
Resource implications for students
Module failure that prevents you passing the year will require resit assessment and attendance at Supplementary Assessment Week (exact date TBC but expected to be second week of July 2018)
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-1021.html
Courses including this module
Compulsory in courses:
- C611: BSc Adventure Sport Science year 1 (BSC/ASS)
- C61P: BSc Adventure Sport Science with Placement Year year 1 (BSC/ASSP)
- C61F: BSc Sport & Exercise Science with Foundation Year year 1 (BSC/SESF)
- CB69: BSC Sport, Health & Exercise Sci. year 1 (BSC/SHES)
- C651: BSC Sport- Health & Physical Educ year 1 (BSC/SHPE)
- CB70: BSc Sport, Health & Exercise Science with International Exp year 1 (BSC/SHSIE)
- C600: BSC Sports Science year 1 (BSC/SPS)
- C60P: BSc Sport Science with Placement Year year 1 (BSC/SPSP)
- C604: BSc Sports Science (with International Experience) year 1 (BSC/SSIE)
- C612: MSci Adventure Sport Science year 1 (MSCI/ASS)
- C608: MSci Sport, Health and Exercise Sciences year 1 (MSCI/SHS)
- C607: MSci Sport Science year 1 (MSCI/SS)
- C613: MSci Sport Science with International Experience year 1 (MSCI/SSIE)
Optional in courses:
- R2C6: BA German and Sports Science year 1 (BA/GSPS)
- CR6H: BA Italian/Sports Science year 1 (BA/ITSSC)
- CR61: BA Sports Science/French year 1 (BA/SPSFR)
- CR62: BA Sports Science/German year 1 (BA/SPSG)
- CR6K: BA Spanish/Sports Science year 1 (BA/SPSSC)
- CQ65: BA Cymraeg/Sports Science year 1 (BA/SPSW)
- C6N1: BSc Sport Science & Business Management year 1 (BSC/SSB)
- C6N5: BSc Sport Science & Marketing year 1 (BSC/SSM)
- CN5P: Sport Science and Marketing with Placement Year year 1 (BSC/SSMP)