Professional Life Skills
Run by School of Human and Behavioural Sciences
10.000 Credits or 5.000 ECTS Credits
Overall aims and purpose
This module aims to provide you with protected time to complete continuous professional development activity to enhance your competitiveness in the sport and exercise science sector.
It also aims to introduce you to life skills that will enhance your resilience by maximising your physical health and psychological well-being.
Think of your dream job. This module aims to make your dream a reality. In this module you will complete a journey of self-development; the destination is a you that is better equipped to obtain an interview and secure your desired role. We have worked with employers to identify what qualifications, knowledge and skills, experience, personal qualities, and values you generally require to meet the essential and desirable criteria of key employers within the sport and exercise science sector. As well as enhancing your competitiveness, the module will also explore how to be kind to yourself. Life coaching techniques will be explored from a physiological and psychological perspective to maximise your health and well-being. Taken together, the module will ensure you are more competitive in the job market, will be valued as an employee or employer, and can remain so throughout your future career.
• Limited identification of subject specific skills and generic skills and behaviours required in the sport and exercise and other sectors; • Limited ability to select interventions to manage your own health and well-being with some awareness of behaviour change theory and adoption of some behaviours that would influence health and well-being to a limited or temporary degree
• Understanding of the main concepts, but with factual errors in non-core concepts • Limited analysis showing only obvious points of evaluation and links between ideas • Highly limited originality in approach, interpretation, and/or voice • Highly limited evidence of independent research • Arguments presented but lack coherence with evidence for only some claims • Focused but with some irrelevant material and weaknesses in structure • Acceptable presentation with appropriate expression • Attempt at correct format and appropriate referencing style
• Good identification of subject specific skills and generic skills and behaviours required in the sport and exercise and other sectors; • Good ability to select interventions to manage your own health and well-being.
• Clear understanding and mostly free of factual errors • Some analysis showing critical evaluation and links between ideas • Some originality in approach, interpretation, and/or voice • Some independent research • Coherent arguments with evidence for most claims • Focused and well structured • Good presentation with accurate and appropriate expression • Mostly correct format and appropriate referencing style
• Excellent identification of subject specific skills and generic skills and behaviours required in the sport and exercise and other sectors; • Excellent ability to select interventions to manage your own health and well-being, with obvious awareness of behaviour change theory and adoption of behaviours very likely to enhance and sustain health and well-being
• Detailed understanding with no factual errors • Critical analysis showing evaluation and synthesis of ideas • Originality in approach, interpretation, and/or voice • Extensive independent research • Logically defended arguments with evidence for all claims • Highly focused and well structured • Excellent presentation with accurate and appropriate expression • Correct format and appropriate referencing style
Upon successful completion of this module, students will be able to plan strategies to develop sport and exercise science skills, generic skills and behaviours required to work in their preferred profession.
Upon successful completion of this module, students will be able to take responsibility for their own health and well-being, by evaluating available interventions, and consequently planning and implementing solutions, to change behaviour and enhance their physical and mental health.
|Continuous Professional Development logbook portfolio||100.00|
Teaching and Learning Strategy
Completion of reflections of lectures, practical classes and external visits: 4 weeks x 1 hrs = 4 hrs; Select, plan, implement and evaluate an intervention on yourself to target a physiological health or psychological well-being parameter of your choice: 12 weeks x 3 hrs = 36 hrs; Plan a professional web presence by generating a storyboard, screenshots and/or hyperlinks to a professional internet presence (e.g. LinkedIn; ResearchGate; Twitter; Instagram; personal website): 11 weeks x 2 hr = 22 hrs; Develop your CV, by attending a recognised CPD course, or developing your professional self in any relevant and evidenced way: 11 weeks x 2 hrs = 22 hrs.
4 x 2hr lectures: Lecture 1: Module introduction; requirements of the personal development logbook portfolio; completing a personal needs assessment and performance profile. Lecture 2: Being kind to yourself. What is health and wellbeing? What interventions are available to enhance it? How can interventions be planned and evaluated? Lecture 3: Branding you. Introduction on how to plan and develop a professional internet presence (e.g. LinkedIn; ResearchGate; Twitter; Instagram; personal website). The concept of generating storyboards to plan creative content will be introduced. Lecture 4: The CPD portfolio continued: completing reflections; writing CVs; applying for work experience and jobs.
2 x 2hr practical classes: Be kind to yourself: physiological health (a laboratory practical to perform a 'physiological health check MOT'); Be kind to yourself: psychological well-being (a workshop to perform a personality and mental well-being profile).
“I’m a good team worker” – making common CV statements a reality A visit to an adventurous environment (e.g. a high ropes course). The workshop will use management training techniques to explore teamwork and communication skills, and to explore appetite for risk and how to take calculated risks with your career.
- Literacy - Proficiency in reading and writing through a variety of media
- 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
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- 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
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- 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
- demonstrate effective written and/or oral communication and presentation skills
- work effectively independently and with others
- take and demonstrate responsibility for their own learning and continuing personal and professional development
- self-appraise and reflect on practice
- plan and design practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
- project manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
- recognise and respond to moral, ethical, sustainability and safety issues that directly pertain to the context of study including relevant legislation and professional codes of conduct
- undertake fieldwork with continuous regard for safety and risk assessment.
- develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
- communicate succinctly at a level appropriate to different audiences.
- develop knowledge of psychometric instruments
- accurately interpret case study data
- develop justifiable and/or evidence-based interventions
- demonstrate effective robust data collection methods
Subject-specific benchmark standards: i display an awareness of current government policy on disease prevention and the relevance of exercise; ii demonstrate an ability to monitor health through exercise and prescribe appropriate interventions; iii display a broad range of skills, including awareness of health and safety, ethical considerations, exercise prescription, population differences and the role of education, health and sports bodies in improving the health of the nation.
Resource implications for students
Development of students' CVs will require investment of time. Some students may choose to allocate resource (time and money) to travel, work placements, and external professional training.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-1052.html
Reflective practice (journal): https://whel-primo.hosted.exlibrisgroup.com/permalink/f/102vvvf/44BAN_ALMA5187622320002422; Beginning reflective practice (book): https://whel-primo.hosted.exlibrisgroup.com/permalink/f/1cfc18v/44BAN_ALMA2178396890002422; Curriculum Vitae (journal article): https://whel-primo.hosted.exlibrisgroup.com/permalink/f/t300me/TN_cdi_proquest_miscellaneous_1615260239; Behaviour change (journal): https://whel-primo.hosted.exlibrisgroup.com/permalink/f/102vvvf/44BAN_ALMA5181480970002422; The Behaviour Change wheel (journal article): https://whel-primo.hosted.exlibrisgroup.com/permalink/f/t300me/TN_cdi_doaj_primary_oai_doaj_org_article_5c7b1cc9b02747e5bdfb524aa3d5cba9; Enhancing treatment fidelity in health behavior change studies (journal article): https://whel-primo.hosted.exlibrisgroup.com/permalink/f/t300me/TN_cdi_proquest_miscellaneous_66876586; Adolescent risk taking (book): https://whel-primo.hosted.exlibrisgroup.com/permalink/f/102vvvf/44BAN_ALMA2178732290002422.
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)
- C616: BSc Sport and Exercise Science year 1 (BSC/SES)
- C61F: BSc Sport & Exercise Science with Foundation Year year 1 (BSC/SESF)
- C63P: BSc Sport and Exercise Science with Placement Year year 1 (BSC/SESP)
- C618: BSc Sport Sci: Strength & Conditioning year 1 (BSC/SSSC)
- C65P: BSc Sport Science: Strength & Conditioning with Placement Yr year 1 (BSC/SSSCP)
- C621: MSci Sport & Exercise Science year 1 (MSCI/SES)
Optional in courses:
- C681: BSc Sport & Exercise Psychology w International Experience year 1 (BSC/SEPIE)
- C680: BSc Sport and Exercise Psychology year 1 (BSC/SEXP)
- C68P: BSc Sport and Exercise Psychology with Placement Year year 1 (BSC/SEXPP)
- C617: BSc Sport Science, PE & Coaching year 1 (BSC/SSCPE)
- C64P: BSc Sport Science, PE and Coaching with Placement Year year 1 (BSC/SSCPEP)