Run by School of Human and Behavioural Sciences

20.000 Credits or 10.000 ECTS Credits

This module provides perhaps the ultimate opportunity to complete cutting edge scientific research in a challenging extreme environment. You will complete a 5-day mountain- and/or water-based journey somewhere remote in the UK (Snowdonia and Scotland are common venues). You will have the opportunity to put into practice scientific knowledge, practical outdoor activity skills, and life skills gained in other parts of your degree course. During the expedition itself you will complete problem solving tasks, and conduct and take part in field-based scientific data collection activities. The skills and practical experience gained during this module will not only prepare you to conduct effective scientific research within the outdoors, but will also increase your resilience and coping mechanisms. Thus you will be better equipped to tackle challenging problems in high risk settings, be they the outdoors or in the business environment throughout your future career.

The module content is designed to provide you with the opportunity to learn from each other and from experienced staff members. In this context, you will receive feedback from the staff on a regular basis, and if necessary, further training. Throughout this module, you will develop valuable skills required to plan, manage, and participate in a scientific research expedition. In addition, the scientific topics will highlight the multi-stressor environment typically experienced on expeditions, including issues related to fluid and energy balance, thermoregulation, sleep deprivation, as well as group dynamics and leadership issues.

threshold

Participate safely in a research expedition, in an expedition team member role. Collect scientific data and generate a scientific report that demonstrates basic understanding of the multi-stressor expedition environment.

NB The workshops and the expedition are compulsory. If a workshop or the expedition itself is missed without evidenced extenuating circumstances, the student will have to re-sit the module in their third year. This will count as a re-sit and will be capped at 40%.

Please also see more detailed documents on Blackboard:

(Blackboard > JXH2030 > Assessments > Expedition executive report guidelines > Expedition report marking guidelines.docx).

(Blackboard > JXH2030 > Assessments > Expedition marking scheme).

excellent

Be a pivotal member in the organisation of and running of a safe research expedition, demonstrating excellent leadership and/or followship skills (as appropriate to the situation). Collect challenging scientific data with excellent accuracy and generate a scientific report that demonstrates critical understanding of the multi-stressor expedition environment. The report will be formatted to a similar standard as that required for publication.

Please also see more detailed documents on Blackboard:

(Blackboard > JXH2030 > Assessments > Expedition executive report guidelines > Expedition report marking guidelines.docx).

(Blackboard > JXH2030 > Assessments > Expedition marking scheme).

good

Contribute to the organisation of and running of a safe research expedition. Collect scientific data without errors and generate a scientific report that demonstrates detailed understanding of the multi-stressor expedition environment and awareness of the scientific writing style.

Please also see more detailed documents on Blackboard:

(Blackboard > JXH2030 > Assessments > Expedition executive report guidelines > Expedition report marking guidelines.docx).

(Blackboard > JXH2030 > Assessments > Expedition marking scheme).

1. Organise and participate in an expedition run in a wilderness environment, solving problems and group tasks likely to appear during an expedition.

2. Present scientific findings in an executive summary format.

3. Gain experience in performing scientific research in a field based setting.

4. Demonstrate environmental awareness and sustainable expedition skills.

5. Understand the multi-stressor environment of expeditions.

		Hours
Tutorial	Physiological and psychological topic group tutorials (i.e., 2 x 2 hrs).	4
Fieldwork	Pre-expedition data collection morning and research expedition itself (i.e., 1 x 78 hrs).	78
Practical classes and workshops	Workshops: these will include: Expedition planning workshops with your group and the expedition leader (i.e., 3 x 3 hrs); Scientific data collection workshops (physiology and psychology) (i.e., 2 x 2 hrs).	13
Lecture	Lectures on: Explanation of module and assessment methods; Background theory of multi-stressor environment; Introduction to physiology and psychology data collection. There will be 8 lectures of 2 hours each.	16
Private study	The student is expected to devote 89 hours to private study time. This will include self-study time, working with your expedition group to plan and prepare for the research expedition before departure, and working individually to complete background reading, prepare data collection, practice laboratory techniques, analyse data, and write scientific report. It is suggested that the student spends at least 5 hours of effort time per 500 words for essays. Thus, a 1200 word essay represents 12 hours of effort time. Some students may need to adjust their effort time according to their Personal Learning Support Plans.	89

• 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
• 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.
• Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
• 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
• Mentoring - Able to support, help, guide, inspire and/or coach others
• Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• 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
• 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

• 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
• 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.
• 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.
• develop knowledge of psychometric instruments
• demonstrate effective robust data collection methods

Resource implications for students

Students do not have to pay anything unless they wish to travel beyond Wales. Any additional petrol costs are then split between the group.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/jxh-2059.html

Reading list

A Talis reading list is available for this module: https://rl.talis.com/3/bangor/lists/8A183A1E-4CB6-EEE7-CC10-F0F552896CBB.html?lang=en

The following are core text books:

Physiology:

Adventure sport physiology, Nick Draper and Chris Hodgson. 2008. Wiley-Blackwell, Chichester, UK

Psychology:

Intrinsic motivation and self-determination in exercise and sport, Martin Hagger and Nikos Chatzisarantis. 2007. Human Kinetics, Champaign, IL.

Optional in courses:

• C883: BSc Clinical Sports Science year 3 (BSC/CLSPS)