Module JXH-2041:
Project Proposal

Module Facts

Run by School of Sport, Health and Exercise Sciences

20 Credits or 10 ECTS Credits

Semester 1 & 2

Organiser: Dr Jennifer Cooney

Overall aims and purpose

The aim of this module is to allow students to identify and propose a research project in an area of mutual agreement with their supervisor within sport, health and exercise sciences. With the support of a supervisor students should aim to develop a relevant and original research question. Students will be required to gather and review the relevant literature, establish hypotheses, propose a methodology to test hypotheses, indicate the statistical methods to be used to analyse the data, expected results, predict problems in data collection, recognise and plan for ethical issues and estimate the financial cost of the proposed study.

Course content

Students will be asked to identify a research area and, with the support of a supervisor, identify an appropriate research question. The subject content will thus vary but will be congruent with the degree programme being studied. All students are required to gather relevant information from the research literature and review it, establish hypotheses, propose a methodology through which these hypotheses might be tested, indicate the statistical methods to be used to analyse the data, predict problems in data collection, recognise and plan for ethical issues and estimate the financial cost of the proposed study.

Learning outcomes: students who successfully complete this module will be able to, with the support of a supervisor: demonstrate an understanding of the processes involved in generating a viable research question; design a study to test a specific question; effectively communicate their research proposal orally, demonstrating an ability to answer questions about the proposal following the presentation; present a written report that effectively communicates the completed, viable, research proposal and their understanding of it.

Assessment Criteria

good

The Written Proposal will be assessed holistically for content, structure and style. Core marking criteria for each section of the Proposal are laid out on the marking sheet (see below for copy). However, weightings for each section are not specified, as the demands of each section may vary for different Proposals. The mark will reflect the degree to which the marking criteria are met, according to the standard University marking criteria (Good(C):Reasonably comprehensive coverage. Well organised and structured. Good understanding of the material and evidence of independent thought.

WRITTEN PROJECT PROPOSAL MARKING Components and criteria to be assessed: Introduction • Title clear and appropriate length; • The reviewed literature is relevant and explained in appropriate depth; • Reviewed literature is critically evaluated; • The rationale of the study is clear; • The hypotheses are presented clearly and precisely; • Ideas, theories, and empirical findings are appropriately referenced; • The introduction is logically structured; • The writing is clear, precise and concise.
Methods • Contains sufficient detail regarding the participants, measurement instruments, design and procedures including calculation of the DV and IV data; • Methodology decisions are justified where necessary; • There is evidence of a detailed understanding of the assumptions or problems associated with methodologies used, and how to deal with problems or violations of assumptions; • Subsections (e.g. Participants, Measures, Procedures, etc.) are appropriate and logically structured; • Figures and/or tables are clear, appropriate, and labelled; • The writing is clear, precise and concise. Proposed analyses
• Appropriate statistical analyses are proposed; • Analyses relate clearly to the hypotheses.
Expected results
• Expected results are clearly presented; • Figures and/or tables, if used, are clear, appropriate, and labelled; • The discussion of expected results is logically structured; • The writing is clear, precise and concise

Problems and feasibility of project • Anticipated problems (e.g. resources, equipment, subject recruitment) are discussed and strategies for dealing with problems are evident; • Estimated cost of project is presented, and, if more than £50, a clear statement about how the costs are to be met.
Ethical issues • SSHES Ethics Form 1 is submitted; • Ethical concerns are discussed and appropriately dealt with. Change in written project proposal based on feedback received from supervisor • Provide details of how you have implemented changes using feedback you have received. Consider what you have changed or kept the same and explain why.

excellent

The Written Proposal will be assessed holistically for content, structure and style. Core marking criteria for each section of the Proposal are laid out on the marking sheet (see below for copy). However, weightings for each section are not specified, as the demands of each section may vary for different Proposals. The mark will reflect the degree to which the marking criteria are met, according to the standard University marking criteria (Excellent (A):Comprehensive and accurate coverage of the area. Clarity of argument and expression. Depth of insight into theoretical issues

WRITTEN PROJECT PROPOSAL MARKING Components and criteria to be assessed: Introduction • Title clear and appropriate length; • The reviewed literature is relevant and explained in appropriate depth; • Reviewed literature is critically evaluated; • The rationale of the study is clear; • The hypotheses are presented clearly and precisely; • Ideas, theories, and empirical findings are appropriately referenced; • The introduction is logically structured; • The writing is clear, precise and concise.
Methods • Contains sufficient detail regarding the participants, measurement instruments, design and procedures including calculation of the DV and IV data; • Methodology decisions are justified where necessary; • There is evidence of a detailed understanding of the assumptions or problems associated with methodologies used, and how to deal with problems or violations of assumptions; • Subsections (e.g. Participants, Measures, Procedures, etc.) are appropriate and logically structured; • Figures and/or tables are clear, appropriate, and labelled; • The writing is clear, precise and concise. Proposed analyses
• Appropriate statistical analyses are proposed; • Analyses relate clearly to the hypotheses.
Expected results
• Expected results are clearly presented; • Figures and/or tables, if used, are clear, appropriate, and labelled; • The discussion of expected results is logically structured; • The writing is clear, precise and concise

Problems and feasibility of project • Anticipated problems (e.g. resources, equipment, subject recruitment) are discussed and strategies for dealing with problems are evident; • Estimated cost of project is presented, and, if more than £50, a clear statement about how the costs are to be met.
Ethical issues • SSHES Ethics Form 1 is submitted; • Ethical concerns are discussed and appropriately dealt with. Change in written project proposal based on feedback received from supervisor • Provide details of how you have implemented changes using feedback you have received. Consider what you have changed or kept the same and explain why.

threshold

The Written Proposal will be assessed holistically for content, structure and style. Core marking criteria for each section of the Proposal are laid out on the marking sheet (see below for copy). However, weightings for each section are not specified, as the demands of each section may vary for different Proposals. The mark will reflect the degree to which the marking criteria are met, according to the standard University marking criteria (threshold (D): Most criteria are met to an adequate standard; there may be a wide range in the quality of different components of the written proposal).

WRITTEN PROJECT PROPOSAL MARKING Components and criteria to be assessed: Introduction • Title clear and appropriate length; • The reviewed literature is relevant and explained in appropriate depth; • Reviewed literature is critically evaluated; • The rationale of the study is clear; • The hypotheses are presented clearly and precisely; • Ideas, theories, and empirical findings are appropriately referenced; • The introduction is logically structured; • The writing is clear, precise and concise.
Methods • Contains sufficient detail regarding the participants, measurement instruments, design and procedures including calculation of the DV and IV data; • Methodology decisions are justified where necessary; • There is evidence of a detailed understanding of the assumptions or problems associated with methodologies used, and how to deal with problems or violations of assumptions; • Subsections (e.g. Participants, Measures, Procedures, etc.) are appropriate and logically structured; • Figures and/or tables are clear, appropriate, and labelled; • The writing is clear, precise and concise. Proposed analyses
• Appropriate statistical analyses are proposed; • Analyses relate clearly to the hypotheses.
Expected results
• Expected results are clearly presented; • Figures and/or tables, if used, are clear, appropriate, and labelled; • The discussion of expected results is logically structured; • The writing is clear, precise and concise

Problems and feasibility of project • Anticipated problems (e.g. resources, equipment, subject recruitment) are discussed and strategies for dealing with problems are evident; • Estimated cost of project is presented, and, if more than £50, a clear statement about how the costs are to be met.
Ethical issues • SSHES Ethics Form 1 is submitted; • Ethical concerns are discussed and appropriately dealt with. Change in written project proposal based on feedback received from supervisor • Provide details of how you have implemented changes using feedback you have received. Consider what you have changed or kept the same and explain why.

Learning outcomes

  1. Design a study to test a specific question

  2. Effectively communicate a completed, viable, research proposal and their understanding of it.

  3. Demonstrate an understanding of the process involved in generating a viable research question

  4. Communicate a critical and up to date unerstanding of relevant literature

Assessment Methods

Type Name Description Weight
verbal presentation - content 15
written proposal 70
Verbal Presentation - skills 15

Teaching and Learning Strategy

Hours
Lecture

Supervisory support will form an important part of the teaching method, but ultimately, most of the learning will be student-led.

6
Tutorial

Supervisory support will form an important part of the teaching method, but ultimately, most of the learning will be student-led. As a guide students are expected to meet with their supervisor once per week.

6
Private study

Supervisory support will form an important part of the teaching method, but ultimately, most of the learning will be student-led.

188

Transferable skills

  • 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.
  • 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.
  • 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

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
  • 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
  • project manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
  • communicate succinctly at a level appropriate to different audiences.

Resources

Resource implications for students

N/A

Reading list

All module material, including lecture slides, will be available to view through Blackboard:

http://blackboard.bangor.ac.uk/

Login using your normal University username and password and follow the link to:

JXH - 2041 - Research Skills 2018-19

Here you will find; Important announcements Lecture material Podcasts together with other video and audio files to help you with your learning Examples of old Proposals Under the resources tab you will find: Stages of Research document; Ethics Guidelines; Referencing Guidelines; Guidelines to conducting a Research Project; Guidelines on how to present data.

Courses including this module

Compulsory in courses: