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This course is designed to help students pursue their ideal careers within the health sector and the health and fitness industry. It is particularly relevant to graduates in the fields of sport and exercise science, sport and physical education, health psychology, exercise and health, biological sciences, physiotherapy and nursing, and nutrition. The course especially emphasises the role of physical activity, nutrition, health psychology and professional communication in the promotion of health within a variety of population and patient groups. This diversity will allow graduates to work within both community and clinical settings.
The curriculum offers a fascinating and unique combination of topics relevant to the effective promotion of healthy lifestyles to prevent and treat diseases and conditions such as obesity, cardiovascular disease, type 2 diabetes mellitus, cancer and mental illness. Your studies will be integrated with current public health policies. You will even undertake work placements during which you will actively engage in community, clinical and laboratory work to experience the processes of researching and commissioning healthcare schemes and provisions.
Taking advantage of project placements and strong course links to NHS organisations will help you to further your career prospects even as you complete your studies. You will also be supported by a team of excellent staff, who were rated 'world-leading' teachers and researchers in the Government's Research Assessment Exercise (RAE) 2008.
Graduates of this course will be highly employable in a range of areas, including public health management/health commissioning, health improvement specialisms, exercise referral and health consultancy. Completion of the course also prepares students to undertake further postgraduate research qualifications. For those health professionals already in post or accredited, the course offers opportunities to specialise in the fields of physical activity and nutrition and to develop expertise in health promotion.
During the course you will:
Areas of study you may cover on this course include:
Assessment forms an integral part of the learning process. The assessment aims to enhance the learning experience rather than simply provide academic benchmarks. It allows student progress to be monitored during the course and to be enhanced by feedback from tutors, and also provides an opportunity for students to integrate their prior learning when undertaking a more focused assignment or presentation task. The assessments for level M will be carried out using several methods including oral presentations, case study reports, critical reviews of literature, individual reports, practical assessments (elective units relating to exercise testing), a portfolio of experience (Placement unit), end of unit examinations, laboratory reports, and practical demonstrations. The assessment methods used relate closely to the learning outcomes of the course and individual unit, while allowing students scope for creativity in fulfilling them e.g. by self selection of case study examples to present within a written report within a particular health context. Assessments will in many cases be vocationally sensitive and be designed to promote awareness of contextual health policies and to promote engagement with real life community or clinically based physical activity and/or nutritionally based research or interventions.
For students, assessment indicates:
For lecturers and course team, assessment provides:
Particular assessment activities include:
All assessed work will be marked on the 16 point grade system used throughout the University of Bedfordshire. In order to achieve a PASS (5) grade in a unit the average grade must be equal to or more then 5. In addition where a unit has more then 1 assessed element, then all elements must be attempted and to demonstrate this at least mark of 4 must be secured in each element.
Each unit observes the recommended assessment load of 5000 words (or equivalent) for a 15 credit unit.
The assessment strategies are consistent with the Field as a whole and conform to those indicated in the Benchmarking statements being adopted for this subject.
The overall aim of the course is to provide an intellectually challenging and engaging learning environment to develop an advanced critical understanding of the evidence base for physical activity and nutritional strategies being applied in a public health context to prevent or treat disease. Emphasis will also be placed on the application of knowledge to various population groups and settings and will be reinforced by learning and critical appraisal in the context of example case studies, and current health strategies. Students will also become more aware of the limits of their own competence and various professional boundaries within the physical activity, nutrition and public health domain. Students will present evidence of their understanding in a variety of formats e.g. oral presentations and written critiques / portfolios, to promote communicative skills of relevance to practical health care, medical and scientific settings.
By gaining a high level of knowledge of research design and quantitative research methods as demonstrated through the ability to perform complex data analysis, interpretation, evaluation and synthesis, students will be primed to design, implement and report on an innovative research study in a specialist area relating to physical activity and/or nutrition which is of relevance to public health.
A strong feature of the course will be supporting students in mapping skills and experience acquired to appropriate `benchmarks in order to maximise the future vocational and postgraduate research potential of graduates of this course. The emphasis of this vocational portfolio building will depend on the prior learning and experience and the aspirations of individual students. It will also be supported by the course leader, academic tutors, and by an effectively run short-term placement scheme.
There are numerous support mechanisms available within the University to help maximise your academic potential and to promote an enjoyable University experience.
All students have a formal one week induction program on starting the course. Covered in this are: welcome to the Faculty, tours of the laboratories and facilities, introductory sessions to introduce you to staff and fellow students, familiarise you with the Campus facilities and Sport and Exercise Science Laboratories, to discuss the course structure and teaching strategies, academic advice, tutors and other support systems; student representatives and their roles in the Faculty; what to do if students have a problem or complaint, and the Induction process, courses and enrolment explained. Other talks and sessions include: Learning Resources, including tours, Student Services, Study Skills & plagiarism, introduction to Laboratories and Practice areas, BREO (virtual learning environment) and use of the internet in teaching in the Faculty and talks from the Universitys Career Services. There is also a skills audit incorporated into Week One to assess if any additional learning needs have to be addressed and subsequently supported. Thereafter, student support is available via unit and course leaders, and Faculty staff, but some research skills will be reinforced during the Term 1 Research Design unit. Opportunities for placements will also be discussed at this early stage to maximise the potential for meaningful, vocationally sensitive opportunities to be organised, and a strong feature of this course is the alignment of the student learning experience with your individual career aspirations. Such career development will be an integral part of the core units of this course and will be reinforced through a supportive personal tutoring system, and opportunities to meet with other staff members at students request.
All units will have specialized tutorial sessions when you can further explore subjects or issues related to assessment or the content of the Unit(s).
The Course also employs a Personal Tutor system whereby students are assigned a specific tutor to oversee their progress on the course who will be the first port of call should any problems arise. You can also arrange to see unit leaders, or Course Manager if you have any issues relating to the course. Should they not be able to give student guidance they will direct the student to another appropriate source of help. Specialist advice and assistance may come from the Student Services and the Professional and Academic Development (PAD).
The Course will have its own student representative(s) to take up any specific or general student issues that are not resolved through any of the above support mechanisms (see Course handbook for further details of student representatives).
Information will be provided to students regarding the universitys virtual learning environment (BREO) and how to access student support services such as the Student Services, Professional and Academic Development (PAD) unit, Learning Resources Centre (LRC)(and availability of introductory sessions) and the Centre for Personal and Career Development (CPCD) and associated resources e.g. STARS a web based resource which takes you though a process of identifying and articulating skills and experience as they would need to do for applications and interviews.
The Professional and Academic Development team are able to help students through study skills workshops or with one-to-one sessions to help improve the quality of written assignments, understand statistical concepts, enhance organisations skills, language skills and much more. PAD can be contacted via the PAD BREO site that students are automatically enrolled on.
The LRC provides valuable resources to enable students to develop essential information literacy skills, knowledge and understanding of the range of online databases available to be able to effectively expand knowledge of the relevant disciplines. Both the Sport and Exercise Science and Psychology Departments work closely with their subject specific librarians to maximise the availability of relevant resources and training.
The International Students Support Team are available to assist in providing specific advice and guidance relevant to International students on the course.
Students will be required to critique case study examples of community or clinically based physical activity / nutrition based prevention or treatment programmes for various client / patient groups within seminar groups on a regular basis. This will typically involve small group discussion and the formulation appropriate feedback to the rest of the group. Team working may also be a feature of the Placement Unit when students will need to liaise and work with health professionals or other external to the university.
The course embeds a vocational theme, and this will also be further supported and enhanced through the personal tutoring system which will prioritise both career development and academic issues. All tutors will be required to report to the course leader on a regular basis regarding progress with students career portfolios and these may be integrated into the online tutoring support package, PebblePad.
Although the Placement unit is an elective, it will be heavily promoted to students at the start of the course as an invaluable opportunity to further develop vocationally relevance skills and experiences and to make contacts with industry and / or the health sector which might be developed in the future. In addition, some placements may provide experience, even on a shadowing basis which may be used to support a portfolio of experience, skills etc for submission for accreditation, for example, to the Nutrition Society.
Opportunities for career development within the health sector and health and fitness sector have been expanding in recent years. In the light of an increasing recognition of the importance of physical activity and nutrition in the prevention and treatment of disease within government health reports there are significant opportunities for graduates with an MSc in Physical Activity, Nutrition and Health Promotion within Primary Care, for example. See below for a list of examples of current, relevant posts:
For those who wish to pursue a career in Public Health and/or Health Promotion and Education this course provides a foundation of knowledge that will be useful in acquiring the competencies though the Faculty of Public Health (Department of Health) required to join the UK Public Health Register (UKPHR.) This is a register which provides the regulation of public health specialists with a background in areas such as social science, medicine, nursing, health promotion, pharmacy, psychology and dentistry. Completion of this MSc in Physical Activity, Nutrition and Health Promotion will also allow you the opportunity to apply as a member of the Institute of Health Promotion and Education.
Other opportunities exist within organisations or charities with objectives to improve the health of the nation requiring research expertise and knowledge / experience of health promotion and lifestyle factors, for example:
There is also potential for career (and enhanced career) development within Education, Higher Education and Research Institutes:
Also, for those health professionals / graduates already in post or accredited, the MSc in Physical Activity, Nutrition and Health Promotion offers opportunities to specialise in the fields of physical activity and nutrition and develop expertise with the health promotion context. Such professionals may include:
Completion of this course also prepares students to undertake further postgraduate research qualifications e.g. MRes, MPhil / PhD, especially if the units Research Design and Research Methods are taken.
Consultancy: there is also potential for graduates to be involved in consultancy related activities relating to the course fields and in relation to their individual specialist focus. Such activity may be in relation to the health sector, business sector and/or the health, fitness and leisure industry.
Standard Entry:
Admissions for this award are in accordance with standard University policy (Section 3.1.3 University of Bedfordshire Regulations) which states that the minimum level of attainment for entry to postgraduate programmes is defined by the benchmark entry qualifications listed below:
Non-Standard Entry:
(All non-standard entry candidates will be required to attend an interview with the Award Manager)
- The applicants motivation, maturity and realistic approach to their studies
- The nature and level of life/work experience and prior study, and the learning that has resulted from such experience
- The clarity of the applicants educational goals and objectives
- The extent to which the applicant can provide evidence of the threshold skills and knowledge required for a given programme
As a result of this interview candidates may also be required to bridge gaps in their current knowledge by taking additional units from within the undergraduate modular degree scheme.
AP(E)L:
Credit may be given for prior (academic/professional) learning against some of the units. A portfolio of evidence and attainment of equivalent learning outcomes is required. Procedures for considering APL applications are determined by the Academic Board and issued by the Registry.
Students from the European Union and International Students:
As a general guide, to apply for a place on the course you need to have met the above requirements and have the required English qualification as outlined below:
It is important that the academic version of the test is taken and that the qualifications have been acquired within the last year.
A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.
Foundation degrees are also particularly suitable if you want to qualify while working.
Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.
We welcome applicants with relevant work experience.
We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.
The general requirement is one of the following:
As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.
We have students from all the European Union member countries so we are quick to make decisions on most qualifications.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.
Please read the Direct application instructions before completing the course application form.
Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section
APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.
Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `
The APL form should be submitted at the same time as the course application form.
We regret we are unable to process APL forms from students who have not submitted a formal course application form.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
University staff will consult with any such students prior to, or during enrolment to determine how such disabilities can be most effectively accommodated and to ensure that the Universitys Disability Advice Team are aware of any support needs.
There are no particular issues of accessibility to the curriculum for disabled students. Where individual support needs are recognized the course team works with others within the University to ensure that student needs are addresses. However, there is some laboratory based work on two core units but only a minority of these practical sessions require physical activity, and when they do it is usual for a small number of students to volunteer to undertake the activity, while the rest of the students assume other roles and responsibilities as part of a collaborative team. There is also support available for students with dyslexia.
Communication
To help with the development of this you will:
Be encouraged to discuss and explore key ideas from lectures and readings, including case studies e.g. of physical activity intervention in the community, and to communicate your understanding of these in a number of formats including written reflections on the literature, oral discussion, more formal oral presentations, and a range of assessed written assignments.
Information Literacy
To help with the development of this you will:
Be able to develop your use of information drawn form a range of source materials in books and journals and the various search technologies that provide access to information. These include academic sources from the library and other sources in the public domain such as the internet.
Research and Evaluation
To help with the development of this you will:
Be set learning and assignment tasks that will require you to further develop your ability and skill at searching for, identifying and evaluating relevant material in a range of units.
Creativity and Critical Thinking
To help with the development of this:
The course will include set readings, learning tasks and assignments. It will seek to provide a supportive learning context in which you will practice and develop your ability to critically examine, assess, compare and contrast a range of debates and perspectives allied to physical activity prescription / nutritional advice, in the context of the scientific evidence and/or public health policies.
Generic and Enabling Skills
In order to develop as a health / physical activity and nutrition professional you will be encouraged to develop the following skills through many of the applied units:
These skills will be developed through diverse health related assessment components and will be assessed via reflective portfolios, case based studies, and oral presentations.
Throughout the course students will be given instruction and direction on how to become a more critical and reflexive thinker. Seminar tasks will be used to encourage engagement in M-level skill repertoire development. Through these tasks and appropriate feedback (formal & informal) students will be able to:
During this course the teaching team will guide students to actively develop their reflective skills through informal reflective practice components that will be embedded into each unit. This may take the form of a reflective diary focused on professional benchmark components or individual goals. The plan is that M-level students will:
At the end of the period of study, such a student progress file will contain the information that will be need for students to draw upon, for example, in making job applications, having successful interviews or being more effective at designing, implementing, or evaluating a programme of physical activity. This will be because it has made students consider the wider relevance of the knowledge they have learned and the skills they have acquired on the course.
Organised sessions on career development will be integrated into the course timetable once students have settled in and become accustomed to the required workload. These will include professional CV development, production of professional communication materials (such as CDs and flyers). These items will be formative in nature to ensure engagement and dovetailed with the proposed course teaching structure. These sessions will involve utilization of other professional groups in the University e.g. Media department, CETL (Centre for Excellence in Teaching and Learning) workshops / opportunities.
In line with the subject specific benchmark statements being adopted for this course the benchmarks specified in the documentation have been defined in terms of there intellectual attributes, the knowledge and understanding, interpersonal, practical skills and the professional competencies which will allow the students to function effectively as practitioners and develop as professionals.
Additional professional standards which are expected of students on the course include:
The representation of the University and Faculty is specifically addressed during Induction with a presentation by teaching staff in a session entitled Professionalism / Accreditation.
At all times the teaching staff seek to embed and demonstrate the professional standards underpinning their teaching / practice in all taught units. This is a result of the extensive experience of the teaching team that draws upon their professional experiences, which informs their teaching.
The course has been designed to impart appropriate professional and personal attitudes and behaviour, including critical evaluation, appropriate communication skills, curiosity and lifelong learning skills as well as the ethical and legal framework of students chosen career pathways. The student should acquire and demonstrate attitudes necessary for the achievement of high standards of practice, both in relation to the provision of help to individuals and populations and to their own personal development. These attitudes will be assessed formally and informally during the course (e.g. feedback from employers at Placement).
