External summary

Strength & Conditioning has emerged as a distinct and popular area of expertise in sport science, predominantly from within the discipline of physiology although frequently requiring knowledge and understanding of inter-disciplinary applied sport science and coaching.

 The University of Edinburgh strength and conditioning programme is the longest established full-time MSc programme in this field. The programme combines both the theoretical and practical elements of strength and conditioning to identify and examine a wide range of academic and practitioner needs. Students gain excellent applied experience and professional development opportunities in parallel with the taught programme, using established links with local and national sports teams and governing bodies.

The major focus of the programme is on performance sport, although other areas such as exercise and rehabilitation are also covered, reflecting the range of exercise and sports contexts that the strength and conditioning practitioner may work in.

The principal aims of the programme are:

• Understand and evaluate current research and thinking in strength and conditioning
• Inform design and delivery of appropriate training interventions
• Provide knowledge of theoretical and practical aspects of strength and conditioning interventions
• Provide the skills to enable students to operate as a ‘practitioner’ in a sports performance environment

Educational aims of programme

The programme aims to develop the ability of students to critically appraise and apply scientific literature in the context of strength and conditioning, with an emphasis on establishing scientific evidence underpinning training interventions. The programme is designed with a practical orientation, towards the application and evolution of theory to practice in varied settings.

For students progressing to masters level (MSc), the study of research methods is extended to the ability to be able to plan, conduct and disseminate their own research following the established principles of rigorous scientific study.

The educational aims of the programme are:

• To equip students with critical knowledge of the current research evidence relating to strength and conditioning interventions

• To provide students with knowledge and critical awareness of how research evidence informs current strength and conditioning recommendations and practice across populations, with an emphasis on sports performance

• To provide students with specialist measurement and research skills to investigate issues in the field of strength and conditioning and design and review appropriate training interventions

• To encourage and facilitate students to gain relevant applied experience and work towards professional development and accreditation

• To foster the development of independent learners with transferable intellectual and study skills who can make an effective contribution within their chosen career path

Programme outcomes: Knowledge and understanding

Programme outcomes: Graduate attributes - Skills and abilities in research and enquiry

Programme outcomes: Graduate attributes - Skills and abilities in personal and intellectual autonomy

Programme outcomes: Graduate attributes - Skills and abilities in communication

Programme outcomes: Graduate attributes - Skills and abilities in personal effectiveness

Programme outcomes: Technical/practical skills

Programme structure and features

Programme structure and features

The section presents the structure of the programme in relation to the University’s Curriculum Framework.  It must include:

SCQF credit points and levels for each constituent course and each year of the programme

Entry requirements, including requirements for second-year entry where applicable

Progression requirements

An explanation of the articulation of learning outcomes and assessment practices

Modes of study

Exit awards available at the completion of specific stages of the programme

If not provided earlier in the programme specification, information needs to be included on relevant factors from the University’s Strategic Plan, e.g. embedding in the curriculum factors of:

• social responsibility
• sustainability
• equality and diversity.

Figure 1: Programme structure for MSc Strength & Conditioning

Assessment

Courses are assessed through a full range of assessment modes matched against specific course learning outcomes, including coursework (assignments, oral presentations, research proposals and reports) and examinations. A selection of all work is moderated, with the exception of oral presentations (double-marked) and the dissertation (blind double-marked).

Social responsibility, equality and diversity

In parallel with the formal taught programme students will spend time carrying-out supervised applied experience work, in addition to practical workshops in line with UKSCA with assistance to work towards, and potentially attain, professional accreditation. This process presents important messages regarding acceptable and safe practice when working in strength and conditioning. Furthermore, the Research Process proposal and then Dissertation course require full applications for ethical approval, adhering to ethical codes of conduct (e.g. BASES), again emphasising to students the importance of safe and ethical practice in strength & conditioning.

All students, from initial application enquiries through to graduation, are treated equally and fairly according to published regulations and codes of practice (https://www.ed.ac.uk/files/atoms/files/taughtassessmentregulations.pdf). The programme previously participated in a School Teachability audit and every effort is made to assist students with their learning.

Progression to Masters Stage

In order to be able to progress to the dissertation stage of their Masters programme, students must meet Assessment Regulation 56:

(a) pass at least 80 credits at SCQF level 11 with a mark of at least 50% in each of the courses which make up these credits; and

(b) attain an average of at least 50% for the 120 credits of study examined at the point of decision for progression. 

Modes of Study:

The MSc programme may be studied as full-time (12 months) or part-time (up to 72 months).

Exit awards:

Students will be eligible for the General PG Certificate (Education) if they pass (>40%) at least 40 credits at SCQF 11 with an average > 40% for 60 credits of study at SCQF 11.

Students will be eligible for the PG Diploma Strength & Conditioning if they pass (>40%) at least 80 credits at SCQF 11 with an average > 40% for 120 credits of study at SCQF 11.

Quality assurance:

The programme conforms with the Taught Assessment Regulations and an External Examiner with an international reputation is appointed.  The Board of Examiners meets in May to consider progression to MSc level. A final Board of Examiners meeting is held in October to consider final awards. 

Teaching and learning methods and strategies

Learning and teaching is organised through weekly contact sessions. Material is delivered via traditional lecture combined with student participation supported and encouraged through the use of discussions on readings, debates, data analysis activities, problem based learning and case studies. In addition to class time students are required to complete preparatory reading each week, to contribute to preparing and running practical activities, to collect data for projects (in groups and individually), and to review other materials such as web based resources and relevant video. Aside from formal class sessions, there are also a series of voluntary workshops offered which focus on practical skills in relation to professional development (e.g. UKSCA accreditation). Finally all students are provided with an extensive list of relevant additional reading and continuously encouraged to engage with the current empirical published research to broaden their perspective and understanding. Staff student ratio on the majority of classes is approximately 1:20-25.

During the dissertation course (April-August) students work on an individual research project guided by a member of staff taking a supervisory role. Regular meetings, led by students, help to develop understanding of subject content and an autonomous approach to research practice. Staff contribute to developing thesis plans and provided detailed feedback on sections of work to facilitate student learning and enhance the quality of the final draft prior to submission.

The University of Edinburgh Creative Learning Week  is scheduled in Week 6 of Semester 2.  During this week ‘normal’ teaching is suspended which provides space outside of the normal curriculum for staff and students in the School of Education to explore new learning activities.

The students will have access to generic support for taught postgraduate students including an induction website (http://www.blendedlearning.me/induction/), as well as further academic development opportunities offered by The Institute for Academic Development (IAD). 

The students will also benefit from the world class library facilities available at the University and be able to access on-line and print journals and up to date text books.   All courses will be supported with an on-line learning environment.

Assessment methods and strategies

The primary methods of assessment for this post-graduate programme are through written course work and examinations, however a wide range of assessment modes are used in order to assess student knowledge and understanding, and to best prepare students for on-going development and careers. The majority of assessment focuses on deeper understanding, evaluation and reflection

Typically within the programme, excluding the dissertation, each 10 credits has a separate piece of assessment with some 20-credit courses containing a traditional written examination (2h) and a piece of assessed coursework (~2000 words or equivalent), or two pieces of coursework with a similar total wordcount equivalent. All assessment points are distributed carefully throughout the programme and a variety of different structures and formats are used, including: critical reviews; essays; search strategies; oral presentations; wiki-page design; and research proposals.

Written briefings are provided for all assessments indicating the specific criteria that will be used to determine grades so that students are clear on the work. These written briefings are augmented by class discussion led by the course tutor. Feedback from previous years’ cohorts is used to help direct students to good approaches for planning their work and to avoid common mistakes. Work is assessed against the General Post Graduate criteria established by the University as well as specific criteria pertinent to each assignment. For examinations example past papers are provided to illustrate style and format of assessment and to enable students to practice as part of their assessment preparation.

Students are encouraged to consider carefully the writing techniques suitable for different types of communication appropriate to a scientific practitioner. Tutors will emphasise the importance of, and give feedback on the extent to which work is well structured, logical, precise, clear and concise. In addition students are taught about effective oral presentation skills. Following progressive opportunities to practice students will be assessed on their ability to use these skills.

The final dissertation thesis is based on the submission of a scientific report in the style of a journal article on an individual research project. The approximate length of this final submission for the 60 credit Dissertation course is 6,000 words. Earlier in the dissertation course, students deliver an oral presentation outlining the rationale and aims of their research project, and detailing the proposed methodology and data analysis procedures. Students receive feedback on their ideas, along with suggestions for potential improvement. This assessment allows students to demonstrate the progress they have made in their project development, their ability to critically evaluate scientific literature and to select and justify an approach, design and methods that are appropriate to their own specific research project.

Feedback to students is targeted to facilitate student understanding of how to continually enhance the quality of their work. On-line general feedback reports and grades are typically supported by specific annotated comments highlighting areas for development at point of need.

Career opportunities

Despite employment in performance sport remaining very competitive, there are many examples of graduates from the MSc Strength and Conditioning programme now working as professional strength and conditioning practitioners, as well as many other related and unrelated positions. However it should also be recognised that some students were already in employment when commencing the programme and using the programme as CPD. There are currently graduates of the MSc Strength and Conditioning programme working in high performance sport in Scotland, UK and also internationally. Examples include, but are not limited to: UK Institutes of Sport; National Governing Bodies; professional teams and academies; university sports centres and teams; private strength and conditioning and personal training companies.

Additionally, other graduates have taken career pathways that also use the relevant knowledge, understanding and skills gained during the MSc Strength and Conditioning programme. This includes commencing, or returning to,: employment in Further and Higher Education in the UK and Ireland; PhDs in universities in the UK and internationally; Physiotherapy

Other items

Timetabling:

Monday evenings and Tuesday afternoons and evenings in Semester 1 and 2 (except Physio-mechanical module delivered condensed in one week early in January, all day attendance required). Semesters are typically 11 weeks of teaching, with exam periods between semesters. Dissertation runs from May to August.

Student support:

The students will join a large vibrant postgraduate community of over 600 students in Moray House School of Education Graduate School. Students can also attend a School induction week with generic and programme specific activities during Week 0.  The Graduate School also organises social events throughout the year.

The students will be integrated into an active research culture and will be able to attend School and Institute seminars.  Where appropriate, opportunities may be available to be involved in ongoing research and knowledge transfer projects within the Institute.   The students will also benefit from the world class library facilities available at the University and be able to access on-line and print journals and up to date text books.   All courses will be supported with an on-line learning environment.

Students with disabilities can receive additional support from the Student Disability Service and the Programme will incorporate Teachability guidelines into the design and delivery of courses.

For pastoral care and student support, since 2012-13 has, and continues to run, a Personal Tutor pastoral support scheme. Every student is allocated a designated member of staff as their Personal Tutor.