College of Health and Life Sciences
Department of Life Sciences
COURSEWORK – 2017/2018 (RESIT)
Module/Assessment Block Title: Applied Sport and Exercise Physiology
Assessment details
You will complete a 1,000 word report of data collected during a laboratory practical. Student will have a completed methods and basic data analyses provided. They will be responsible for selecting and describing the results in provided tables and charts, writing an introduction and discussion and completing the references list in APA format. (50% of assessment block final classification).
Details of laboratory report
The Laboratory report will be based upon LAB 4: Exercise in the heat and the results compiled from all the group laboratory sessions related to this laboratory. The results will be tabulated and a set of SPSS outputs and results tables and graphs of various measures will be provided on BBL to be incorporated into your lab report as you see appropriate.
Word count: The actual word count must be indicated which is inclusive of only the introduction and discussion sections (excluding methods, results and references). Penalties for exceeding the word count of 1000 words will be applied in accordance with College regulations (see handbook).
The format of the report should be similar to a research article submitted for publication in an appropriate sport and exercise physiology journal, complying with APA referencing and structure.
Title page
Include a title and other appropriate relevant information (including word count, name and course number)
The report must then be organised into the following subsections:
Introduction
This section must include the background research including primary research articles that explain what the research question is and how it will be evaluated in the practical session. The aim of the experiment, which includes a statement of the directional hypothesis, must also be included in this section.
Methods
The methods section will be provided to you and must be inserted into your submission after the introduction. No modifications or additions should be made to this section.
Results
This section must contain appropriate graphs and tables with accompanying text. You must select a minimum of 4 illustrations (combination of graphs and tables) from those provided. Statistical tests and outcomes of these tests will be provided and you must select the most appropriate ones to refer to within your results section.
Discussion
This section must contain a qualitative and quantitative interpretation of the findings presented in the previous section. It must demonstrate a clear understanding of the theoretical basis for the study and include ideas about how to improve and/or extend the experiment. This section must also discuss the similarities and differences between this experiment and previous published work in this area retrieved from the research literature (Pubmed). Brief discussion of limitations of data and/or methodology that may impact the outcome and conclusions of your laboratory report should be included. Relevance to exercise in health and fitness and performance should also be described.
Conclusion
This section must contain a brief statement of the main findings and their interpretation.
References
You must cite within the text relevant references that give credibility to your statements, and these must be original research journal articles, reviews or monographs. Textbooks and websites are to be used sparingly and must not be substituted for required references. Since obtaining articles may take some time, you are encouraged to do your literature searches early.
Marking criteria
- Introduction (35%):
- Present a focused background, rationale for the study, aim and directional hypothesis for the laboratory report.
- Methods:
- Include the supplied methods section.
- Results:
- Select the appropriate results tables, and/or figures from those provided that most support your research question.
- Discussion (55%)
- Interpret the results and critically evaluate whether they support your research hypothesis (25%)
- Explain limitations that may impact your results and have affected your conclusions (10%)
- Provide a concluding statement that addresses the main findings and briefly describes important future areas of study (5%)
- Presentation (5%)
- Compliance with APA format (including pagination, title and title page, appropriate use of headings, citations and referencing)
- Scientific writing and readability (5%)
- Write in a style appropriate to an academic setting and devoid of grammatical or spelling errors.
Recommended Reading
Please refer to the reading lists published through the library system and accessible through Blackboard Learn. Further reading will be recommended during lectures.
Essential Reading
Kenney, W. L., Wilmore, J. H., & Costill, D. L. (2015). Physiology of sport and exercise (6th ed.). Champaign, IL: Human Kinetics.
McArdle, W. D., Katch, F. I., & Katch, V. L. (2015). Exercise physiology. Energy, nutrition and human performance (8th ed.). Baltimore, MD: Wolters Kluwers Health/Lippincott Williams & Wilkins.
Recommended Reading
| Week No | Topic | Text Book | Journal Article |
| 1 | Aerobic Metabolism | Maclaren, D. Morton, J. (2011) Biochemistry of Sport and Exercise Metabolism. London, UK: Wiley | Egan B, Zierath JR (2013) Exercise metabolism and the molecular regulation of skeletal muscle adaptation. Cell Metab 17:162–184 |
| 2 | Anaerobic Metabolism | Maclaren, D. Morton, J. (2011) Biochemistry of Sport and Exercise Metabolism. London, UK: Wiley | Girard O, Mendez-Villanueva A, Bishop D (2011) Repeated-sprint ability – part I: factors contributing to fatigue. Sports Med 41:673–94. |
| 3 | Nutrition | Jeukendrup, A. Gleeson, M (2010) Sport Nutrition (2nd Edition) Champaign, IL: Human Kinetics. | Thomas DT, Erdman KA, Burke LM (2016) American College of Sports Medicine Joint Position Statement. Nutrition and Athletic Performance. Med Sci Sports Exerc 48:543–68. |
| 4 | Respiratory Physiology | Kenney, W. L., Wilmore, J. H., & Costill, D. L. (2015). Physiology of sport and exercise (6th ed.). Champaign, IL: Human Kinetics. | Sheel AW, Romer LM (2012) Ventilation and Respiratory Mechanics. In: Comprehensive Physiology. John Wiley & Sons, Inc., Hoboken, NJ, USA, 1093–142 |
| 5 | Thermoregulation | Cheung S.S. (2010). Advanced Environmental Exercise Physiology. Champaign, IL: Human Kinetics. | Cheuvront SN, Haymes EM (2001) Thermoregulation and marathon running: biological and environmental influences. Sports Med 31:743–62.
Castellani JW, Young AJ (2016) Human physiological responses to cold exposure: Acute responses and acclimatization to prolonged exposure. Auton Neurosci 196:63–74. |
| 6 | Cardiovascular System
and exercise |
Smith D.L. Fernhall, B. (2011). Advanced Cardiovascular Exercise Physiology. Champaign, IL: Human Kinetics. | González-Alonso J, Crandall CG, Johnson JM (2008) The cardiovascular challenge of exercising in the heat. J Physiol 586:45–53. |
| 7 | Altitude Physiology | Wilber, R. (2004) Altitude Training and Athletic Performance. Champaign, IL: Human Kinetics. | Mazzeo RS (2008) Physiological responses to exercise at altitude – An update. Sport Med 38:1–8. |
| 8 | Cardiovascular System and training | Smith D.L. Fernhall, B. (2011). Advanced Cardiovascular Exercise Physiology. Champaign, IL: Human Kinetics. | Blomqvist CG, Saltin B (1983) Cardiovascular Adaptations to Physical Training. Annu Rev Physiol 45:169–189. |
| 9 | Neuromuscular Physiology | Whyte, G. (2006). The physiology of training. London: Elsevier Churchill Livingstone.
Gardiner, P.F. (2011). Advanced Neuromuscular Exercise Physiology. Champaign, IL: Human Kinetics. |
Cormie P, McGuigan MR, Newton RU (2011) Developing Maximal Neuromuscular Power: Part 1–biological basis of maximal power production. Sport Med 41:17–38.
Cormie P, McGuigan MR, Newton RU (2011) Developing Maximal Neuromuscular Power: Part 2 – training considerations for improving maximal power production. Sport Med 41:125–146. |
| 10 | Immunology | Gleeson, M. (2005). Immune Function in Sport and Exercise. London: Elsevier Churchill Livingstone | Walsh NP, Oliver SJ (2015) Exercise, immune function and respiratory infection: An update on the influence of training and environmental stress. Immunol Cell Biol. |
Writing/Presenting Skills
Barrass, R. (2002). Scientists must write (2nd ed.). London: Routledge.
Cottrell, S. (2003). The study skills handbook (2nd ed.). London: Palgrave.
Gillett, A. (2010). Using English for academic purposes: a guide for students in higher education. Retrieved from http://www.uefap.com/
Greetham, B. (2001). How to write better essays. London: Palgrave.
Lewis, M., & Reinders, H. (2003). Study skills for speakers of English as a second language. London: Palgrave.
Peck, J, & Coyle, M. (2005). Write it right. London: Palgrave.
Peck, J., & Coyle, M. (2005). The student’s guide to writing: Grammar, punctuation and spelling (2nd ed.). London: Palgrave.
Price, M. (2013). Lab reports and projects in sport and exercise science. London: Pearson.
Scribe, A. (2011). APA research style crib sheet. Retrieved from http://www.docstyles.com/apalite.htm
Strunk, W., & White, E.B. (2000). The elements of style (4th ed.). London: Longman Publishers.
Walters, D. E., & Walters, G. C. (2002). Scientists must speak. London: Routledge.
General Coursework Guidance
Presentation of written work:
- Work should conform to APA format. See Research and Learning Skills BBL page and your student handbook for further details.
- The assessed written work for this assessment block must be word processed, minimum font size 12, and minimum spacing 0.
- Coursework must be submitted with a title page. The title page must include:
- name of College (College of Health and Life Sciences)
- name of Division (Division of Sport, Health and Exercise Sciences)
- code and name of study block
- code and name of assessment block
- student number (all work must be anonymous – no student name or image should appear anywhere in the submission)
- word count
- date of submission.
- An assignment cover sheet must also be attached (available from the office)
Word Count: All work must include a word count. Please note that penalties apply for coursework that is over the word count, see your student handbook for further details.
Late Penalties: Work that is handed in after the stated time will be marked as a late submission and the late penalties policy will be applied. See your student handbook for further details.
Plagiarism: You must ensure that you present work that is entirely your own. The university will not accept work that has been plagiarised, and if it is identified that you have submitted plagiarised work you will fail the work and be subject to disciplinary proceedings which may result in your expulsion from the university. (See Brunel University Handbook and/or Brunel Senate Ordinance No. 3 for further clarification on the issue of plagiarism or cheating and related disciplinary procedures). It is an offence for students to represent as their own work material that has been copied, in part or whole, from other unattributed sources, or to present as genuine material that has been fabricated and also to copying or fabrication of datasets.
All quoted and paraphrased material must be acknowledged through appropriate referencing in APA format. The unacknowledged use of other sources constitutes plagiarism, and will result in failure. Be aware that repeated copying of extensive tracts of text, whether acknowledged or not, risks being interpreted as plagiarism. Likewise, cheating (e.g. falsifying or making up data) will also result in failure. If you are not sure about plagiarism or cheating, discuss this with the assessment block leader.
Further information regarding disciplinary matters can be found in the student handbook and in Senate Regulation 6: http://www.brunel.ac.uk/about/administration/university-rules-and-regulations/senate-regulations/academic-appeals-and-disciplinary-matters
If you are not clear about these guidelines or want advice, please ask the study /assessment block leader or your personal tutor.
Grade Descriptors: Your work will be marked in line with the university grade descriptors.
|
GRADE |
DESCRIPTOR to be read in conjunction with learning outcomes and particular criteria for assessment for specific levels / modules of work |
| A* | Clearly demonstrates a highly sophisticated critical and thorough understanding of the topic. Provides clear evidence of originality and independence of thought and clearly demonstrates exceptional ability to develop a highly systematic and logical or insightful argument, solution or evaluation at the current level. Demonstrates exceptional ability in the appropriate use of the relevant literature, theory, methodologies, practises, tools etc., to analyse and synthesise at the current level. Shows an exceptionally high level of clarity, focus and cogency in communication at the current level. |
| A
(A+, A, A-) |
Clearly demonstrates a sophisticated critical and thorough understanding of the topic. Provides evidence of independence of thought and clearly demonstrates the ability to develop a highly systematic and logical or insightful argument, solution or evaluation at the current level. Demonstrates excellence in the appropriate use of the relevant literature, theory, methodologies, practises, tools etc., to analyse and synthesise at the current level. Shows a high level of clarity, focus and cogency in communication at the current level. |
| B
(B+, B, B-) |
Clearly demonstrates a well-developed, critical and comprehensive understanding of the topic. Provides some evidence of independence of thought and clearly demonstrates the ability to develop a highly systematic and logical or insightful argument, solution or evaluation at the current level. Demonstrates a high degree of competence in the appropriate use of the relevant literature, theory, methodologies, practises, tools etc., to analyse and synthesise at the current level. Shows clarity, focus and cogency in communication at the current level. |
| C
(C+, C, C-) |
Demonstrates a systematic and substantial understanding of the topic. Demonstrates the ability to develop a systematic argument or solution at the current level. Demonstrates a significant degree of competence in the appropriate use of the relevant literature, theory, methodologies, practises, tools etc., to analyse and synthesise at the current level. Provides evidence of clarity and focus in communication at the current level |
| D
(D+, D, D-) |
Provides evidence of a systematic understanding of the key aspects of the topic. Demonstrates the ability to present a sufficiently structured argument or solution at the current level. Demonstrates an acceptable degree of competence in the appropriate use of relevant literature, theory, methodologies, practices, tools etc., to analyse and synthesise at the current level. Provides evidence of effective communication at the current level. |
| E
(E+, E, E-) |
Provides evidence of some understanding of the key aspects of the topic and some ability to present an appropriate argument or solution at the current level. Demonstrates some competence in the appropriate use of relevant literature, theory, methodologies, practises, tools etc., at the current level. Provides some evidence of effective communication at the current level. However, there is also some evidence of deficiencies which mean that the threshold standard (D-) has not been met |
| F | Work that is unacceptable. |
