New UK Doctorate SEQ – Sport & Exercise Psychology · Web viewThe SEQ must be submitted as a Word...

NEW UK DOCTORAL PROGRAMME: APPLICATIONSelf-evaluation questionnaire (SEQ) for new Doctoral programmes

You should complete this questionnaire if you are proposing a new UK Doctorate in Sport and Exercise Psychology for accreditation against the requirements for Chartered Membership of the Society, and full membership of the Division of Sport and Exercise Psychology. A separate self-evaluation questionnaire should be completed for international provision.

The questionnaire is split into two sections:

Section A asks for key information about the award you are submitting for accreditation, including details of who we should contact if we have queries about your application.

Section B invites you to self-evaluate your programme against each of our eight programme standards.

The BPS is committed to respecting your right to privacy and data security and to handling the information you provide responsibly within the requirements of the UK Data Protection Act. Your accreditation submission will be shared with Society staff and Members who work with us as authorised agents to deliver the accreditation process on our behalf. Our full privacy policy is available at: www.bps.org.uk/privacy-policy or by written request to ‘Enquiries’ at the Society offices.

Sport and Exercise Psychology

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New UK Doctorate SEQ – Sport & Exercise Psychology

Preparing your application

To allow our reviewers to easily navigate your submission and to avoid delays we ask that you submit in the following way:

1) A main folder should be created using your University and programme names e.g. University of xxx MSc xxx

2) A sub-folder must be created for each of the Programme Standards i.e. Programme Standard 1, 2 and so forth. Each of these folders will sit in your main folder (above)

3) The SEQ must be submitted as a Word Document and should be contained within its own folder named SEQ, which will sit in the main folder.

4) Label each piece of supporting evidence (document) sequentially in relation to its folder i.e. 1.1, 1.2, 1.3 and 2.1, 2.2, 2.3

5) Please use generic terms for each document within the folder i.e. Staff Student Liaison Committee Minutes

For further guidance on the submission process please refer to ‘Accreditation of new UK programmes: a guide to our application process’ and the ‘Standards for accreditation’ which can be found on our website at www.bps.org.uk/accreditationdownloads Please Note that your application will be returned if the structure does not follow these guidelines.

Submitting your applicationYour completed application should be submitted via our secure online sharing platform – Hightail, using the following instructions:

1. Compress all of your Files into one Zip File2. Copy and paste the following link into your web browser,

https://spaces.hightail.com/uplink/BPSPAcT3. Add your compressed Zip File to the screen as requested.4. Add information to the ‘From’ and ‘Message’ boxes and click upload. In the message field,

please note your University, programme, point of contact and email address.

If you have any queries in relation to your application, please contact [email protected]

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https://spaces.hightail.com/uplink/BPSPAcT

http://www.bps.org.uk/accreditationdownloads

mailto:[email protected]


Section A: about your provision1. The education provider

Name of awarding institution:

Academic unit(s) in which the provision is based:

Full address (to assist us in relation to future visit planning, where required):

Name of Programme Director(s):

You should tell us the name of the staff member(s) with overall academic responsibility for the provision and its delivery and development.

Franchising arrangements:

Is the provision franchised for delivery by a partner institution? Yes / No

If yes, please state the name of the partner institution.

2. The application

Who should we approach with any queries about this application?

You should tell us the name and role of who we should approach with any queries about your application, and provide us with an email address and telephone number for them.

Senior management sign off:

We require the Head of the academic unit in which the provision is based to sign off this application.

By providing your name, role and date of submission you confirm the accuracy of the information contained within this application, and the provision of the additional evidence.

Name and role:

Date of submission:

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3. The programmeIf your submission covers more than one programme, please add further rows to this table as required.

Full name of programme

(as it appears on award certificate)

Mode of study (tick all that apply)

Is the award

validated?

Trainee numbers (FTE)

Date of first intake

Intake from w

hich accreditation sought

Full-time

Part-tim

e

Blended learning

Distance learning

Yes

No* Current

(if the programme is already running)

Projected

(if the programme is brand new)

* Note: If your programme has not yet been validated, please indicate the date on which the validation event (or equivalent) is planned to take place.

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4. The checklistThe sources of evidence to be supplied alongside this self-evaluation questionnaire are outlined below. This list should be considered alongside our handbook, Accreditation through Partnership: Preparing for a partnership visit.

Programme standard Required evidence source (or equivalent alternative source if appropriate)

Enclosed?

Y/N

Programme standard 1: Programme Design

Programme specification.

Programme standard 2: Programme Content (learning, research and practice)

Module outlines.

Programme handbook.

Curriculum, research, placement (if appropriate) and/or other handbooks if applicable.

Programme standard 3: Working ethically and legally

There are no additional evidence requirements for this standard.

N/A

Programme standard 4: Selection and admissions

Equality, Diversity and Inclusion Policy. Please provide a link

Recognition of Prior Learning Policy (if applicable).

Please provide a link

Programme standard 5: Trainee development and professional membership


N/A

Programme standard 6: Academic leadership and programme delivery

CVs / brief biographies for all staff listed in item 6.2.

Programme standard 7: Discipline specific resources


N/A

Programme standard 8: Quality management and governance An overview of any feedback collected by

the programme in relation to quality matters (e.g. internal programme review/validation/approval document).

(international/franchised provision only) Detailed business case supporting collaborative delivery of the programme by external partners.

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Please note that our reviewers may request clarification or ask for further information in addition to the event that the evidence sources outlined above do not adequately demonstrate fulfillment of the accreditation standards.

Section B: self-evaluation against our standardsIn this part of our questionnaire, we ask you to tell us about the context in which your provision is delivered and the rationale for its development. We invite you to self-evaluate your provision against our eight programme standards. When you complete this part of the questionnaire you must refer to the relevant accreditation standards and the associated process handbook (www.bps.org.uk/accreditationdownloads).

Context and rationaleInformation required Commentary

Why has this new programme been developed?

Please briefly outline the rationale for the development of this new programme, and describe how the programme contributes to the strategic aims of your institution.

What are the distinctive features of this provision?

Please briefly outline what you feel to be the distinctive features or strengths of this provision, using bullet points. These may relate to staff expertise the provision, the academic unit in which it is based, or the education provider more generally.

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http://www.bps.org.uk/accreditationdownloads


Programme Standard 1: Programme Design

1.1 Please list below each of the modules of which the accredited award is comprised (note: please add rows as required):

Module code

Module title Level Credits Assessment task(s)

Mandatory /optional

Name of module leader

Assessment

Information required Commentary

1.2 Please confirm that the pass mark for each of the above modules is 50% (where quantified marking is used)

Yes / No (delete as appropriate)

1.3 Is any compensation permissible across the above modules?


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1.4 Is there any specific good practice you wish to highlight in relation to this standard?

For any good practice highlighted, please describe the impact of that good practice on the quality of the overall trainee experience, or on other aspects of delivery.

Evidence Requirements

For this programme standard we expect you to submit the following evidence sources:

Programme Specification

Please indicate in the evidence checklist at the front of this document which evidence sources you have provided.

Reviewers’ Comments

Standard met in full Yes / No

Good Practice

Further information or areas for clarification

Please indicate the specific standard(s) to which your comments relate

Areas of concern (standard not met)

Please indicate the specific standard(s) you are concerned may not be met

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Programme Standard 2: Programme Content (learning, research and practice)

Competencies and content

2.1 Accredited programmes are expected to address the full range of core competencies, as outlined below, and in full in our accreditation standards. Programmes are encouraged to develop specific emphasis and focus on some areas in more depth than others, to reflect the areas of strength of the staff team delivering the programme, or to promote a distinctive identity for the programme as a whole. You should provide a narrative, below, outlining how you prepare trainees in developing the required competencies.

You should also complete the more detailed mapping document that is included at the end of this section.

Competency Narrative

Key role 1: Ethical competence

Key role 2: Consultancy competence

Key role 3: Research competence

Key role 4: Communication competence


2.2 If the programme offers a particular emphasis or distinctive identity (e.g. in line with staff expertise), please outline that here.

2.3 Please provide a brief commentary on your approach to curriculum design and delivery

2.4 Have you reviewed your research and research methods provision against the Society’s Supplementary Guidance for research and research methods on Society accredited postgraduate programmes?


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Supervised practice

2.5 Please describe the range of supervisory resources to which the programme has access, and the different supervisors (i.e. roles) with whom a trainee will typically work over the course of their placement(s).

2.6 Please describe the training provided to supervisors to support them in their role.

2.7 What are the programme’s minimum expectations in relation to the amount, frequency and nature of supervision that should be in place?

2.8 What arrangements are in place for monitoring the amount and quality of supervision provided, and the quality of the placement/supervised practice experience overall?





Module outlines: we expect to see evidence that provides an overview of what is taught in each module. If that level of detail is not included in the module descriptor please provide the module handbook.

Programme handbook.

Curriculum, research, placement (if appropriate) and/or other handbooks, if applicable.


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Good Practice





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COMPETENCIES MAPPING DOCUMENTDoctoral programmes in Sport and Exercise Psychology

Programmes will need to evidence that they meet the competency standards we outline in our Standards for the accreditation of Doctoral programmes in Sport & Exercise Psychology in full. Differing levels of emphasis on particular aspects by different providers will allow flexibility and enable the unique identity of particular programmes to be preserved. You should use the table below to tell us where and how particular competencies are addressed.

Note: If you are putting forward an integrated Doctorate in Sport & Exercise Psychology that incorporates theoretical material that would typically be addressed through completion of an MSc prior to progression to a stage two Doctorate, and you do not already offer a relevant accredited MSc, you should also complete the corresponding self-evaluation questionnaire for new MSc programmes.

Competencies Module or component code(s) and title(s)

Summary of coverage

E.g.:PSY1001Psychology 1

E.g.:Two lectures (two hours each)One tutorial (two hours)Directed self-learning

KEY ROLE 1: Develop implement and maintain personal and professional standards and ethical practice (core ethical competence units)

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Summary of coverage

1.1 Establish, maintain and develop systems for legal, ethical and professional standards in applied psychology.

1. Establish, maintain and review systems for the security and control of information.

2. Ensure compliance with legal, ethical and professional practices for self and others.

3. Establish, implement and evaluate established procedures to ensure competence in psychological practice and research.

4. Understand organisational and systemic issues of relevance to the practice of applied psychologists.

Note: The Society’s core requirements for all accredited Doctoral programmes are that graduates: ● understand organisational and systemic issues of relevance to the practice of applied psychologists, including:

● understanding the organisational context for their practice; ● understanding the structures and functions of service providers applicable to the work of their profession; and ● understanding current legislation applicable to their work.

● recognise the role of other professionals and stakeholders of relevance to their work, including the role of service users, carers, and / or community groups; ● are able to adapt their practice to different organisational contexts for service delivery, as appropriate; ● are able to bring psychological influence to bear; for example, through consultancy, training, and working effectively in multidisciplinary and / or cross-professional teams.

1.2 Contribute to the continuing development of self as a professional applied psychologist.

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Summary of coverage

1. Establish, evaluate and implement processes to develop oneself professionally.

2. Elicit, monitor and evaluate knowledge and feedback to inform practice.

3. Organise, clarify and utilise access to competent consultation and advice.

4. Develop and enhance oneself as a professional applied psychologist.

5. Incorporate best practice into one’s own work.

1.3 Respond to unpredictable contexts and events professionally and ethically.

1. Apply ethical principles governing Sport and Exercise Psychology practice appropriately.

2. Consider the personal conduct and integrity of you and the discipline and the privileges and responsibilities of the profession.

3. Ensure the dignity and welfare of individuals we serve, including their rights and privacy.

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Summary of coverage

4. Consider ethical dilemmas and tests of ethical principles in practice and seek guidance when problems or dilemmas arise.

5. Operate within professional boundaries and utilise ethical decision–making and referral mechanisms appropriately.

KEY ROLE 2: Apply psychological and related methods, concepts, models, theories and knowledge derived from reproducible findings (core consultancy competence units)

2.1 Assess requests for consultancy.

1. Identify and assess clients’ expectations, needs and requirements, negotiating clients’ priorities to maximise potential effects.

2. Review psychological literature and other information sources for relevant advice, research findings, research methods and interventions.

3. Assess the feasibility of the proposed consultancy by considering human resources, possible constraints, role relationships and limits of confidentiality.

2.2 Plan consultancy.

1. Determine aims, objectives, criteria, theoretical framework and scope of interventions.

2. Produce implementation plans and goals for the consultancy process considering required roles, time scales, monitoring, evaluation

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Summary of coverage

programme and communication systems.

2.3 Establish, develop and maintain working relationships with clients.

1. Establish contact with clients and agree conditions and limits of confidentiality, including the storage of information and informed consent.

2. Develop and maintain working agreements and relationships with clients including agreed time-scales, roles, objectives, costs, reviews of targets and resources.

3. Monitor and evaluate working relationships and practices with clients.

2.4 Conduct consultancy.

1. Establish systems or processes to deliver the planned interventions.

2. Implement the planned intervention.

2.5 Monitor the implementation of consultancy.

1. Review the consultancy.

2. Implement changes identified by the monitoring process.

3. Review client expectations, needs and requirements within the consultancy.

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Summary of coverage

4. Implement quality assurance and control mechanisms.

2.6 Evaluate the impact of the consultancy.

1. Implement planned evaluation.

2. Assess the outcomes of the evaluation.

3. Close the consultancy, documenting outcomes in relation to objectives and communicating appropriately to all parties involved in the working agreement.

KEY ROLE 3: Research and develop new and existing psychological methods, concepts, models, theories and instruments in psychology (core research competence units).

Note: The Society’s core requirement for all accredited Doctoral programmes is that trainees demonstrate the ability to conceptualise, design and conduct independent, original research of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication. This should include the ability to: identify appropriate research questions; understand and reflect on ethical issues; choose appropriate research methods and approaches to analysis; report outcomes; and identify appropriate pathways for dissemination. The Society has published Supplementary guidance for research and research methods on Society accredited postgraduate programmes (October 2014), and providers are encouraged to consider this in designing the research component of their programme(s).

For candidates conducting systematic review:

3.1 Conduct systematic review.

1. Define topic and search parameters.

2. Conduct a search using appropriate databases and sources.

3. Summarise and critically evaluate findings from the review.

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Summary of coverage

4. Define implications for further research derived from the findings.

For those candidates conducting an empirical research investigation, and/or a case study:

3.2 Design psychological research activities.

1. Identify theoretical models and research findings relevant to proposed research questions.

2. Generate relevant and testable research questions and/or hypotheses, related to quantitative or qualitative research methods.

3. Define the resources and constraints relevant to the conduct of the research.

4. Identify and describe methods appropriate to proposed psychological research.

5. Consider use of validated psychometric tests and ensure that new measures are adequately assessed in relation to their psychometric properties, and/or appropriate qualitative techniques.

6. Prepare, present and revise research designs.

7. Conduct pilot testing where appropriate.

3.3 Conduct psychological research activities.

1. Negotiate procurement of resources needed to conduct research and

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Summary of coverage

access to specified data and/or participants.

2. Prepare to implement research protocols.

3. Conduct preliminary investigations of existing models and methods.

4. Collect data as specified by research protocols.

3.4 Analyse and evaluate psychological research data.

1. Analyse data as specified by research protocols.

2. Interpret the results of data analysis.

3. Evaluate research findings and make recommendations based on research findings.

4. Write up and report research methods and findings.

5. Review the research process.

6. Review and evaluate relationships between current issues in psychological theory and practice

3.5 Initiate and develop original psychological research.

1. Conduct research that will advance existing models, theories, instruments and methods in sport and/or exercise psychology.

2. Monitor and evaluate studies in relation to agreed protocols.

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Summary of coverage

3. Clarify and evaluate the implications of research outcomes for practice.

4. Evaluate the potential impact of new developments for sport and/or exercise practices.

KEY ROLE 4: Communicate psychological knowledge, principles, methods, needs and policy requirements. (core communication competence units)

4.1 Promote psychological principles, practices, services and benefits.

1. Identify individuals, groups and organisations who need to be informed.

2. Provide information about the principles, practices, services and benefits to individuals and groups based on client requirements.

3. Disseminate information that is accurate, comprehensive and in an appropriate style and format consistent with organisational policies and practices.

4. Evaluate the results of the dissemination activities to assess the acceptability and implications arising from the communication.

4.2 Provide psychological advice and guidance to others and facilitate the use of psychological services.

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Summary of coverage

1. Communicate to relevant individuals the roles and responsibilities within interventions.

2. Provide information, advice and guidance that is sufficiently detailed to meet recipient needs prior to and during the intervention.

3. Implement the necessary monitoring and feedback systems for those conducting the intervention to ensure that current information is available to those carrying it out.

4. Discuss potential and actual difficulties and propose solutions.

4.3 Communicate the processes and outcomes of psychological and other applications and developments.

1. Prepare information for dissemination.

2. Present information to individuals, groups and organisations on the processes and outcomes of psychological interventions, consultancies.

3. Evaluate the impact of disseminated information.

4.4 Prepare and present evidence in formal settings.

1. Appraise the context and scope of report to aid decision making about the nature of the evidence required.

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Summary of coverage

2. Collect and record relevant, necessary and available information, data and theory from appropriate sources and by appropriate means.

3. Report information and data accurately, expressing limitations of techniques used clearly, and differentiating facts and opinions explicitly.

4. Presentation of contents should be appropriate and conform to acceptable professional standards

4.5 Provide feedback to clients.

1. Identify needs of the requesting agents and individuals.

2. Consider the appropriate format and style for information and feedback.

3. Evaluate the outcomes of providing expert advice for the receivers of the advice.

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Programme Standard 3: Working ethically and legally


3.1 Please provide a brief overview of how you introduce trainees to ethics and ethical practice.

You should indicate teaching of ethics in relation to the submission of ethics applications for research projects and beyond.

3.2 How is trainees’ understanding of ethics evaluated?

You should indicate assessment of ethics in relation to the consideration of ethics applications for research projects and beyond.

3.3 What procedures are in place for gaining ethical approval for trainees’ research?

3.4 How do trainees develop skills in applying relevant ethical, legal and professional practice frameworks?

3.5 How do you ensure that trainees are aware of the legal and statutory obligations and restrictions on psychological practice in the UK?

3.6 Have you reviewed your provision against the Society’s Guidance on teaching and assessment of ethical competence in psychology


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education?




There are no additional evidence requirements for this programme standard. However, we will expect the evidence provided in relation to Programme standard 2 to demonstrate appropriate coverage of ethics within programme content.



Good Practice





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Programme Standard 4: Selection and admission


4.1 Please provide a brief overview of any specific actions you take to encourage equality, diversity and inclusion through recruitment and selection to the programme that go beyond the education provider’s overall policy for widening access.

4.2 Please outline any equality charter marks currently held or being applied for by your department, and at what level (e.g. Athena SWAN).

4.3 Do you offer Recognition of Prior Learning (RPL) or Existing Competence (REC)?

If yes, please outline how you consider such applications or refer us to the relevant policy/procedural document.


4.5 Do you accept applicants who are not eligible for the Graduate Basis for Chartered Membership (GBC)?

If yes, please provide details of any specific additional support that is in place for these trainees.


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A link to the education providers Equality, Diversity and Inclusion Policy

A link to the education providers Recognition of Prior Learning Policy (if applicable)




Good Practice





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Programme Standard 5: Trainee development and professional membership


5.1 Please outline your approach to personal tutoring (specifically, ensuring that trainees have access to academic and pastoral support).

5.3 How are trainees supported in reflecting on and synthesising different aspects of their work to inform their developing professional identity as a trainee?

5.5 What opportunities do trainees have to study alongside trainees from other disciplines or professions?

5.7 What provision is in place to enhance trainee employability and professional development?

5.9 Please signpost where and how you provide trainees with information on the benefits of Society membership:

e.g. Programme Handbook, p. x





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Good Practice





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Programme Standard 6: Academic leadership and programme delivery

Programme Directorship

6.1 Please outline the leadership and coordination arrangements for the programme. You should tell us the name(s) of the Programme Director(s) and provide a brief commentary on the scope of their role and responsibilities.

Please note that if your visit is post 31 January 2019 you will be required to complete the new staff student ratio (SSR) Data Capture Tool which will be sent to the relevant providers in the autumn term 2018. Providers with a visit before 31 January 2019 should continue to complete this section of the form to provide an overall SSR.

Staff numbers

6.2 Please complete the following table detailing staff contribution to the delivery of the specific programme to which this questionnaire relates.

Please indicate those staff that hold key roles associated with programme delivery and indicate the nature of those roles in the table below (e.g. academic leadership, placement coordination, or research supervision).

Permanent Full-Time and Contractual Academic Staff (full-time, part-time and fractional)

Name FTE HCPC Registered (Y/N) If yes,

please indicate modality

Key roles

Total

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6.3 Please provide any additional comments on how you have calculated your FTEs, and any other relevant information, here.

6.4 Please provide details of any approved vacancies; these should not be included within the SSR calculations.

Approved vacancies

Post More info needed?

Notes Expected responsibilities in relation to the programme(s)

Please add rows as required

Total FTE

Trainee numbers

6.5 Please indicate the total number of trainees on the programme in the table below:

Full time Part time Total

Number of individual trainees

FTE trainees

Overall staff: trainee ratio

6.6 Please indicate the overall student/trainee to staff ratio (SSR) for the programme:

Staff FTE(Question 6.2)

Trainee FTE(Question 6.5) =

SSR(Question 6.5 ÷

Question 6.2)

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Support Staff

6.7 Please indicate below the total dedicated and shared support staff resources that are in place for the programme:

Support roles Dedicated staff FTE

Shared staff FTE

Administrative/ professional services staff

Psychology technical staff

Additional distance learning support staff (if applicable)Other support staff (please specify)


6.9 Have you reviewed the support staff resources listed in 6.7 above against the Society’s Supplementary guidance for providers of accredited programmes on the roles and contributions of professional administrative staff and Supplementary guidance on the roles and contributions of psychology technical staff?


6.11Please provide a brief overview of the activities undertaken by the staff referred to in 6.7 above in relation to supporting the trainee learning experience, and in providing support to academic staff.

6.11Please provide an overview of your approach to ensuring that academic staff maintain expertise in learning, research and practice (where relevant), and ensure that they remain up to date, and to supporting staff development for all staff.

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Staff CVs from 6.2. You may provide CVs in the education provider’s preferred format or provide brief biographies if preferred.




Good Practice





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Programme Standard 7: Discipline-specific resources


7.1 Please provide a brief overview of any specific challenges or constraints in relation to access to resources for this particular programme.

7.2 What IT facilities are available? (Including software and statistical packages).

7.3 What specialist Psychology research equipment is available?

7.4 How do trainees access these facilities? Both on campus and at a distance/off campus, as appropriate.

7.5 What psychology databases do trainees have access to? Is full text or abstract only access provided?



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Good Practice





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Programme Standard 8: Quality Management

External Examiners

8.1 Please provide details of the current external examiner(s) for the programme:

Name HCPC Registered (Y/N)

If yes please indicate modality

Affiliation/Employer Term of Office


8.2 Please outline how you intend to work collaboratively with service users to involve them in the programme

8.3 What have you identified as the main priorities for further development of the provision?

Please advise any specific ways in which you feel the Society’s visit to your programme may be able to support you with regard to these priorities.



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An overview of any feedback collected by the programme in relation to quality matters (e.g. internal programme review/validation document)




Good Practice





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Reviewers’ decisionReviewers: please complete the table below indicating the status of the programme’s achievement across the eight programme standards and indicate your overall decision regarding whether or not accreditation may be granted. Where reviewers agree that a standard is not met, accreditation will not be granted: the education provider will need to submit further evidence of having addressed the specific concerns identified before this decision may be reconsidered.

Standard Met in full Good practice Further information

Not met

1: Programme design

2. Programme content (learning, research and practice)

3. Working ethically and legally

4. Selection and admissions

5. Trainee development and professional membership

6. Academic leadership and programme delivery

7. Discipline-specific resources

8. Quality management and governance

May accreditation be granted to this programme? please indicate one option

Yes No

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New UK Doctorate SEQ – Sport & Exercise Psychology · Web viewThe SEQ must be submitted as a Word...

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Transcript of New UK Doctorate SEQ – Sport & Exercise Psychology · Web viewThe SEQ must be submitted as a Word...