Research and assessment Plan

Exampleforthework xSE3011-ResearchandAssessmentPlanTemplate-Updated1 ModuleGuide-SE3011

Can Cryotherapy Improve the Profile of Mood States (POMS) and Performance on Elite Athletes?

Academic and Communication Skills in Sports

Monday 9th March 2020

Sam McGrath

Page Break

Introduction:

This paper will focus on the relationship between professional athletes and their mood states. We will also identify as to whether cryotherapy will positively impact mood and performance. Research shows that sports can impact mood and performance and is largely influenced by public and institutional demands. According to Beedie, Terry and Lane, (2000) the impact of an athlete’s mood on their performance is maximised when situation variables are considered. These variables can include the event duration, skills, athlete level as well as peer pressure.

Motl and Motl, (2008) affirms that the Profile of Mood States (POMS) method exhibits a correlation between exercise and acute mood changes. The mood referred to, consists of a host of transient, fluctuating affective states McNair, Lon; & Droppleman, (1971, 1981, 1992). 

Literature Review:

A study consisting of eleven elite kayak athletes was implemented to identify the large affects that training and recovery will have on the Profile of Mood States (POMS). Kenttä, Hassmén and Raglin, (2006) predicted that as a result of the training performed, changes would be prevalent in all six POMS factors with significant changes to the vigour and fatigue scores.

Also, the study will exhibit:

· Developments of the research

· What the results indicated

· Whether the results confirm or dismiss the theory

In comparison, a study using the Brunel Mood Scale (BRUMS) on 576 elite athletes focussed primarily on variables such as sleep quality and precompetitive mood states immediately before a competition (Brandt, Bevilacqua and Andrade, 2017).

As a result, it was identified that 51% of those elite athletes had reported good sleep quality. However, mood state results did differ significantly with regards to mental confusion, fatigue and vigour (Brandt, Bevilacqua and Andrade, 2017).

The study will show:

· In-depth statistics on how the results differed between gender

· The impact of team performance versus individual performance

· The impact of sleep on an elite athlete’s mood state

To improve this study, nutrition could have been factored in, as the incorrect nutritional diet can impair the most conditioned athlete.

Hypothesis:

Cryotherapy will positively improve an athlete’s performance and mood state. 

Method: 

Mode of data collection:

To test this theory, a quantitative study will be used to effectively measure and examine the data attained. An interview-based questionnaire, tailored to discover the most dominant mood states in athletes, will take place to effectively monitor how the questions are being answered. Also, further studies will include:  

Mode

Questionnaire

Data Logging

Polysomnography

Speedometer

Data

Age

Gender

Six POMS factors (Tension, Depressions, Anger, Vigor, Fatigue, Mental confusion)

RPE (Rate of perceived exertion)

RBC Count

Cryotherapy duration

Sleep

Speed

Focussing primarily on mood state and performance over 4 weeks, x8 100m athletes will take part, with 4 athletes receiving cryotherapy pre-and post-training. This investigation is designed to reveal the positive outcomes from the Cryotherapy, both psychologically and physiologically. The aim of finalising these scientific findings on mood state and performance, if successful, will show how influential cryotherapy is to the POMS study.

Participant Information:

Male and female athletes between the ages of 25-35 will participate in this study. Each athlete will have at least 3 years of elite training experience and will be taken through extensive training 10 times per week over 4 consecutive weeks. Each athlete will also receive a 3-5 minute cryotherapy session 4 times per week. 

The training will be as follows:

Strength training

REST

Cryotherapy

Speed training

REST

Speed training

REST

Monday	Tuesday	Wednesday	Thursday	Friday	Saturday	Sunday
Session 1 (2hrs)		Strength training	Explosive power training	Agility training			REST	Explosive Power training
(1hr pre-session 2)				Cryotherapy
Session 2 (2hrs)				Speed training	Agility and speed training

Method of data analysis:

As the study sample is small, to better record the data, a chi-square test will be used. The statistics will be compared against both groups of athletes, including the predicted stats, paying close attention to the contrasting variables as a result of the cryotherapy. The POMS factors will be examined pre-and-post physical activity and will be conducted through an interview-based questionnaire. 

Results:

· The results of the training completed, which include the POMS factors and the red blood cell (RBC) count will be displayed in a table. This will show patterns, relationships and trends discovered in this study.

· The contrasting results of the athlete’s performance will be displayed using the chi-square to help display significant differences. This will help to show how one variable may be affected by another such as the frequent use of cryotherapy.

· The results of the Polysomnography will be displayed in a linear graph. It is predicted that sleep will improve over time, therefore, a linear graph will display the gradual changes.

Discussion:

With these new findings, there’s a strong indication that cryotherapy will have an impact on improving POMS and performance. Research does show that cryotherapy induces significant muscle recovery, consequently improving performance. As such, this will potentially impact an athlete’s mood state positively, by increasing chemicals such as serotonin, dopamine and glutamate as an outcome of reward and accomplishment. When Cryotherapy was used during a study of patients suffering from depression, Rymaszewska et al., (2019) confirmed that mood, level of motivation and sleep quality at different time points showed a statistically significant increase in the total mean Visual Analogue Scale (VAS) scores after using cryotherapy. 

On the other hand, there are theories suggesting that sexual encounters pre-competition may harm an athlete’s mood and performance. Implementing this variable with further study would offer scientific evidence to support or deny this thesis.

Therefore, the methodology could improve with more scientific evidence, focussing specifically on measuring chemicals in the brain. This form of study may offer more validity due to scientific findings. However, an increase in blood testing could result in performance depletion.

As mood is such a transient state, the scope for mood changes could be limited due to the short duration of time that the athletes are monitored, especially if they are in a secluded and controlled environment. With further study, it could be more viable to consider athletes who have had recent notable life events that potentially affect their mood such as bereavement, marriage, divorce, etc enabling performance levels to be measured in real-time allowing the study to reveal whether cryotherapy could have an impact here.

Conclusion:

Cryotherapy has indicatively influenced performance and mood states. However, to add to this study, one could argue that the inclusion of coffee may improve performance and mood state due to increased energy. There is strong evidence for caffeine being the prime coffee constituent responsible for increased total energy expenditure. However, it is not yet clear as to whether this effect is long lasting, as short-term effects have been the primary study. Since coffee contains a multitude of compounds there are other coffee constituents that may also affect energy metabolism (Riedel et al., 2014).

In addition, sexual activity has been known as a performance impediment for athletes before competition. Including abstinence throughout the study would be another added variable to consider. Research shows that performance would only be effected through a change in aggression. According to McGlone and Shrier, (2000) variables that may need to be considered for more accuracy would include motivation, alertness, and attitude towards competition. If either of those components is heightened this could lead to poor performance. Whilst sexual encounters may result in a relaxing distraction, alternatively, should this have little to no interest to the athlete, quality of sleep could be the determining factor. Consequently, this theory predicts that the outcome will depend on individual preferences and routines suggesting that consistency here is vital (McGlone and Shrier, 2000).

SE3011

Research and Assessment Structure

Title

Introduction:

Literature Review

Hypothesis / Outcome

Methodology:

Summary

Reference List:

Generally, Harvard Reference List citations for journal articles follow this format:

Author Surname, Author Initial. (Year Published). Title. Publication Title, [online] Volume number (Issue
number), p.Pages Used. Available at: http://Website URL [Accessed Date Accessed].

Also, ensure the reference list is sorted in alphabetical order and there is no need for bullet points or
numbers.

Identify the keywords within the title and define them

Help to provide context to the question by identifying any main theories attached to the

question

Identify key sources of information using previous research

Compare and contrast the views of previous literature

Identify any gaps in the literature

Identify the hypothesis
Identify factors that could affect the hypothesis

Qualitative/ Quantitative
Participant information- Age, gender, athletic experience etc.
Mode of data collection- Quantitative- Questionnaires, Tests. Qualitative- Surveys, interviews

Restate your hypothesis/ outcome
Summarise how you will collect your data and the participants you plan to use

p.1

SE3011- COLLEGE OF APPLIED HEALTH & COMMUNITIES

Academic & Communication Skills in Sports

Term(s): B

p. 2

Health, Sport and Bioscience

CONTACT INFORMATION …………………………………………………………………………… 3

MODULE LEADER ………………………………………………………………………………………………………………………. 3

ADDITIONAL CONTACT(S) …………………………………………………………………………………………………………… 3

MODULE INTRODUCTION …………………………………………………………………………… 4

MODULE AIMS AND LEARNING OUTCOMES ………………………………………………………………………………….. 5

KEY INFORMATION ……………………………………………………………………………………. 5

ASSESSMENT INFORMATION …………………………………………………………………….. 6

ASSESSMENT- COMPONENT 1 ………………………………………………………………………………………………………… 6

REASSESSMENT ARRANGEMENTS ……………………………………………………………………………………………….. 7

LATE SUBMISSIONS …………………………………………………………………………………………………………………… 7

ASSESSMENT- COMPONENT 2 ………………………………………………………………………………………………………… 8

REASSESSMENT ARRANGEMENTS ……………………………………………………………………………………………….. 8

LATE SUBMISSIONS …………………………………………………………………………………………………………………… 8

RETURN OF WORK AND FEEDBACK …………………………………………………………………………………………….. 10

ONLINE SYSTEM FAILURES ………………………………………………………………………………………………………… 10

TEACHING SCHEDULE …………………………………………………………………………….. 12

ATTENDANCE REQUIREMENTS ………………………………………………………………………………………………….. 13

REFERENCING ………………………………………………………………………………………… 13

ASSESSMENT FEEDBACK ……………………………………………………………………….. 14

WHAT IS FEEDBACK? ……………………………………………………………………………………………………………….. 14

WHY IS FEEDBACK IMPORTANT? ……………………………………………………………………………………………….. 14

WHERE DO I GET FEEDBACK? …………………………………………………………………………………………………….. 14

READING AND RESOURCES …………………………………………………………………….. 15

CORE:…………………………………………………………………………………………………………………………………….. 15

KEY LINKS ………………………………………………………………………………………………. 15

p. 3

CONTACT INFORMATION

MODULE LEADER

Name: Sam McGrath

Email: s.mcgrath@uel.ac.uk

Tel:

Room Number:

ADDITIONAL CONTACT(S)

Name:

Role:

Email:

Tel:
Room Number:

The Module Leader/Other Tutors and Contact Details were correct at point of
publication. You will be notified of any changes.

p. 4

MODULE INTRODUCTION

Welcome to the Academic & Communication Skills module. The Module Guide informs you what
the module is about (content), why we are studying the module (the aims), how are we going to
achieve the aims (methods), and how we know that we have learnt something (evaluation/
assessment). The Guide also provides you the reading list for the module, the timetable for lectures
and activities, and some useful information you need to know such as attendance, support and
resources available to you. It is a core module for all Foundation Year Sport students and as such you
are required to pass the module as one of the requirements for progression to any of the Level 4
programmes.

How to keep up to date with module and teaching information

It is important that you regularly visit the e-learning resource Moodle in order to be well informed
about the module. All essential information about the module including the module guide, lectures
and workshop documents will be available on Moodle. In some cases, you will be required to
research a topic or read a document before your next class. This may not have been conveyed to
you in the lecture, and hence you should always keep yourself up to date with the updates on
Moodle.

Expectations of the Module
Students can expect staff to:
General

• Begin lectures punctually
• Provide an outline of aims and objectives
• Present clear and informative lectures
• Provide a list of readings
• Provide guidance in non-contact time
• Respond to student feedback

Assessment

• Make clear the hand in dates
• Indicate grading criteria
• Give constructive feedback

Staff can expect students to:

• Arrive on time and suitably prepared/dressed for each learning session
• Complete the relevant reading
• Take responsibility for their own learning
• Invest time in independent study
• Communicate problems
• Play a full and active role in group work/discussions
• Show consideration to other students and their opinions

p. 5

• Provide an honest and constructive evaluation of the module

MODULE AIMS AND LEARNING OUTCOMES

This module will build upon the skills developed in SE3015 and guide students to develop more
detailed skills in relation to understanding teaching, learning and assessment in a Higher Education
setting. This will focus particularly upon the development of academic writing and research skills.
The module will have at its core the key academic skills of English for academic writing and ICT.

At the end of this module, students will be able to:

Knowledge and Thinking Skills;

1. Understand how to plan and structure an academic piece of work

2. Develop an understanding of the most effective ways to research an academic piece of work

Skills for life and work (general skills);

3. Produce a suitably structured and referenced written academic piece of work

4. Carry out an effective research process on a given topic

KEY INFORMATION

The lectures, activities and discussions with your classmates and tutors, as well as the written tasks,
are designed to develop your academic and communication skills. These form the foundation for
your success in higher education and enhance your career opportunities. The methods will primarily
involve active participation of students through workshops, group discussions, and individual
reading. Various types and levels of learning material will be used which may include books, articles
from newspapers, popular magazines, and scientific journals. These will be supported by e-learning
resources on Moodle, Microsoft Teams and other academic sources such as EBSCO.

Academic Advisors: You will all be allocated an Academic Advisor specialising in your Subject Area
(Sports Science/Sports Coaching/Sports Therapy/Sport, PE & Development) as far as is possible.
Your advisors will support you in your university journey: settling into your new environment,
progression and success in your studies, and personal development and employability. They can
also provide you with pastoral care. You can ask for appointments by e-mail if you need to have a
one-to-one consultation. We hope you will use the opportunities made available to you if and when
you need advice.

Academic Tutoring: apart from the module team who will support your academic writing skills, you
also get help from Academic Tutors at the Centre for Student Success (CFSS). Tutoring is provided
through 1-to-1 drop-in sessions and regular workshops. Check the Study Skills tab on Moodle to
access their online resources and learn more on events and how you can get help. Timetable for the
workshops will also be available on the tab. Links are provided at the bottom of this document.

p. 6

ASSESSMENT INFORMATION

ASSESSMENT- Component 1

University of East London
School of Health, Sport and Bioscience

Level Three
2020/21

SE3011 – Academic & Communication Skills in Sports
Component no.: One

Title: Research and assessment Plan

Format: Essay Plan template

Word count: 1200

Weighting: 40%

Due date / time: All submissions are due in at 16:00 on Wednesday 10th March

Learning outcomes assessed:
This assignment is intended to assess the following learning outcomes:

1. Understand how to plan and structure an academic piece of work

2. Develop an understanding of the most effective ways to research an academic piece of work

3. Produce a suitably structured and referenced written academic piece of work

4. Carry out an effective research process on a given topic

Assessment criteria:

This is a Research and Assessment plan assignment, and you will be required to focus on the
following areas:

– Researching and developing a formal question
– Develop a literature review based on academic information within your area of research
– Research and discuss a suitable methodology and how this could be used within your area of

study- benefits and cons to using this methodology type
A template will be available for you to use which will provide a breakdown of what you will require
for each section of the assignment. This template will be a guide and you will be expected to change
and adapt this template based on your research topic.

p. 7

Further guidance on writing assessment criteria can be found here:
https://www.heacademy.ac.uk/knowledge-hub/cebe-guide-writing-assessment-criteria-briefing-
guide-no-06

How to submit your work:

All submissions for this component(s) of this Module must be submitted to Turnitin. If you
fail to submit this component as directed, in accordance with the guidance provided on the
Virtual Learning Environment (Moodle), a mark of 0 will be awarded for the component.

REASSESSMENT ARRANGEMENTS
Re-sit assignments will be issued via Moodle after the Assessment Board, which is held in
June. Re-sits will need to be completed in July.

LATE SUBMISSIONS

We strongly suggest that you try to submit all coursework by the deadline set as meeting
deadlines is expected in employment. However, in our regulations, UEL has permitted
students to be able to submit their coursework up to 24 hours after the deadline. The
deadline will be published in your module guide. Coursework which is submitted late, but
within 24 hours of the deadline, will be assessed but subjected to a fixed penalty of 5% of
the total marks available (as opposed to marks obtained). However, you have to be very
careful when you are submitting your assessment. If you submit your work twice, once
using the original deadline link and then again using the late submission link, your
assignment will be graded as late with the 5% deduction.

Please note that if you submit twice, once before the deadline and once during the 24 hour
late period, then the second submission will be marked and 5% deducted.

This rule only applies to coursework. It does not apply to examinations, presentations,
performances, practical assessments or viva voce examinations. If you miss these for a
genuine reason, then you will need to apply for extenuating circumstances, or accept that
you will receive a zero mark.

Extenuating Circumstances are circumstances which:

• impair your examination performance prevent you from attending examinations or
other types of assessment, or

• prevent you from submitting coursework or other assessed work by the scheduled
deadline date, or within 24 hours of the deadline date

Such circumstances rarely occur and would normally be:

• unforeseeable – in that you could have no prior knowledge of the event concerned,
and

• unpreventable – in that you could do nothing reasonably in your power to prevent
such an event, and

• expected to have a serious impact on performance

You can make an application for extenuating circumstances by following this link:
https://uelac.sharepoint.com/sites/studentsupport/SitePages/Extenuation-Guidance.aspx

https://www.heacademy.ac.uk/knowledge-hub/cebe-guide-writing-assessment-criteria-briefing-guide-no-06

https://uelac.sharepoint.com/sites/studentsupport/SitePages/Extenuation-Guidance.aspx

p. 8

ASSESSMENT- Component 2
University of East London

School of Health, Sport and Bioscience
Level Three

2020/21
SE3011 – Academic & Communication Skills in Sports

Component no.: Two

Title: Developing knowledge of research methodologies

Format: E-portfolio

Word count: 1500

Weighting: 60%

Due date / time: May 6th 16:00 on Turnitin

Learning outcomes assessed:
This assignment is intended to assess the following learning outcomes:

1. Develop an understanding of the most effective ways to research an academic piece of work
2. Produce a suitably structured and referenced written academic piece of work
3. Carry out an effective research process on a given topic

Assessment criteria:

The structure of this piece of work is as follows; the assignment will be in two parts, the first part:

– A research process investigating different methodologies- Qualitative and Quantitative
research methods.

– Comparing and contrasting the methods used to source data for example- semi-structured
interviews (qualitative) or a questionnaire (quantitative).

– The second part of this assignment will be a reflective piece of work. The reflection will focus
on your entire experience of your first academic year.

– You will need to utilise one reflective model and follow the process of reflection they
describe.

– More detail will be presented in the assessment breakdown on Moodle.
Further guidance on writing assessment criteria can be found here:
https://www.heacademy.ac.uk/knowledge-hub/cebe-guide-writing-assessment-criteria-briefing-
guide-no-06

How to submit your work:
All submissions for this component(s) of this Module must be submitted to Turnitin. If you
fail to submit this component as directed, in accordance with the guidance provided on the
Virtual Learning Environment (Moodle), a mark of 0 will be awarded for the component.

REASSESSMENT ARRANGEMENTS
Re-sit assignments will be issued via Moodle after the Assessment Board, which is held in
June. Re-sits will need to be completed in July.
LATE SUBMISSIONS

https://www.heacademy.ac.uk/knowledge-hub/cebe-guide-writing-assessment-criteria-briefing-guide-no-06

p. 9

We strongly suggest that you try to submit all coursework by the deadline set as meeting
deadlines is expected in employment. However, in our regulations, UEL has permitted
students to be able to submit their coursework up to 24 hours after the deadline. The
deadline will be published in your module guide. Coursework, which is submitted late, but
within 24 hours of the deadline, will be assessed but subjected to a fixed penalty of 5% of
the total marks available (as opposed to marks obtained). However, you have to be very
careful when you are submitting your assessment. If you submit your work twice, once
using the original deadline link and then again using the late submission link, your
assignment will be graded as late with the 5% deduction.

Please note that if you submit twice, once before the deadline and once during the 24-hour
late period, then the second submission will be marked and 5% deducted.

Extenuating Circumstances are circumstances which:

• impair your examination performance prevent you from attending examinations or
other types of assessment, or
• prevent you from submitting coursework or other assessed work by the scheduled
deadline date, or within 24 hours of the deadline date

Such circumstances rarely occur and would normally be:

• unforeseeable – in that you could have no prior knowledge of the event concerned,
and
• unpreventable – in that you could do nothing reasonably in your power to prevent
such an event, and
• expected to have a serious impact on performance

You can make an application for extenuating circumstances by following this link:
https://uelac.sharepoint.com/sites/studentsupport/SitePages/Extenuation-Guidance.aspx

https://uelac.sharepoint.com/sites/studentsupport/SitePages/Extenuation-Guidance.aspx

p. 10

RETURN OF WORK AND FEEDBACK

Arrangements for the publication of results is stated in the Course Handbook. Formal results
are ONLY available in UEL Direct, and will be published within 8 working days of the Board,
where results are formally confirmed. Any other results are provisional / indicative but not
approved.

You will receive feedback throughout your course through the following:

one-to-one or individualised (i.e. tutorials, conversations with supervisors, or
individualised comments on assignments)

generic feedback (i.e. use of rubrics, ‘Quickmarks’ in Turnitin or standardised
forms)

peer feedback (i.e. feedback from other students)

informal feedback (i.e. through in-class discussions or online forums)

self-evaluation (i.e. online checklists or reflective submissions)

other (see below)

If you selected ‘other’, please provide details here

Feedback and students’ marks should be provided within 15 working days of the due date
for summative work (i.e. work that counts towards the final course grade) and formative
work (i.e. work that is developmental and designed to help you improve).

Whilst feedback will be given on draft/formative work, it shouldn’t be assumed that every
aspect will be identified.

ONLINE SYSTEM FAILURES

If you experience a problem submitting your work online, you should notify your
lecturer/tutor by email immediately. However, deadlines are not extended unless there is a
significant systems problem with Turnitin. UEL has specific plans in place to address these
issues. If UEL finds that the issue with the system was significant, you will receive an email
notifying you of the issue and that you have been given a 24 hour extension. If you don’t
receive any email that specifically states you have been given an extension, then the
original deadline has not been changed.

Best advice: Don’t wait until the last minute to submit your assessments electronically.

p. 11

A guide to submitting your work through Turnitin:
https://moodle.uel.ac.uk/mod/book/view.php?id=762499&chapterid=46648

A guide to viewing and understanding the similarity report in Turnitin:
https://moodle.uel.ac.uk/mod/book/view.php?id=793923&chapterid=46752

Guide to Extenuating Circumstances:
https://uelac.sharepoint.com/sites/studentsupport/SitePages/Extenuation-Guidance.aspx

Assessment & Feedback Policy:
https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-
documents/Student-Policies (click on other policies)

https://moodle.uel.ac.uk/mod/book/view.php?id=762499&chapterid=46648

https://moodle.uel.ac.uk/mod/book/view.php?id=793923&chapterid=46752

https://uelac.sharepoint.com/sites/studentsupport/SitePages/Extenuation-Guidance.aspx

https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-documents/Student-Policies

p. 12

TEACHING SCHEDULE

WEEK DATE TOPIC

1/2/21

4/2/21

Online Lecture 12pm-1pm

Online Seminar

3pm-5pm

8/2/21

11/2/21

Online Lecture 12pm-1pm

Online Seminar 3pm-5pm

15/2/21

18/2/21

Online Lecture 12pm-1pm

Online Seminar 3pm-5pm

22/2/21

25/2/21

Online Lecture 12pm-1pm
Face to Face session: SPED/SC- 9am-11am, ST- 12pm-2pm, SES-

3pm-5pm

1/3/21

4/3/21

READING WEEK- Tasks will be announced

8/3/21

11/3/21

Online Lecture 12pm-1pm
Face to Face session: SPED/SC- 9am-11am, ST- 12pm-2pm, SES-
3pm-5pm

15/3/21

18/3/21

Online Lecture 12pm-1pm

Face to Face session: SPED/SC- 9am-11am, ST- 12pm-2pm, SES,
3pm-5pm

22/3/21

25/3/21

Online Lecture 12pm-1pm

Face to Face session: SPED/SC- 9am-11am, ST- 12pm-2pm, SES,
3pm-5pm

29/3/21

1/4/21

Online Lecture 12pm-1pm

Face to Face session: SPED/SC- 9am-11am, ST- 12pm-2pm, SES-
3pm-5pm

5/4/21

8/4/21

Online Lecture 12pm-1pm

Face to Face session: SPED/SC- 9am-11am, ST- 12pm-2pm, SES-
3pm-5pm

p. 13

12/4/21

15/4/21

Online Lecture 12pm-1pm
Face to Face session: SPED/SC- 9am-11am, ST- 12pm-2pm, SES-
3pm-5pm

19/4/21

22/4/21

Online Lecture 12pm-1pm
Face to Face session: SPED/SC- 9am-11am, ST- 12pm-2pm, SES-
3pm-5pm

ATTENDANCE REQUIREMENTS

As a UEL student you are expected to attend all scheduled sessions, including lectures,
seminars, group work and tutorials – whether online or face to face. You are also expected
to be punctual, to be respectful of others’ time as well as your own, to participate whilst
present, to put in time to study between classes, to prepare for taught sessions and to be
active participants in both group work and your own learning experience.

Link to your personal timetable:
https://uelac.sharepoint.com/sites/trackmyfuture/SitePages/Timetables.aspx

Link to the Docklands Campus Map:
https://uelac.sharepoint.com/sites/trackmyfuture/SitePages/Docklands-Campus.aspx

Link to the Stratford Campus Map:
https://uelac.sharepoint.com/sites/trackmyfuture/SitePages/Stratford-Campus.aspx

Link to the Guide to Room Numbers:
https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Guide-to-Room-
Numbers.aspx

REFERENCING

As a student you will be taught how to write correctly referenced essays. UEL’s standard
Harvard referencing system is from Cite Them Right. Cite them Right is the standard Harvard
referencing style at UEL for all Schools, however professional body requirements will take
precedence for instance the School of Psychology which uses the APA system.

https://uelac.sharepoint.com/sites/trackmyfuture/SitePages/Timetables.aspx

https://uelac.sharepoint.com/sites/trackmyfuture/SitePages/Docklands-Campus.aspx

https://uelac.sharepoint.com/sites/trackmyfuture/SitePages/Stratford-Campus.aspx

https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Guide-to-Room-Numbers.aspx

p. 14

Link to the Student Handbook page on Cite Them Right:
https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Cite-Them-Right.aspx

Video guide to using referencing software Zotero: https://youtu.be/WXGdRBN1Ovk

Link to the Student Handbook page on Academic Misconduct and Plagiarism:
https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Academic-Misconduct-
and-Plagiarism-Home.aspx

ASSESSMENT FEEDBACK

WHAT IS FEEDBACK?

Feedback is crucial for your learning and it is an important part of the academic cycle. It tells
you what the strengths are of your work, what its weaknesses are and how it can be
improved.

WHY IS FEEDBACK IMPORTANT?

Feedback is the most effective way to: Help you understand how to succeed in your
assessments; Help you produce better work for the future; Signpost you to other resources
for assistance.

If you pay attention to feedback, particularly where the same comment is made in several
modules, you can use the information to improve.

WHERE DO I GET FEEDBACK?

• When a tutor comments on your answers in seminars/lectures/workshops

• General comment on assessment performance in lectures and seminars

• General comment on questions prepared for seminars

• When another student makes comments on your presentation

• When you produce practice questions for a tutor who gives comments

• When you receive written comments on your work submitted either as coursework or exam

• When you look at general feedback on module performance on UEL Direct.

• When you see your Academic Adviser with all your assessment feedback for general advice.
You should always do this after each assessment period.

https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Cite-Them-Right.aspx

https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Academic-Misconduct-and-Plagiarism-Home.aspx

p. 15

Link to information about the Centre for Student Success:
https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/The-Centre-for-Student-
Success.aspx

READING AND RESOURCES

CORE:

• Cottrell, S. (2013). The Study Skills Handbook 4th Ed. Basingstoke: Palgrave
Macmillan.

• Pears, R. and Shields, G. (2010). Cite them right, the essential guide to referencing.
8th ed. Basingstoke: Palgrave Macmillan

Recommended

• Cottrell, S. (2010). Skills for success: Personal Development and Employability 2nd ed.
Basingstoke: Palgrave Macmillan.

KEY LINKS

Academic Appeals
https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-
documents/Student-Policies/Student-Appeals

Academic Integrity
https://uelac.sharepoint.com/sites/cfss/SitePages/Academic-Integrity–information-for-
students.aspx

Academic Tutoring
https://uelac.sharepoint.com/sites/cfss/SitePages/Academic-Tutoring.aspx

Assessment and Feedback Policy
https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-
documents/Student-Policies (click on other policies)

Bus Timetable
https://uelac.sharepoint.com/sites/EstatesandFacilitiesServices/SitePages/UEL-Bus-
Timetable.aspx

https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/The-Centre-for-Student-Success.aspx

https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-documents/Student-Policies/Student-Appeals

https://uelac.sharepoint.com/sites/cfss/SitePages/Academic-Integrity–information-for-students.aspx

https://uelac.sharepoint.com/sites/cfss/SitePages/Academic-Tutoring.aspx

https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-documents/Student-Policies

https://uelac.sharepoint.com/sites/EstatesandFacilitiesServices/SitePages/UEL-Bus-Timetable.aspx

p. 16

Centre for Student Success
https://uelac.sharepoint.com/sites/cfss

Civic Engagement
https://www.uel.ac.uk/Connect/Civic-Engagement

Complaints procedure
https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-
documents/Student-Policies/Student-Complaint-Procedure

Counselling
https://uelac.sharepoint.com/sites/studentsupport/SitePages/Student%20Wellbeing%20Ser
vices.aspx

Disability support
https://uelac.sharepoint.com/sites/studentsupport/SitePages/Disability-&-Dyslexia-
Team.aspx

Engagement & Attendance Policy
https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-
documents/Student-Policies (click on other policies)

Equality and Diversity Strategy
https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-
documents/Student-Policies (click on other policies)

Extenuation Procedures
https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-
documents/Student-Policies/Extenuation-Procedures

Frequently-Asked Questions
https://uelac.sharepoint.com/sites/studenthandbooks/ModuleGuides/SitePages/Frequently
-Asked-Questions.aspx

Health and Safety
https://uelac.sharepoint.com/sites/healthandsafetyunit

IT Support
https://uelac.sharepoint.com/sites/ITServices/SitePages/Problem_Reporting/Reporting-
Problems.aspx

Library Archives and Learning Services
https://uelac.sharepoint.com/sites/libraryandlearningservices

Manual of General Regulations
https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-
documents/Student-Policies/Manual-of-General-Regulations

Mentoring
https://uelac.sharepoint.com/sites/cfss/SitePages/Mentoring.aspx

https://uelac.sharepoint.com/sites/cfss

https://www.uel.ac.uk/Connect/Civic-Engagement

https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-documents/Student-Policies/Student-Complaint-Procedure

https://uelac.sharepoint.com/sites/studentsupport/SitePages/Student%20Wellbeing%20Services.aspx

https://uelac.sharepoint.com/sites/studentsupport/SitePages/Disability-&-Dyslexia-Team.aspx

https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-documents/Student-Policies

https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-documents/Student-Policies/Extenuation-Procedures

https://uelac.sharepoint.com/sites/studenthandbooks/ModuleGuides/SitePages/Frequently-Asked-Questions.aspx

https://uelac.sharepoint.com/sites/healthandsafetyunit

https://uelac.sharepoint.com/sites/ITServices/SitePages/Problem_Reporting/Reporting-Problems.aspx

https://uelac.sharepoint.com/sites/libraryandlearningservices

https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-documents/Student-Policies/Manual-of-General-Regulations

https://uelac.sharepoint.com/sites/cfss/SitePages/Mentoring.aspx

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