This module aims to develop student’s knowledge and understanding of scientific experimental trials, including observational studies—cohort, case-control and cross-sectional—and randomised and non-randomised controlled trials. Students will learn project management techniques, core methodological features of experimental trials and experience in conducting primary research. Students will also be exposed to the range of analytical techniques used to generate results and aid in the interpretation of study findings. These skills will prepare students for the level 5 research module which takes a closer look at randomised controlled trial design and for the independent research project that students undertake in their final year.

Assessment 1: Presentation Assessment: Students, using an experimental trial provided, will plan, conduct and report the findings of an experimental trial as an infographic. Learning outcome 1, 2 & 3.

Formative Assessment: Students will present the research protocols of their planned experiments for peer and tutor feedback.

Appropriately and adequately equipped lecture theatre
Appropriately and adequately equipped sport and exercise laboratory
Appropriately and adequately equipped IT room
Appropriately and adequately stocked library facilitites
Internet access sufficient to blackboard

Kotz, D., & Cals, J. W. L. (2013a). Effective writing and publishing scientific papers—part I: How to get started. Journal of Clinical Epidemiology, 66(4), 397. https://doi.org/10.1016/j.jclinepi.2013.01.002

Cals, J. W. L., & Kotz, D. (2013a). Effective writing and publishing scientific papers, part II: Title and abstract. Journal of Clinical Epidemiology, 66(6), 585. https://doi.org/10.1016/j.jclinepi.2013.01.005

Cals, J. W. L., & Kotz, D. (2013b). Effective writing and publishing scientific papers, part III: Introduction. Journal of Clinical Epidemiology, 66(7), 702. https://doi.org/10.1016/j.jclinepi.2013.01.004

Kotz, D., & Cals, J. W. L. (2013b). Effective writing and publishing scientific papers, part IV: Methods. Journal of Clinical Epidemiology, 66(8), 817. https://doi.org/10.1016/j.jclinepi.2013.01.003

Kotz, D., & Cals, J. W. L. (2013c). Effective writing and publishing scientific papers, part V: Results. Journal of Clinical Epidemiology, 66(9), 945. https://doi.org/10.1016/j.jclinepi.2013.04.003

Cals, J. W. L., & Kotz, D. (2013c). Effective writing and publishing scientific papers, part VI: Discussion. Journal of Clinical Epidemiology, 66(10), 1064. https://doi.org/10.1016/j.jclinepi.2013.04.017

Cals, J. W. L., & Kotz, D. (2013d). Effective writing and publishing scientific papers, part VIII: References. Journal of Clinical Epidemiology, 66(11), 1198. https://doi.org/10.1016/j.jclinepi.2013.06.015

1. demonstrate knowledge of the underlying concepts and principles of planning experimental research on a topic within the field of sports therapy and rehabilitation

Knowledge and Understanding
Learning
Enquiry

2. undertake experimental research on a topic within the field of sports therapy and rehabilitation

Knowledge and Understanding
Learning
Enquiry

3. communicate accurately and reliably the findings from an experimental trial on a topic within the field of sports therapy and rehabilitation

Knowledge and Understanding
Learning
Analysis
Enquiry
Communication

This module gives students the opportunity to undertake their own research¿and use the findings¿to inform their practice.¿The module will introduce students to a range of experimental trial designs including, cohort, case control, cross-sectional and randomised controlled trials.¿Students will replicate an experimental trial in which they will be required to plan, conduct and report the findings of¿sports therapy and rehabilitation related project.¿Students will be introduced to the methodological features used to control bias in experimental studies¿and to the analytical tools used to interpret the data collected.¿

In order to provide the best learning experience to our students, the sport therapy and rehabilitation team is committed to providing an environment that supports and encourages students to develop their knowledge, understanding and technical skills. To achieve this, we use a variety of teaching and learning techniques to meet the diverse needs of our students. These techniques include, but are not limited to, problem-based learning, context-based learning, simulation, and peer to peer learning. This approach ensures that students are able to contextualise their knowledge and understanding and best prepares them for employment.



This module will be predominantly taught by tutor led classroom-based activities and sports therapy and rehabilitation-based scenarios will be used to contextualise material. Students will also be engaging in practical activities that simulate research activities. Additionally, students will be expected to engage independently with the sports therapy and rehabilitation literature and literature on research methodology. Students will receive the theoretical¿knowledge associated with each type of research before implementing it practically in a seminar led session.¿