1. SSP4000 Introduction to the Research Process Wk1: Module Introduction
Staff to introduce themselves and their role within the module.

2. Welcome Today’s session will cover:
Part 1: Overview of the module [aims, content and assessment]
Part 2: Module and student expectations
Part 3: Review and plenary task

3. Part 1: Module Aims This module aims to:
Introduce students to the ‘research process’ and the value of research in the study of sport
Support students to identify, justify, and pursue a proposed research question/problem
Introduce different research approaches and why they might be selected
Spend some time to explain what is meant by different research ‘approaches’. By ‘approach’ Harry and I are referring to the strategies researchers use to tackle particular research questions/problems and their rationales for using them (qual/quant is a clear distinction but avoid going into detail at this stage. A better example might be laboratory based research vs. experiential, field-based research).

4. Part 1: Module Content Term 1: Introduction to the research process
12 x 1hr. sessions
Interactive lectures (engagement necessary)
Introduction to key principles of research
Term 2: Application of the research process
12 x 1hr. interactive sessions
Application of principles to programme specific research problems
Take some time to delineate the focus of term 1 and term 2.
Term 1:
Foundation knowledge and principles (e.g. what is research, what is the research process etc.)
Term 2:
Development of primary research skills (e.g. reviewing the literature and/or developing a good research question)
You may want to use the lecture breakdown in the module handbook to help explain these differences

5. Part 1: Module Assessment
In fulfillment of the module students are required to:
Complete contribution plenary tasks (ongoing)
Sit multiple choice exam (week12)
Submit an essay and contribution ‘portfolio’ (week 24)
Students will be guided to complete plenary tasks each week, but will only have to present their work in teaching weeks 4, 11, 15, 18, 21, and 23. This work goes directly towards the completion of their ‘contribution portfolio’ to be submitted alongside a 2000 word essay in week 24. The multiple choice exam will be held in the main computer suite in the Learning Centre and will consist of approx. 60 questions.
For more information, guide students to the module handbook for a breakdown of the assessment content and structure.

6. Part 2: Module Expectations
The module expects students to:
Attend (programme) scheduled lecture slots
Come prepared and ready to engage
Complete plenary tasks on time and bring to sessions
Seek support and clarification in a timely manner
Respect the opinions and beliefs of staff and peers
Get students to briefly discuss 2-3mins. the list of expectations and then invite them to make amendments. This will effectively become a class ‘learning contract’ for the year.

7. How does research relate to us and our degrees?
Part 2: Why Bother?
In pairs or small groups, discuss:
How does research relate to us and our degrees?
* Be prepared to share your ideas
Once students have had a chance to discuss the notion of ‘why bother’ (i.e. why should I engage with this module/what’s the value of research to me and my degree), staff are to help place the module into context:
Research is an inherent part of the academic curriculum
Students require the knowledge and skills to understand and critically appraise research to engage with their chosen subject areas
Universities are both teaching and research institutions. Academic staff conduct and engage with research as part of their roles (staff to use their own research interests to contextualise this further)
Module provides the foundation knowledge to help students to develop themselves into independent learners and researchers. Effectively the module is the start of the dissertation process.

8. Part 2: The applied nature
In pairs or small groups, discuss:
How can sport developers / managers use research?
* Be prepared to share your ideas

9. Part 2: Module Expectations
In pairs or small groups:
Outline what your expectations of the module are
* Be prepared to share your ideas
5min. discussion

10. Part 2: Student Expectations
Understanding of document repositories
Research techniques
Apply research to an organisation
Analysis techniques
Specificity (review of literature)
Staff to collate a list live in the lecture and agree to student expectations of them.

11. Part 3: Review and Plenary Task
Before next week’s session it is expected that you:
Familiarise yourself with the module Moodle site
Download a copy of the module handbook and be clear on the module structure, content and assessment requirements
Bring any questions/queries to the week 2’s session
Make students aware that they are going to get the chance to have their questions answered at the beginning of next week’s session.