SPS5055 Testing and Monitoring in Sport Assessment Brief 2026 | RCL
SPS5055 Assessment Brief
| Module Name | Testing and monitoring in sport |
|---|---|
| Module Number | SPS5055 |
| Module Level | Level 5 |
| Year | 2026/2027 Semester 2 |
Rationale
The aim will be to introduce students to contemporary methods of data collection and analysis from across the sport and exercise science disciplines. Furthermore, students will learn to work with a multi-disciplinary approach to solving problems and provide impactful insight as would be required for professional employment.
Core Learning Outcomes
On successful completion of this module, students will have achieved the following outcomes:
LO1 – Knowledge and understanding of how to work in a multi-disciplinary environment.
LO2 – Knowledge and understanding of how to work in a multi-disciplinary environment.
LO3 – Ability to provide feedback and influence the practice of a wide range of relevant parties.
LO4 – Awareness of and ability to evaluate a range of situations to influence practice.
LO5 – Ability to analyse and inform the athlete decision-making process using data obtained from contemporary assessment methods.
LO6 – Ability to work constructively as part of a multi-disciplinary team.
The assessments for this module are designed to evaluate students’ ability to apply sport science principles in a professional context. The Case Study Essay (2000 words) will assess students’ ability to critically analyse performance monitoring methods and will account for 60% of the final grade. The Presentation (7 minutes) will focus on psychological aspects of sport science and will contribute 40% of the final grade. Both assessments require the use of peer-reviewed research and professional communication skills.
SPS5055 Assessment 1 – Case Study Essay
Students will submit a case study suitable for high-performance athletes, coaches, and support staff in Football or Rugby. The report must focus on monitoring training workload, integrating internal (HR) and external (GPS) measures. It should provide a clear analysis of the physiological demands of the sport and offer evidence-based recommendations on managing training loads, fatigue, and the reliability and limitations of monitoring equipment. The case study must differentiate between testing and monitoring, use peer-reviewed research, and present findings in a clear and concise manner appropriate for a professional audience.
| Assessment Task Name | Case Study – Football or Rugby |
| Specific Assessment Guidelines for Students | Students will produce a case study suitable for an audience of high-performance athletes, coaches, and support staff, focusing on one of the following team sports: Football or Rugby. The case study must demonstrate an understanding of performance monitoring by integrating heart rate (HR) and GPS-based assessments.
Assessment Structure: The report should be structured into clearly defined sections, following the recommended format: Needs Analysis (∼400 words)
Heart Rate Monitoring (∼750 words)
The Use of GPS/Accelerometers (∼750 words)
Key Requirements: Students must devise a solution for monitoring workload during a training session, considering both:
The case study should include specific recommendations on:
Academic Expectations:
This assessment requires students to apply scientific principles to real-world performance monitoring challenges, developing their ability to analyse, interpret, and communicate data effectively. |
| This Assessment is due or will take place on: | Deadline of submission: 26th of July 2026 before 5pm (Turnitin). |
| Date Feedback and Grade will be available: | By 9th of August 2026
NB. Assessment grades are not final until the University Examination Board takes place |
| School of Health and Sports Science | SPS5055 Testing and monitoring in sport
ASSESSMENT 1 – Case Study |
Student Regnum: | Overall mark:
(Provisional until Exam Board) |
Assessment 1 Criteria
| Criteria | Excellent
A (>70%) |
Above Average
B (60-69%) |
Average
C (50-59%) |
Below Average
D (40-49%) |
Unsatisfactory
E (<40%) |
| Needs Analysis
15% |
Excellent and accurate representation of case study.
Excellent ability to communicate thoughts and to clarify research within the field. All information demonstrates a deep understanding of the physiological demands of the sport. |
Accurate representation of case study.
Very good ability to communicate thoughts and to clarify research within the field. Most information demonstrates a deep understanding of the physiological demands of the sport. |
Mostly accurate representation of case study.
Good ability to communicate thoughts and to clarify research in the field, but with omissions. Most information demonstrates a moderate understanding of the physiological demands of the sport. |
Representation of case study lacks clarity.
Some ability to communicate thoughts and to clarify research, but with many omissions. Most answers demonstrate a limited understanding of the physiological demands of the sport. |
Inaccurate representation of case study. Some attempts made to communicate research and to clarify information, but some information inaccurate.
Answers demonstrate a poor understanding of the physiological demands of the sport. |
| Internal (heart rate) workload monitoring
40% |
Excellent demonstration of investigative rigour.
Frequent examples of critical and concise commentary of the use of internal workload measures (e.g. heart rate) in sport. Demonstrates and excellent understanding of the sporting demands and the application of HR monitoring in day-to-day practice. Student is able to consistently construct valid arguments that are underpinned with rationale and evidence, making frequent reference to example data. |
Strong demonstration of investigative rigour.
Sufficient examples of critical and meaningful commentary of the use of internal workload measures (e.g. heart rate) in sport. Demonstrates a very good understanding of the sporting demands and the application of HR monitoring in day-to-day practice. Student is able construct valid arguments, some of which are underpinned with rationale, making some reference to example data.
|
Some demonstration of investigative rigour.
Some examples of critical and meaningful commentary of the use of internal workload measures (e.g. heart rate) in sport. Demonstrates a good understanding of the sporting demands and the application of HR monitoring in day-to-day practice. Student is able construct some valid arguments, some of which are underpinned with rationale, making few references to example data. |
Limited demonstration of investigative rigour.
Few examples of critical commentary of the use of internal workload measures (e.g. heart rate) in sport. Demonstrates a moderate understanding of the sporting demands and the application of HR monitoring in day-to-day practice. Commentary demonstrates some understanding of the sport. Student can construct valid arguments, but few are underpinned with rationale, and making little reference to example data. |
Poor demonstration of investigative rigour.
Few or poor examples of critical commentary on the use of internal workload measures (e.g. heart rate) in sport. Demonstrates a poor understanding of the sporting demands and the application of HR monitoring in day-to-day practice. Commentary demonstrates only superficial understanding of the sport. Student is unable to construct valid arguments, and they are not underpinned with rationale, nor make any reference to example data. |
| External (GPS/Accelerometers) workload monitoring
40% |
Excellent demonstration of investigative rigour.
Frequent examples of critical and concise commentary of the use of external workload measures in sport. Demonstrates and excellent understanding of the sporting demands and the application of GPS and accelerometery technology in day-to-day practice. Student is able to consistently construct valid arguments that are underpinned with rationale and evidence, making frequent reference to example data |
Strong demonstration of investigative rigour.
Sufficient examples of critical and meaningful commentary of the use of external workload measures in sport. Demonstrates a very good understanding of the sporting demands and the application of GPS and accelerometery technology in day-to-day practice. Student is able construct valid arguments, some of which are underpinned with rationale, making some reference to example data.
|
Some demonstration of investigative rigour.
Some examples of critical and meaningful commentary of the use of external workload measures in sport. Demonstrates a good understanding of the sporting demands and the application of GPS and accelerometery technology in day-to-day practice. Student is able construct some valid arguments, some of which are underpinned with rationale, making few references to example data. |
Limited demonstration of investigative rigour.
Few examples of critical commentary of the use of external workload measures in sport. Demonstrates a moderate understanding of the sporting demands and the application of GPS and accelerometery technology in day-to-day practice. Student is able to construct valid arguments, but few are underpinned with rationale, and making little reference to example data.
|
Poor demonstration of investigative rigour.
Few or poor examples of critical commentary on the use of external workload measures in sport. Demonstrates a poor understanding of the sporting demands and the application of GPS and accelerometery technology in day-to-day practice. Commentary demonstrates only superficial understanding of the sport. Student is unable to construct valid arguments, and they are not underpinned with rationale, nor make any reference to example data. |
| Referencin, Spelling & Grammar
5% |
A wide range of resources referred to throughout case study, with citations for all information. Work is highly articulate and is free from grammatical/spelling errors. | A good range of resources referred to throughout case study, with citations for most information. Work is well written and free from grammatical/spelling errors. | Some resources referred to throughout case study, with citations for some information Work has infrequent grammatical/spelling errors. | A limited number of resources referred to throughout case study, with most information without citation. Work has a number of grammatical/spelling errors. | Few or no resources referred to throughout case study, with few citations. Work has frequent grammatical/spelling errors. |
SPS5055 Assessment 2 – Presentation
Students (groups of 3) will deliver a 15-minute presentation suitable for an audience of sports professionals. The presentation will focus on the psychological aspects of Sport Science for one of the following athletes: Track Sprinter or
The presentation must outline the demands of the sport and assess the athlete’s psychological readiness, drawing from lecture content. Key areas may include needs analysis, athlete burnout, REST-Q monitoring, stress management, and coping strategies, with critical engagement with peer-reviewed research. Full references must be included on the final slide.
Academics will ask follow-up questions, and individual grading will be considered.
| Assessment Task Name | Group Presentation – 15 minute (40%) |
| Specific Assessment Guidelines for Students | Your presentation should focus on the following:
|
| This Assessment is due or will take place on: | Deadline of submission: 18th of September 2026 before 5pm (Turnitin)
Presentation: 20th of September 2026 before 5pm |
| Date Feedback and Grade will be available: | By 4th of October 2026
NB. Assessment grades are not final until the University Examination Board takes place |
| Resubmissions – 2nd Attempt
(for students who did not pass their first attempt) |
13th of November 2026 |
| Date Feedback and Grade will be available (2nd Attempts): |
Two Weeks Post Due Date NB. Assessment grades are not final until the University Examination Board takes place |
| Resubmissions – 3rd Attempt (Final Opportunity)
(for students who did not pass their 2nd attempt) |
Next Academic Year – Date TBC |
| School of Health and Sports Science | SPS5055 Testing and monitoring in sport
ASSESSMENT 2 – Presentation |
Student Regnum: | Overall mark:
(Provisional until Exam Board) |
Assessment 2 Criteria
| Criteria | Excellent
A (>70%) |
Above Average
B (60-69%) |
Average
C (50-59%) |
Below Average
D (40-49%) |
Unsatisfactory
E (<40%) |
| Quality of Presentation
20% |
Excellent Visual Impact.
Any text and graphics are clear and there is an excellent use of space, fully enabling reader to understand your presentation. Highly articulate in spoken word and body language. All relevant sections are included. Work is free from grammatical/spelling errors. |
Good Visual Impact. Most of any text and graphics are clear and there is a good use of space enabling reader to understand your presentation.
Clear and confident in spoken word and body language. Most relevant sections are included. Work is free from grammatical/spelling errors. |
Moderate Visual Impact. Most of any text and graphics are clear and there is some attempt to consider use of space for communication of your presentation. Mostly clear and confident in spoken word and body language.
Most relevant sections are included. Work has infrequent grammatical/spelling errors. |
Poor Visual Impact. Any text and graphics are unclear and there is a poor use of space detracting in part(s) from the clarity of your communication. Student is only able to articulate some thoughts from presentation.
Some relevant sections are omitted. Work has frequent grammatical/spelling errors. |
Poor Visual Impact. Any text and graphics are unclear and there is a poor use of space detracting from the clarity of your communication. Student is not able to articulate any thoughts from presentation.
Relevant sections are omitted, and the presentation does not accurately reflect the field. Work has frequent grammatical/spelling errors. |
| Scholarship (Psychological)
60% |
Excellent demonstration of investigative rigour.
Frequent examples of critical and concise commentary of the use of Psychology in sport. Demonstrates and excellent understanding of the psychological demands and the application of monitoring in day-to-day practice. Student is able to consistently construct valid arguments that are underpinned with rationale and evidence, making frequent reference to peer reviewed research. |
Strong demonstration of investigative rigour.
Sufficient examples of critical and meaningful commentary of the use of Psychology in sport. Demonstrates a very good understanding of the psychological demands and the application of monitoring in day-to-day practice. Student is able construct valid arguments, some of which are underpinned with rationale, making some reference to peer reviewed research.
|
Some demonstration of investigative rigour.
Some examples of critical and meaningful commentary of the use of Psychology in sport. Demonstrates a good understanding of the psychological demands and the application of monitoring in day-to-day practice. Student is able construct some valid arguments, some of which are underpinned with rationale, making few references to peer reviewed research. |
Limited demonstration of investigative rigour.
Few examples of critical commentary of the use of Psychology in sport. Demonstrates a moderate understanding of the psychological demands and the application of monitoring in day to day practice. Commentary demonstrates some understanding of the sport. Student is able to construct valid arguments, but few are underpinned with rationale, and making little reference to peer reviewed research. |
Poor demonstration of investigative rigour.
Few or poor examples of critical commentary on the use of Psychology in sport. Demonstrates a poor understanding of the psychological demands and the application of monitoring in day to day practice. Commentary demonstrates only superficial understanding of the sport. Student is unable to construct valid arguments, and they are not underpinned with rationale, nor make any reference to peer reviewed research. |
| Response to Questions
20% |
Excellent and accurate representation of subject area.
Excellent ability to communicate thoughts and to clarify information requested. Student is able to consistently construct valid arguments that are underpinned with rationale and evidence. All answers demonstrate a deep understanding of the subject area. |
Accurate representation of subject area.
Very good ability to communicate thoughts and to clarify information requested. Student is able construct valid arguments, some of which are underpinned with rationale. Most answers demonstrate a deep understanding of the subject area. |
Mostly accurate representation of subject area. Good ability to communicate thoughts and to clarify information requested, but with omissions. Student is able construct some valid arguments, some of which are underpinned with rationale. Most answers demonstrate a moderate understanding of the subject area. | Representation of subject area lacks clarity.
Some ability to communicate thoughts and to clarify information requested, but with many omissions. Student is able to construct valid arguments, but few underpinned with rationale. Most answers demonstrate a limited understanding of the subject area. |
Inaccurate representation of subject area. Some attempts made to communicate thoughts and to clarify information, but some information inaccurate.
Student is unable to construct valid arguments, and they are not underpinned with rationale. Answers demonstrate a poor understanding of the subject area. |
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