School of Psychology and Exercise Science
The discipline of Exercise Science, in the School of Psychology and Exercise Science, links components of many of its units to staff research (and other research) and the program’s sports science facilities (performance, exercise physiology, and strength and conditioning/rehabilitation labs). This provides active student learning thus creating an integrative research/teaching environment. This begins in year one and continues throughout the student’s academic life. It provides them with a requisite base of knowledge and skill and informs them on current research within the profession and School.
Over the course of their first year, students are given the opportunity to work one on one in areas such as health assessments (cardiovascular health, and anthropometry) and strength and resistance training aspects associated with athletes and otherwise healthy individuals. The student will then be able to apply these methods and principles to other individuals adopting sedentary behaviours and living with lifestyle related disease such as cardiovascular disease, obesity and diabetes.
Vital to this project, as students come to terms with the dynamics of group work and begin the development process, is feedback from the unit coordinator that continues throughout the three step project.
Biomechanics may be challenging for some, but students are given the opportunity to apply lecture based material into a real life analysis. Many will need to perform these analyses when they move into the field after graduation. It also inspires a few to move into the field of research.
For more information visit the School of Psychology and Exercise Science website.
Example Case Study
There follows a simple example of the type of case study that might be given to you at a selection centre either individually or to solve as a group. This exercise tests your decision making, analytical reasoning skills and your ability to put forward a persuasive case - all important management skills.
In a real life selection centre you would be given about 40 minutes to study the problem which follows and to produce recommendations for action and the reasons behind your decision. This would probably be a group exercise with other candidates, but could also be given as an individual exercise in which you had to produce a report. Real exercises may be more complex than this example.
Hitech PLC are a Korean company who produce high technology goods such as CD players. Recently they opened a factory in the town of Marstairs in Thanet, Kent, an economic development area. The factory is doing well with 69% of its sales coming from the British market. However relations with the local population are poor.
The anticipated benefits to the town from the building of the factory haven't materialised, as most of the workforce needed to be highly skilled and were brought in from other areas, thus providing little local employment. These non-locals were highly paid and have pushed up prices in the local shops and also house prices leading to resentment.
The Chief Executive is aware of this resentment and wants to improve the situation. The directors have agreed that up to £300,000 may be spent on a scheme to benefit the community and lift the company's image in the community.
Three possible schemes have been put forward:
The views of the Chief Executive and Directors are as follows:
The Finance Director
The Finance Director's Calculations:
The Marketing Director feels:
The Chief Executive
The Chief Executive has said that she would like to see other benefits to the company as well as the public relations boost.
The Chief Executive has asked you, as a promising young manager, to study the three proposals and make a recommendation on which of the schemes the company should support and why for consideration by the Board of Directors at its next meeting. Only one of the schemes can be supported. After examining all the information say which scheme the company should support and give your reasons.
As in real life there is no single correct answer to this exercise and most others like it. Any of the 3 schemes could be persuasively argued for, and the final solution you choose is not important. You would be assessed on how logically and eloquently you made your case for whichever scheme you decided to support.
Instead of writing your findings you might be asked to give a short presentation of your case in front of the selectors. This would test your public speaking skills, ability to present an argument etc.
This type of exercise might also be given in the form of a group exercise. Here, as part of a group of 5 to 7 candidates you would be given about 25 minutes to come to a consensus on which option to choose. Here your skills of verbal communication, teamworking, persuasiveness and time management would be looked for. A good starting point might be to decide on the criteria (cost, value to the community, publicity) you will use to decide and to rank these in order of importance. Keep an eye on the time as you would be marked down if you didn't finish.
Running this as a group exercise with students
I normally use 25 minutes for the game and then about another 15 to 20 minutes for feedback.
I have about two thirds of the each group doing the exercise (say 6 to 8 people maximum) and then one third of the group (about three people) sitting round the edge taking notes using the observers' form at www.kent.ac.uk/careers/sk/teamwork.htm#Observer
It can be great fun running two, three or four groups in the same room and writing the solutions proposed by the various groups on a board, so they can compare their conclusions.
At the end of the exercise I ask the participants to feed back first, then the observers and then myself: usually, by the time the participants and observers have aired their views, there isn't that much you need to say yourself!
I emphasise that feedback should be positive and constructive! Not "Debbie was hopeless!", but "Debbie made some very useful contributions but her voice was a bit quiet. I couldn't hear her very well, so she needs to raise her voice a bit in future."
This case study is copyright of the University of Kent Careers and Employability Service. We are happy for you to link to this page but not to copy it without our permission. Contact Bruce Woodcock for details.
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"In the written exercises and interviews, they were looking for the ability to look at all sides of an argument objectively."
Graduate attending a selection centre for the Civil Service.