The aim of this module is to introduce the student to various systems of the human body and provide a foundation for more specific studies in Exercise Physiology, Human Nutrition and Physical Activity modules. The module places particular emphasis on specialised knowledge and theoretical concepts in physiological systems including the Nervous system, Sense Organs, Excretory, Endocrine, and Reproductive systems . Skills sets in basic laboratory procedures and human health testing relating to the aforementioned physiological systems are developed in parallel.

1. Demonstrate knowledge and relate concepts of various human physiological systems to health; namely nervous, excretory, endocrine, reproductive and sensory systems.
2. Demonstrate a range of laboratory skills in physiological laboratory experimentation.
3. Research, devise and conduct physiological experiments to self defined problems relevant to systems covered
4. Work individually or as part of a team to record and present physiological data in a variety of formats

This module will further explore the determinants of health with greater emphasis on the socio-ecological and environmental determinants of health and the interactions between the various determinants.

1. Justify why one would take a determinants of health approach to promoting both individual and population health.
2. Explain the mechanisms through which the major socio-ecological and environmental determinants of health impact on the health of the individual and population.
3. Identify howhealth inequalities impact the health of populations – locally, nationally and globally.
4. Apply the determinants approach to various public health issues

Health Biochemistry 1 enables students to explain the functions, structures and properties of some macromolecules associated with living organisms namely, proteins, lipids and carbohydrates. Students also become proficient at related laboratory analysis.

1. Describe the structure, function and characteristics of proteins, lipids and carbohydrates
2. Perform calculations pertaining to solution preparation and accurately prepare such solutions
3. Describe the fundamental characteristics of buffers and experimentally determine some of those characteristics
4. Demonstrate proficiency in the performance of a variety of laboratory techniques
5. Utilize scientific knowledge and technical procedure to analyse, evaluate and explain specific experimental outcomes through oral and written communication

The module allows students to gain an understanding of the structure and function of normal human anatomy while providing a basis for the understanding and analysis of posture and normal human movement. It encourages students to apply their knowledge of anatomy in a practical setting. Topics covered include but not limited to: Universally accepted anatomical terminology and assessment of human movement with reference to such terminology. Assessment and analysis of human posture e.g. normal and abnormal postures, postural types. Introduction to the assessment of functional movement and training approaches. Identification and accurate palpation of upper and lower limb osseous, ligamentous, joint and muscular structures. Review and present common musculoskeletal injury mechanisms, assessment and treatments.

1. Demonstrate a good level of knowledge of principles of functional anatomy, normal human movement patterns, and postural alignment assessment.
2. Describe and apply appropriate tests to measure functional movement patterns that may contribute to injuries in the spine and peripheral joints or affect performance of sporting/daily activities.

3. In groups, plan and design a presentation of the injury mechanism, and treatment techniques; for a specific soft tissue injury.

4. Demonstrate an ability to identify functional anatomy and demonstrate joint range of movement.

This module aims to enable learners to identify the relevance of psychology to health and illness and related behaviours.

The module will introduce principles, theories and salient issues in health psychology and discuss the application of health psychology to health and health promotion practice.

1. Demonstrate knowledge of psychological theoryrelated to various aspects of health, illness and related behaviours.

2. Interact and participate effectively within a group environment.
3. Communicate health and psychological information effectively in a variety of forms.

The Making Every Contact Count training programme is available to all healthcare professionals in Ireland. It was developed in consultation with healthcare professionals and patients in order to provide effective tools and knowledge to carry out a brief intervention with patients or service users.

The Making Every Contact Count training modules include: Introduction to behaviour change – providing a foundation in behaviour change theory and techniques including the underlying principles of a patient centred approach. Four topic modules on smoking, alcohol and drugs, healthy eating and active living. A skills into practice module – demonstrates the skills of how to carry out a brief intervention across a range of topics through a suite of video scenarios using real life healthcare professionals

1. To demonstrate an understanding and awareness of health, lifestyle influences on health and key health recommendations

2. To demonstrate an understanding and awareness of health behaviour and process of health behaviour change

3. To communicate in a supportive, encouraging manner forhealth behaviour change

4. To optimise every opportunity for brief advice and brief interventions for healthy lifestyle behaviour for chronic disease prevention and management

5. To demonstrate effective integration of knowledge, skills and attitudes in the delivery of brief interventions

This module will enable the learner to study how the body responds to the acute and chronic stress of exercise or physical activity. It will discuss the various concepts associated with bioenergetics and muscle metabolism, energy expenditure and fatigue and the structure and function of exercising muscle. This module will also give the learner the opportunity to conduct relevant physiological field and lab based tests.

1. Demonstrate and utilise knowledge of the principle energy systems and sources and the interrelationship between systems at rest and during exercise.
2. Measure and interpret the capacity of the energy systems and energy expenditure at rest and during exercise..

3. Conduct tests to demonstrate the physiological principles affecting force production.
4. Examine the structure and function of skeletal muscle and force production.

This module will further develop the student's skills in the area of exercise science, equipping the learner with the theoretical concepts and practical skills to obtain, record and present health and fitness data from clients. The module will enable the learner to conduct and interpret flexibility, strength, local muscular endurance, body composition and field-based aerobic tests, and make subsequent activity recommendations. Health, safety, confidentiality and legislative considerations relevant to the exercise professional in undertaking these processes are also incorporated.

1. Conduct a risk assessment of an exercise setting and apply knowledge of risk management in an exercise setting and apply appropriate health and safety procedures in conducting safe, valid, and reliable health and fitness assessments.

2. Demonstrate and apply knowledge of general principles and concepts relevant to human health & fitness testing and those relevant to specific tests.

3. Select and implement health and fitness assessments appropriate for various individuals (measuring cardiovascular and muscular fitness, body composition and flexibility), interpret the information gathered and use it to inform subsequent recommendations for effective exercise programming for the individual.

4. Demonstrate the ability to gather, record, store and present health and fitness information related to the components of fitness as part of conducting the clients needs analysis, communicating appropriately with the client throughout.

The module will enable the student to explain the structures, characteristics, activities and health impact of specific molecular components and cellular metabolic processes.

1. Explain key characteristics of enzymes and demonstrate knowledge of enzymes of importance to human health. Experimentally determine enzymeactivity and some key properties.

2. Outline the characteristics of some important metabolic processes.
3. Review the fundamental characteristics of body defence systems including antibodies and experimentally determine the presence of antigen using immunoassays.
4. Detail and experimetally determine relevant characteristics of nucleic acids

5. Utilize scientific knowledge and demonstrate technical proficiency to procedure, analyse, evaluate and explain specific experimental outcomes.

This module builds on the structural kinesiology knowledge gained in 'Introduction to Kinesiology and Exercise Instruction' and 'Functional Anatomy and Kinesiology' modules by further developing neuromuscular fundamentals and basic biomechanical factors and concepts. This module will focus on evaluating, improving, and maintaining the muscular strength, endurance, flexibility, and overall health of individuals. It addresses musculoskeletal concerns of the physically active. The module will specifically address; the neuromuscular system and its motor control, methodologies and systems of measurement, biomechanics in sport, injury, and rehabilitation.

1. Demonstrate an understanding of the foundations of structural kinesiology, neuromuscular fundamentals, and basic biomechanical factors and concepts.

2. Explain and apply basic principles of the neuromuscular system and its motor control .

3. Outline methodologies and systems of measurement for analysis of kinematics and kinetics of upper and lower extremity function.

4. Work individually or as part of a team to identify individual biomechanics in sport, and injury.

This module aims to introduce students to the current risks posed to human health by a variety of viral, bacterial, and fungal pathogens and to explain the modes and routes of transmission of pathogenic micro-organisms. The basic aspects of microbial pathogenesis will be described as will the role of the immune response in defence against, and response to, infection. The nature, prevalence and importance of the normal human microflora will be discussed. The transmission and control of zoonotic and hospital acquired infections will be described.

1. Explain the aetiology of selected microbial diseases.
2. Understand pathogenicity and virulence mechanisms of microorganisms.
3. Appreciate the relevance of epidemiology in predicting, controlling and identifyingdisease.
4. Demonstrate an appreciation of zoonotic, nosocomial and emerging pathogens and the issues surrounding their control.
5. Have a specialised knowledge of the impact of micro-organisms on human health and wellbeing.
6. Troubleshoot and propose solutions to defined problems.
7. Develop an autonomous personal view derived from debate and consultation with others.

This module will enable the learners to explain and demonstrate principles, concepts and inter-relationships between the circulatory, respiratory and endocrine systems at rest and during exercise.

1. Describe Cardiovascular and Respiratory control and regulation at rest and during exercise.

2. Describe the hormonal regulation of metabolism, fluid and electrolytes during exercise.

3. Use relevant scientific skills to perform measurements in ECG and Blood pressure at rest and in response to exercise.
4. Define, collect and analyse spirometry data (static and dynamic lung volumes and capacities).

This subject reviews relevant characteristics of various components of foods and their ability to fulfill the nutrient requirements of humans.

1. Explain the components of the diet and their relationships to health

2. Explain and differentiate key principles in relation to energy; intake and expenditure

3. Identify sources of and explain the role of macro-, micro-nutrients and other dietary components in the healthy diet

4. Discuss the relationship between the diet, digestion and health

5. Conduct practical work, interpret and evaluate the outcomes and communicate these effectively

Learners will become equipped with the core skills to develop a research design/methodology proposal for their research question. They will be able to plan a research project to be conducted in the following semester, and develop an ability to summarise, integrate and identify strengths, weaknesses and limitations of scientific writing. Learners will contrast various observational epidemiological designs and identify the appropriate use of each design, while developing basic skills in the use of bibliography software.

1. Describe the steps in undertaking research and develop a research design/methodology proposal for their research question.
2. Develop and review the appropriate literature for their research proposal and submit a generic assignment to improve scientific writing.
3. Summarise, integrate, compare and show evidence of critical analysis of scientific papers.
4. Compare and contrast various observational epidemiological designs and identify the appropriate use of each design.
5. Use bibliography software (Endnote) to improve writing skills.

Public health is identified as both the 'science and art of preventing disease, promoting and protecting and improving well-being through the organised efforts of society'. This module aims to give students the skills necessary for effective public health practice. These include assessing health problems, developing healthy public policies and effective health care systems. It involves working collaboratively across a variety of disciplines and researching and implementing evidence based practice to promote the health of the population.

1. Identify the core functions of public health and analyse current public health practice

2. Asses current public health problems and identify means of prioritising actions.
3. Analyse health policies and their development in Ireland and debate current health policy issues in relation to the provision of healthcare.
4. Develop an advocacy plan for developing or changing policy in Ireland showing an understanding of various mechanism for policy change.

5. Debate current policy and ethical issues in public health.

This module is designed for health science and nutrition students to provide them with, the knowledge of how to summarise and analyse data, to provide an insight into the concepts of probability and probability distributions, understanding of statistical methods for testing hypotheses, and to provide skills in using statistical software to analyse datasets.

1. Describe the rationale for and methods of selecting appropriate samples for a study
2. Graphically display and numerically summarise data using appropriate descriptive statistics
3. Apply probability and probability distributions to data analysis
4. Choose and apply appropriate tests of hypotheses based on a research problem and the characteristics of a dataset
5. Model the relationships between variables using linear regression analysis
6. Use an appropriate statistical software package to perform statistical analysis of data

This module will build on Health Promotion Practice I by aiming to give learners an understanding of the key principles and approaches to health promotion and the competencies and skills required to engage in the field of health promotion. Learners will be encouraged to analyse health promotion practice in terms of health promotion principles, competencies for health promotion and effectiveness of interventions.

1. Critically appraise differentapproaches to health promotion and assess how they impact on practice.

2. Identify appropriate strategies for health promotion at individual, community, organizational and policy level
3. Review the literature identifying different approaches and competencies necessary foreffective intervention implementation.

4. Describe the various competencies which health promotion practitionersuse in a variety of settings.

This module will enable the learner to apply various concepts and theories in exercise physiology and exercise prescription to practical settings involving specific populations. This application will equip learners with skills and competencies to plan, devise and lead physical activity programmes with various population groups.

1. Examine the physiologyand subsequent guidelines for a variety of specific and age defined populations.

2. Integrate theory into professional practice by designing physical activity programmes, considering the client’s competencies and requirements and identifying special considerations pertaining to the specific population group.
3. Be self-aware, open, appreciative and sensitive to others in a group environment working within allocated responsibility.
4. Work as part of a team to plan, prepare, deliver and evaluate physical activity sessionsfor group instruction to specific populations.

The module will enable the learner to review various positive and negative impacts that diet has on human health.

1. Discuss the nature, causes, influencing factors and treatment of cardiovascular disease, cancer, protein-energy malnutrition.
2. Explain the nature, sources and characteristics of microorganism groups , biological toxins and non-biological toxins which present food poisoning risks and state scenarios which result in increased risk of such disease transmission
3. Review the role of diet in maintenance of good health during various stages of life including pregnancy, lactation, infancy, adolescence, and old age.
4. Describe the role of nutrition in the achievement of optimal performance during sporting activities.

This module develops the learners' knowledge, skills and competences in Facilitation as applied in Public Health and Health Promotion. The module explores themes in the methodologies applied, the role of the facilitator, co-facilitation, decision making, feedback, adult learning styles, conflict and equality.

1. Demonstrate an understanding of group processes and the importance of reflective learning in successful group work through their participation in group discussions and tasks.
2. Demonstrate the ability to use a range of methodologies and techniques for working with groups,and communicate effectively using communications styles which are appropriate to the task and the group.

3. Negotiate appropriate boundaries for themselves in the role of facilitator and be able to recognise the signs of conflict within a group and identify the role of the facilitator in working with conflict in groups.
4. Develop appropriate materials for facilitating health related topics with specific target groups in an inclusive and participatory manner.
5. Facilitate a group session they have planned and be able to give and receive positive and developmental feedback in relation to their own facilitation and that of others.

This module aims to give students the skills to effectively plan and manage physical activity promotion projects in a community or organisational setting. Students will gain experience in applying evidence based strategies for a particular target group and planning and implementing an appropriate physical activity project using a project management approach. Students will be assisted in workshops in developing plans and reviewing the implementation and evaluation of these plans. Students will be encouraged to support and give advice to each other in the implementation of their plans. Students will reflect on their competencies and develop a professional development portfolio of these competencies. Students will volunteer with an appropriate community/voluntary organisation and reflect on the skills that they have developed.

1. Develop project plans which include appropriate physical activity promotion strategies, are collaborative and realistic, and which use appropriate project management tools and evaluation design

2. Implement and evaluate a physical activity promotion project using project management and health promotion principles.

3. Analyse how they have developed their health promotion competencies including partnership working, communication and resource management in their project.

4. Appreciate how effective group work and administration contribute to the delivery of quality projects.

5. Volunteer with a community/ voluntary organisation which is has a role relevevant to health promotion.

This module introduces students to the concept of Exercise as a treatment option for numerous Chronic Illnesses.

The module will prepare learners to conduct screening, risk stratification and appropriate health, fitness and functional assessments prior to creating evidence-based exercise programmes for those with chronic health conditions or risk factors for non-communicable disease (NCD).

Learners will apply communication and motivational strategies aimed at empowering individuals with a chronic illness to adopt and self-sustain healthy lifestyle behaviours, and also how to manage ongoing communication with the individuals medical care practitioners.

1. Explain the prevalence, aetiology, basic pathophysiology, standard treatment and pharmacology of selected chronic conditions.

2. Discuss the evidence for exercise in the prevention and management of selected chronic conditions including dose-response issues and applicable exercise-drug interactions.

3. Apply scientific principles to prescribe safe effective exercise programmes tailored to assist clients in the management of selected cardiovascular, neurological and metabolic conditions

4. Demonstratethe ability to select and conduct various health, fitness and functional tests, monitor psychophysiological exerciseresponses and suggest appropriate adaptations to programmes.

5. Demonstrate competence in communication and motivational strategies aimed at empowering clients to take ownership of their exercise goals and commit to lifelongadherence to regular physical activity participation.

This course introduces the student to advanced statistical techniques for analysing data in the Public Health and Health Promotion fields. It provides the students with the ability to apply appropriate statistical techniques to data sets gathered during project work and also to comment on and rate techniques used in existing studies.

1. Demonstrate the application of advanced statistical techniques in the analysis of population health data.
2. Describe the selection and application of appropriate quantitative analysis in global health literature and reports.
3. Identify key features of quantitative analysis including descriptive and inferential statistics in a range of study designs.
4. Evaluate the appropriateness of statistical approaches in a range of public health and health promotion settings.
5. Perform statistical analysis on health data using appropriate software for statistical analysis.

Learners will further enhance their knowledge and practical skills to design, implement and evaluate exercise / physical activity programmes through collecting and analysing client information to ensure the safety and effectiveness of personal exercise programmes.

The student will develop theoretical knowledge in advanced exercise physiology and sports specific training methods, and practical skills to design a 12 week tailored exercise programme for a client and deliver 6 weeks of this programme during the semester. Exercise programme monitoring and evaluation skills will be applied to make appropriate adaptations and progressions to programmes being rolled out during 'personal training practice'.

Leadership qualities, communication skills and motivation strategies required to encourage and empower individuals to adopt and self-sustain regular exercise / physical activity programmes underpin practical exercise programming.

1. Critically evaluate the acute and chronic physiological implications of various training and recovery strategies.

2. Apply relevant cognitive-behavioural and psychological theoryto conduct an exercise consultation with clients and conduct, record and interpret appropriatehealth & fitness evaluations as part of the process of need analysis, goal-setting and pre-programme planning.

3. Plan safe, evidence-based exercise programmes for a variety of clients demonstrating ability to rationalise specific programming decisions.

4. Deliver personal training to safely and effectively lead exercise sessions targeting various physiological aims, demonstrating the knowledge and ability to operate various methods of exercise monitoring and skills for client correction and motivation.

5. Adapt and progress programmes appropriately based on objective indices of programme evaluation and client feedback.

During this module students will gain a detailed knowledge of the importance of utilising a population based approach for targeting health, health promotion and wellness initiatives. The student will demonstrate mastery in developing appropriate methods and strategies for targeting various sub-population groups in society.

1. Demonstrate detailed knowledge and understanding of the concepts, models, principles and theories of health promotion with reference to specific population groups.
2. Source, interpret and apply appropriate and referenced health related literature from current evidence base regarding a variety of population groups.
3. Plan, develop and implement appropriate initiatives to promote population health which are appropriate to the group and in line with evidence based practice.
4. Engage in collaborative work with external agencies.
5. Participate constructively in a team environment while planning for a population health initiative.
6. Reflect on their professional skills and competencies and identify their knowledge / skills gaps and source and undertake self-learning for professional development relevant to the field of population health.

In this module the student will develop a comprehensive knowledge of modern epidemiology. Learners will develop specific skills in epidemiological study design and the appraisal of these studies, as well as associated skills in the design of fact sheets on the epidemiology of infectious and non-infectious diseases. Students will also address ethical issues.

1. Source epidemiological information from various data sources.

2. Prepare written and oral reports and presentations that communicate recent epidemiological study findings to professional audiences, policy makers and general public.
3. Critically appraise a range of study designs identifying potential confounding factors and biases.
4. Participate constructively in group discussions on validity and value of scientific papers

Students will consider self-employment, identify new business opportunities, conduct a feasibility study and produce a business plan and funding application.

1. determine the personal and professional traits of an entrepreneur and reflect on these to establish the learner’s competencies and gaps for entrepreneurship.

2. generate and analyse new ideas for the health & wellbeing business sector and conduct an outline feasibility study.

3. explain the components of a business plan and developan outline business plan, including a supportive outline marketing plan.

4. identify various sources of new businessfunding.

This module takes a population health approach to expanding students skills to promote physical activity in a variety of population groups across a range of defined settings.

Learners will be supported to critically appraise physical activity promotion and maintenance practice in terms of effectiveness of initiatives.

The learner will consider limitations and pragmatic concerns within different settings based approaches to promoting physical activity – recognising the significance of 'setting' when developing physical activity interventions.

Students will develop a comprehensive and evidence-based knowledge of the settings-based approach to promoting physical activity and preventing physical inactivity.

Key settings will include (but are not limited to): educational, community, workplace, health services, family/home and digital settings.

1. Identify and demonstrate a detailed knowledge ofthe concepts, models and principlesbehind a settings based approach to physical activity promotion.

2. Source, interpret and critically appraise health related literature/evidence that supports the design and evaluationof effective physical activity promotion in specificsettings considering demographic sensitivity.

3. Develop and presenta proposal for a physical activity funding application for a specific specialist setting.

4. Build a setting specific resource pack/ materials for the promotion of physical activity, justifying format, layout and content by considering the context of that setting.

This module will focus on current research in the health promotion public health field. It will build on the knowledge acquired in Research Methods 1 & 2 and seek to develop skills in qualitative research methods. Students will be introduced to different paradigms in research and a variety of approaches to qualitative research. Students will be given opportunities to develop research questions suited to qualitative research. Students will be introduced to using focus groups in qualitative research and will design and moderation focus groups, analyse data using thematic analysis and report their findings.

1. Identify appropriate research methodologies for a given research question.
2. Conduct a focus group showing an understanding of skills for collecting qualitative data.

3. Analyse data from a focus group using thematic analysis and present their findings.

4. Be able to appraise a qualitative research paper or report.

This module examines the basic roles and responsibilities of the exercise and physical activity specialist in prescription of exercise for clinical populations. It is designed to equip students to plan, deliver and monitor safe and effective exercise programmes.

Students will also develop the analytical skills required to assess individual needs, set goals and prepare and evaluate long-term exercise plans with reference to diverse range of clients.

The module will emphasise evidence-based practice and the dose-response relationship between exercise and health outcomes. Mechanisms under-pinning the protective effect of exercise against specific conditions will be highlighted.

1. Identify and discuss the prevalence, aetiology, basic pathology, typical pharmacology and risk factors associated with selected chronic conditions.

2. Propose the role of exercise as a solution forthe prevention and treatment of chronic conditions, using evidence based research; with consideration of possible pharmacological interactions with physiological exercise responses.

3. Conduct a client-centred exercise consultation using motivational interviewing techniques.
4. Plan safe and effective exercise programmes for the prevention and treatment of chronic conditions using the FITTA model.

5. Monitor, progress and critically evaluate programmes for a diverse range of clients.

The 10 week full-time work placement is also preceded by a classroom-based preparatory training block, where students experience a range of activities designed to develop skills and confidence for the workplace.

The entire module affords students opportunities to execute and develop key skills and competencies in health promotion and public health practice, to facilitate learners to secure work in the area. The module also serves to establish the foundations of a network of contacts in the public health and health promotion arena, and develop the students confidence, autonomy and professional competence for a work environment.

1. Self represent personal and professional skills and competencies through compilation of a CV, job application or interview, and identify strengths and weaknesses in personal work performance through reflective practice

2. Exhibit workplace specific knowledge and skills in the areas of proposal and report writing and maintain detailed records of work placement activity, reflecting on practice.

3. Demonstrate a professional attitude at workshowing a willingness to seek out opportunities and deliver work to a standard commensurate with employer expectations and student experience

4. Operate professionally and constructively within a multidisciplinary team environment, cooperating with others and actively contributing to real work situations within allocated responsibility, demonstrating competence, ownership and autonomy in applied learning.

5. Apply basic practical skills to the work environment demonstrating competence, creativity and an appreciation for relevant organisational policies and procedure.

6. Demonstrate effective communication and interpersonal skills to integrate into the organisation, and form the foundations of a network of professional contacts and recognise future career opportunities.