Assessment deadline

Marks and feedback

To be submitted Before 10 a.m. on:

20 working days after deadline (L3,4, 5,6 and 7)

15 working days after deadline (block delivery)

14/03/2025

11/04/2025

Please note, for Exams the date is arranged centrally aligned to the academic calendar. Exams timetables will be released 6 weeks before the exam period. Please check the exams calendar regularly on this link (requires BREO login).

Key assignment details

Unit title & code

Public Health PSY004-6

Assignment number & title

Assessment 1: Oral presentation of a public health proposal

Assignment type (including exams)

Oral presentation

Weighting of assignment

20%

Size or length of assessment or exam duration

15 minutes + 5 minutes for questions

Unit learning outcomes

1. Design and undertake substantial investigations to address significant areas of theory and practice within the context of promoting positive health behaviour change.

2. Identifies, evaluates and maintain capabilities and qualities to support effective communication in a range of complex and specialised contexts.

Assignment Brief Discussion with Students

23/01/2025

What am I required to do in this assignment?

Oral Presentation (presented during the scheduled teaching session in Week 8 on 13/03/25)

For your first assessment in this unit, you are asked to devise a proposal for a public health intervention.

You must identify and design a theoretically driven, ethically sound, coherent and realistic proposal for a public health intervention showing an understanding of the main policies and theoretical backgrounds that may inform the proposal.

You are required to present an equal section of the intervention from the following:

(1) What is the problem and desired outcome? What behaviour is targeted for change?

(2) What will it take to bring about the desired change? What behavioural influences will be prioritised?

(3) Choice of intervention strategies (intervention types, policy categories, BCTs)

(4) How will the intervention be delivered?

(5) How will the intervention be evaluated?

During the presentation, you will be expected to defend the proposed intervention, and discuss any issues surrounding its applicability and implementation. Your proposal must draw upon the theoretical aspects taught in this unit (the Behaviour Change Wheel). Your proposal should also be appropriate for the audience it is intended for. Keep in mind that you will then need to add to this proposal and individually submit it as a formal report for the second assessment.

You can be imaginative with your choice of public health intervention, however, below are a few ideas:

• School-based (11-16 years) intervention programme to promote healthy behaviours and prevent maladaptive behaviours (i.e. healthy eating, physical activity, cigarette smoking, substance use, sunbed use).


• Community based intervention to promote health screenings (i.e. breast/testicular examination, vaccination, cholesterol testing).


• Risky behaviours in adolescents and young adults (binge drinking, sexual health).


• Community driven interventions to improve nutrition and increase physical activity.


• Workplace interventions to improve employer health (healthy eating, increasing physical activity, reducing maladaptive behaviour and safe behaviour (hand washing).


• Medication adherence/lifestyle change for adults with chronic health condition e.g., Type 2 Diabetes.

You will be given 15 minutes to present your proposal and a further 5 minutes to defend it, in turn to the rest of the class, who will form a decision-making panel. Panel members will prepare questions regarding the proposal from your presentation, which you will have to defend on both theoretical and practical lines. Please note that these presentations will be videotaped for double marking and external examination purposes, which you can arrange to view with the unit coordinator if you wish.

Here are some tips to help you with your presentation.

You will use power-point for your presentation; however, you can also use hand-outs or make notes on the white board (pens can be provided).

The normal font size should be 24 point.

Slides should be related to what you are saying, either illustrating it or providing a summary of a subtopic. Try not to put your entire talk onto the slides just use key bullet points that you can elaborate on. You are also able to use media equipment that can either be downloaded into a power-point presentation or via a video recorder. If you have media clips, please arrange with the technical staff to check this works prior to your presentation.

Ensure everyone can hear so speak loudly and clearly. Keep the talk lively to engage peoples interest and keep attention, move, gesture and remember to look around the audience. Make brief eye contact with as many people as possible.

Essentially, the idea of this assessment is to sell your public health intervention with health psychology expertise to an appropriate audience.

Most typical comments from previous years:

Poor theoretical alignment: Ensure that the theoretical framework you adopt is the one the intervention is based on and the one that is being measured.

Poor use of visual aids: You are trying to sell your idea to funders so dont be afraid to sell. Use of visual aids are welcome and necessary to achieve a high grade.

Too long: You will not get marked for material that goes over the allotted time, so it is important that you practice, practice and practice. There will be lots of opportunities to do this in class.

Please submit your PowerPoint slides via Turnitin on BREO before your presentation takes place.

What do I need to do to pass? How do I achieve a good grade?

The Unit Information Form states the Threshold Expectations that inform both you and markers what is the minimum needed to be demonstrated to pass the assessment. They should, therefore, answer the question "What do I need to do pass?. During the assessment introductory session, you should be given the opportunity to check your understanding of the threshold statements and what you need to do to surpass them.

The assessment marking criteria listed below show how your work is assessed. The assessment criteria are informed by the units learning outcomes and the assessment task. Carefully reading the assessment criteria should help you understand the aspects that will be used to judge your progress and achievement of the learning outcomes and offer guidance on how do I achieve a good grade.

The threshold expectations for this assessment are as follows:

Effectively engage confidently in academic and professional communication with others, reporting on action clearly, autonomously and competently, is reflective on own and others functioning in order to improve practice.

Effectively deliver a presentation of a theoretically driven intervention to a specialised audience of health research funders to address a public health issue.

How does this assignment relate to my learning in this unit and help me develop knowledge and skills that I will need for my future?

This unit introduces you to the discipline of public health and demonstrates the role Health Psychology can play in relation to the promotion of health and prevention of disease and illness among the UK population. The scheduled sessions will provide you with the opportunity to critically engage with the relevant theories, methodologies, epidemiological concepts and interventions in facilitating positive health behaviour change. All of the above topics are useful in helping you identify, design and evaluate relevant evidence-based interventions in the context of promoting positive behaviour change for a complex problem.

Within the University of Bedfordshire, graduate competencies refer to the skills, knowledge, attributes, and abilities that individuals are expected to possess upon completing their education at the graduate level. Our graduate competencies are the fundamental building blocks in preparing you for the future world of work. They form the foundation for learning outcomes within and beyond your course. They are relevant for every subject and you can work towards them in different ways, so that you can attain and benefit from them even if you have lots going on outside university. These competencies will be integrated across your course and units.

The table below indicates graduate competencies gained relevant to this assessment.

What should I be aware of when preparing my work? How and where should I submit my work?

When submitting work for assessment, you must ensure that it is all your own work. Failure to do this could result in sanctions, including removal from your course. The Academic Integrity Resource (AIR) has been designed to introduce you to academic integrity and how to demonstrate this during your studies.

The University provides access to Studiosity that connects students with a team of writing specialists who are here to help you with writing and core skills - anytime, anywhere. Studiosity provides you with two online services: Writing Feedback and Connect Live. Their Writing Feedback gives feedback on referencing, choice of language, structure and spelling/grammar within 24 hours. If you are not sure how to use the feedback to enhance your work before making a final submission, you can arrange to discuss this with a member of the Study Hub team. Connect Live also offers live support in areas such as basic English, maths and stats, science and generic study skills. Both services are available 24/7, 365 days of the year, and you can access them for FREE via BREO.

Your final submission must be in your own words - do not copy or paraphrase from generative AI authoring systems. Some examples of what NOT to do include: using AI to generate content and/or make the arguments or points in your assignment read better, or take a more academic tone, to correct facts figures or data within your assessment, or to change the words you have written in your assignment. Please follow?this link?to a student site on BREO for more detailed information on AI.

Any student submitting an assignment containing content generated by AI which is presented as the students own work constitutes academic misconduct. Should such use of AI be detected, students will be invited to a viva with two tutors to discuss the content of their work. Should the use of AI be substantiated at viva, students will be referred to the Academic Conduct Panel.

It is important to disclose when you have used assistive software such as Grammarly and/or any other assistive technology that the university permits you to use that may be included in a Learning and Teaching Support Agreement. If you have used any assistive technology in writing this work, please include a brief statement on the first page of your assessment detailing what was used and how.

Pass 40-49%

Pass 50-59%

Commendation 60-69%

Distinction 70%+

CONTENT: BACKGROUND & AIMS

The needs assessment should provide a strong justification for the proposed intervention. Critical appraisal and analysis should be competent and sometimes insightful and/or imaginative. You should outline the target outcome and behaviour for change. You should state the key behavioural determinants that will be targeted within the intervention (based on your behavioural diagnosis) and provide justification for these decisions.

1

Some background information provided but overall a weak rationale. Shows only sparse coverage and analysis of relevant material. Referencing errors throughout which cannot be classified as minor. Largely descriptive with little or no development of argument although literature is used to develop arguments. Key points of information contain important inaccuracies. Behavioural outcomes not relevant. No behavioural diagnosis performed or key influences identified.

The background, aims and justification are generally fine although not well developed. A satisfactory range of issues selected for discussion & analysis. Arguments fairly competently constructed and sound, with an acceptable level of supporting evidence. Analysis occurs, but critique is at times a little shallow. Behavioural outcome/s provided are relevant but not important & not SMART. Behavioural diagnosis and identified key influences are not aligned to target behaviour or grounded by literature.

The background, aims and justification are good. Provides some evidence of a wide range of reading utilizing mainly primary sources. Presents an ability to evaluate the material, although this may be derivative. Reasonably comprehensive, shows clear understanding of the material. Behavioural outcome/s provided are relevant but may not be SMART. Behavioural diagnosis and identified key influences are aligned to target behaviour but not as well-grounded on literature.

An excellent needs assessment. Provides a clear justification & rationale for the intervention. Arguments made are sound and well supported. A broad range of primary sources is accessed. Critical appraisal and analysis are competent and sometimes insightful. A comprehensive understanding of the knowledge base and evidence. Behavioural outcome/s are SMART. Behavioural diagnosis and identified key influences are tangible and concrete, well aligned to target behaviour and grounded on the current evidence base.

CONTENT: THEORETICAL BACKGROUND

You should clearly relate the theoretical framework of your intervention. You should outline which intervention components (intervention types/ policy categories) have been selected to address the identified key behavioural influences and provide justification for these decisions. You must outline the active ingredients of the intervention (BCTs) and provide corresponding BCT codes which are clearly aligned to your theoretical framework. Doing so you will acknowledge gaps and/or contradictions; ability to work at the current limits of theoretical and/ research knowledge.

2

Theory has not been clearly understood, or parts are irrelevant, or relatively superficial discussion of theories or concepts, or areas where the theoretical content is unclear. Limited link to theory or minor inaccuracies. Material is in the main relevant although some irrelevant points made. No clear links between behavioural influences and intervention components or serious errors evident. An attempt to provide BCTs but major misunderstanding present. No plan outlined for intervention delivery or evaluation.

There is evidence that the theory is generally well understood. Theory is mostly used to support arguments although sometimes misplaced. Intervention plan demonstrates limited links between behavioural influences and intervention components. Intervention plan lacks any alignment with BCTs chosen with some misunderstandings evident. Intervention delivery and evaluation is outlined, but not clearly linked to overall intervention plan.

Good link to theory with good use of relevant material. Presents well developed arguments based on theory. Lacks originality or innovation of thought. The intervention plan demonstrates appropriate links between behavioural influences and intervention components. BCT selection is appropriate, with some minor errors evident. Intervention delivery and evaluation is outlined and linked to overall intervention plan, with some minor errors.

An excellent overview of the theoretical framework that informs your intervention. Theory is clearly related and challenged beyond standard texts and supplied sources. Excellent use of references to support argument. Depth of exploration. Demonstrates integration & innovation in the selection & handling of theory. The intervention plan is well developed with relevant and evidenced links between behavioural influences and intervention components. Selection of BCTs are appropriate and clearly aligned to theoretical framework. Intervention delivery and evaluation is clearly outlined and links well to overall intervention plan.

QUALITY OF MANAGEMENT

Relates to pacing of presentation. Effective use of visual aids, whiteboard, handouts as appropriate and good organization /structure of material

3

Minimal audience engagement. Weak use of visual aids although some attempt to do so. Unclear navigation although some structure apparent.

Easy to navigate structure although could be better planned in parts. Lacks visual aids or visual aids may not be well developed or linked to intervention area which impacts on readability & engagement.

Good use of visual aids which are clear and easy to follow. The structure is clear and engages the audience throughout.

An excellent presentation. Innovative use of visual aids which complement the presentation. The structure of the intervention is well-planned, well-thought out and logical, enhancing its readability and engagement.

DELIVERY & DEFENCE

Able to successfully present the proposed intervention. Audibility, liveliness and clarity of presentation. Confidence and fluency in use of English. Appropriate use of body language e.g. eye contact. Listening skills: responsiveness to audience. Retain professionalism to specialised audience. Conceptual grasp of issues, quality of argument and ability to answer questions

4

Aspects of presentation skills are weak. Lack of confidence shows. Poor engagement with audience. No body language used to maintain engagement. Still maintains professionalism. Limited attempts at answering questions from audience. Displays limited understanding of applicability issues. Answers are not well developed. Knowledge acquisition in the intervention area is not apparent.

Presentation skills are generally fine, but some parts could be clearer. Some interaction with audience although could be improved. Nonetheless, presentation is clear and concise. Good communication style. Maintains professionalism throughout. Answers to questions are generally fine but generally more descriptive and less well articulated. There are some gaps in understanding of applicability issues and knowledge acquisition in the intervention area is less apparent.

Presentation skills are generally good. Audience is engaged. Delivery is good although not consistent. Confidence may lack in parts. Good engagement with audience. Good level of professionalism throughout. Answers to questions are generally good with some minor gaps. Demonstrate a good understanding of applicability issues. A good comprehension of area shown although not as insightful as could be.

Clear and logical in all areas of presentation. Communication style is excellent, and presentation is well delivered. Expression is mature and content is put forward succinctly with excellent use of body language. Excellent audience interaction and engagement. Excellent level of professionalism throughout. Provides excellent well-articulated answers to the questions asked. Response shows an excellent understanding of applicability and related issues. Demonstrates a high level of comprehension and knowledge acquisition in the intervention area.