Course Summary

This was one of the first undergraduate courses in the country to embed vocational qualifications alongside a wider theoretical framework. It contains units endorsed by Skills Active and gives REPs Advanced Level 3 status.

It is a distinctive course that blends vocational, practical and theoretical elements. The course includes gym based work, exercise referral schemes and personal training. Also the course combines theory and practice (praxis) together with significant work placement and work based application. It will involve industry-related scenarios and the chance to collect data in real life settings. In this way you will develop and apply the skills of critical evaluation to eventually become a self directed, independent learner.

In your first year you will cover basic physiology, psychology and fitness instruction. In these units your time will be split between lectures and smaller seminar or applied training sessions. As you progress to stage two, you will progress your understanding of exercise psychology while maintaining core physiology and higher instructor awards.

Why choose this course at Bedfordshire?

• Work placement opportunities are available at stages one and two where you will focus on the client and management processes respectively

Why choose this course?

This was one of the first undergraduate courses in the country to embed vocational qualifications alongside a wider theoretical framework. It contains modules endorsed by Skills Active and gives REPs Advanced Level 3 status.

It is a distinctive programme that blends vocational, practical and theoretical elements. The programme includes gym based work, exercise referral schemes and personal training. Also the course combines theory and practice (praxis) together with significant work placement and work based application. It will involve industry-related scenarios and the chance to collect data in real life settings. In this way you will develop and apply the skills of critical evaluation to eventually become a self directed, independent learner.

In your first year you will cover basic physiology, psychology and fitness instruction. In these units your time will be split between lectures and smaller seminar or applied training sessions. As you progress to level 2, you will progress your understanding of exercise psychology while maintaining core physiology and higher instructor awards.

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Assessment

Assessment is both formative and summative in nature and occurs at various points throughout the academic year. A wide variety of assessment strategies are employed, appropriate to the specific learning outcomes which are being assessed. Modes of assessment include examination (seen and unseen), essay, practical performance, laboratory report, research project, case study, portfolios and web based presentations and data analysis. The programming of assessment points across the core modules seeks to manage the student assessment workload.

Course Learning Outcomes

Upon successful completion of this course, you should be able to:

1. Apply sound practical, instructional and communication skills.

2. Demonstrate their ability to deliver exercise in a variety of areas leading to full registration onto the National Register of Exercise Professionals.

3. Demonstrate a solid theoretical foundation in the main subject disciplines of psychology, physiology and exercise practice and apply this knowledge in the context of exercise practice.

4. Understand the scientific method and the research process (including where appropriate laboratory techniques) in each of the disciplines and demonstrated sufficient advanced competencies and knowledge in at least one area to complete an independent research project.

5. Synthesise their own conclusions based on critical evaluation of data and / or literature.

6. Evaluate the context in which they may work, be that in exercise and health, sport and recreation facilities or education and be able to adapt their skills and theoretical foundations in a context specific manner.

7. Comprehend the demands of the work place and be able to analyse the needs of the client and understand the characteristics of effective sports management.

External Benchmarking

The benchmark statements for sport based courses is Unit 25 The Hospitality, Leisure, Sport and Tourism Unit and this degree is concerned in particular with section 2.4 programmes broadly concerned with sport.

Drawing upon the Benchmark statements (QAA, 2000) this course contains the elements suggested by Unit 25, Furthermore as it is as Science course, it is further informed by section 6.4 and is concerned therefore with the study of human responses to sport and exercise and the study of the performance and its enhancement, monitoring and analyses. Subject areas outlined in Unit 25 are covered in the course including human anatomy and physiology, kinesiology, biomechanics, sport psychology and nutrition. These are covered in separate strands that run through out the three years of the course.

(see http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/hospitality.asp).

In addition the course also maps to the National Occupational Standards set by skills active at levels 2 and 3. The module exercise principles and practice 1 (L1) maps to the NOS at level 2, Exercise principles and practice 2 (L2) maps to the NOS at level 3. These modules have been accredited by the sector skills council for the fitness industry (Skills Active). Quality assurance for these modules is dealt with both by an internal examiner and by Skills actives own QA assessor.

Educational Aims

The FdSc Sports Fitness and Personal Trainingi s aimed to enable students to develop the necessary skills, knowledge and understanding of the events industry and at the same time the personal attributes of self motivation and drive to enable them to gain entry to satisfying and stimulating career paths.

Specifically the course aims are to prepare students to:

• Understand and apply the body of knowledge fundamental to the analyses of human performance


• Solve problems by the application of appropriate tools and techniques


• Research, critically evaluate, summarize and communicate information


• Work effectively in teams or individually using appropriate professional standards of conduct and behaviour


• Become a self regulated learner, using an awareness of opportunities for careers or further study in the setting and monitoring of personal objectives

Student support

In addition to the general support supplied by the University in relation to e.g. childcare, disability advice, international student support, financial support etc., specific support for the course can be divided as under:

Academic / Programme Support:

• In terms of academic issues to do with the programme, and specifically day to day issues the students personal tutor will be the first point of contact. The tutor will provide advice on the following important areas:

- Whether students are on the right programme

- Whether students are taking the right units

- Whether a students results are correct

- Whether students are entitled to APEL or APL

- Whether students have the necessary handbooks, and an induction schedule

- Whether a student has a missing grade because of a fault in the University system or as a result of a student related problem (i.e. failure to submit an assignment)

This type of advice will be available throughout the year, and the Field Chair, alongside the Academic Advice Team in the Faculty Office would be the help as soon as any of the above becomes a problem.

However, if students have issues to do with a particular unit of the course, then the coordinator of that unit is likely to be the first point of contact, rather than the personal tutor. However the Field Chair may need to be involved if the unit coordinator cannot answer a student query.

Further to this learning support is available to all students through the Professional Academic Development (PAD) programme delivered through the student support team. Other areas of support available generally through the University include issues related to faith, financial difficulties, sport, and health and wellbeing.

Team working

Throughout the course, students will frequently be asked to work in groups of varying sizes. From very early in the course, students will be working in collaboration with others and issues of responsibility, trust, and flexibility will be addressed as central to their academic and professional development.

At each level of the degree students will be required to work with others either in the preparation of a seminar, a group presentation or a reflection upon the work of others. At Level 1 group tasks will be structured by the tutors; as the course progresses students will be given more independence in the development of structures which suit the particular requirements of the task.

Career Management Skills

An initial session on career options is offered by the team from the Centre for Personal and Career Development already at Level 1, to allows students to explore all the options available at the University to support career choices. At Level 2 students are expected to enhance their career related and employability skills through interactive exercises, group activities and individual reflection. These processes are often problematic and unnatural to people, differing to experiences in more traditional subject based modules. The focus falls on students to reflect on their own approaches, learning styles and skills; no textbook shows what works best for them, thus a degree of self discovery is required and students should be in charge of the process. Again students can be guided by the SOAR principles outlined above and can be guided in their thinking about what career aspirations they may have and how they may achieve them.

Students would be encouraged to ask appropriate questions and increase use of feedback. We also encourage critical thinking, coinciding with the transition to less tutor led and greater peer and self feedback, and management of tutor.

Career/Further study opportunities

Career:

• Personal Trainer


• Fitness Professional


• NHS Health promotion specialist


• Sport Coaching


• Sport Science support officer


• Strength and Conditioning

Further study:

This degree has been designed to facilitate progression opportunities to the BSc (Hons) Sports Science and Personal Training.

And then:

• Postgraduate degrees such as the universities health and wellbeing


• Conversion M.Sc such as PGCE or Physiotherapy

Entry

Additional:

120 UCAS points with 80 from 1 A level or equivalent.

Candidates with considerable experience in the health and fitness industry may be considered on a case by case basis.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

The strategies adopted for learning and teaching in Exercise and Fitness Practice reflect the diverse nature of the subject. On a modular level, they are closely linked with both the module learning outcomes and module specific assessment strategies. A proportion of the course is practical with other teaching including lectures, seminar discussion groups (both tutor and student led), workshops, laboratory work, gym-based practical sessions and individual and small group tutorials.

The practical sessions provide opportunities to develop performance and teaching skills. They also provide a context in which theoretical knowledge can be applied and reinforced. Organisational and safety issues are also an important feature. Practical sessions are often supported by seminar work. In general, lectures are used in most modules to provide an overview of a topic. Students are expected to undertake considerable directed reading to assist their understanding of the lectures and to develop a more comprehensive knowledge of the field than can be provided through contact time alone. Follow up work in the form of laboratories, practical sessions or discussion seminars (for example) enable the student to apply the theoretical work taught during lectures and gain a deeper understanding of its uses and contexts. Laboratory work and computer aided learning programs also provide practice opportunities for the application of statistical skills and data handling techniques in preparation for research projects and the understanding of research based literature. The laboratory sessions in the performance sciences enable the student to acquire the practical and manual skills needed within these areas. Throughout the degree in the small group learning sessions, students are regularly required to engage in problem solving exercises and analytical discussions with their peers. They learn to retrieve information from a variety of sources. They are given opportunities to learn, practice, and develop communication skills and methods of presentation. Almost universally across the modules on the degree, students are required to develop skills in academic writing either of scientific reports or argumentative essays. The learning teaching and assessment strategies employed throughout the course are progressive and as such aim to develop students autonomy as learners during their time at University.

A period of work experience will be undertaken at levels one and two where you will focus on the client and management processes respectively. Also you will conduct a piece of small scale work based research. You will be required to reflect on your experiences as a fitness instructor and look at ways of applying your growing knowledge base to your fitness and work based activities. This introspection and analysis will be documented and communicated via reflective accounts; web folios and presentations. There will also be practical fitness and performance sessions.

The units will make extensive use of the Universitys Virtual Learning Environment (Blackboard). Materials to support the modules (e.g., outline, lecture OHTs, seminar / lab activities and formative assessments) may be accessed by students through the Blackboard internet site.

Professional, Statutory and Regulatory Body Accreditation

SkillsActive

Students with disabilities

The course will follow the general guidelines set out by the University policy on disability. During the application process disabled students will be able to discuss their needs with individual members of the academic staff, as well as staff from the Disability Advice Team. In relation to related courses in the Division, it has normally been the case that disability has not provided an obstacle to students participating Hence no major issues are envisaged concerning disability and the course. The only possible concern is in relation to field visits. However there is no proposed residential aspect to these visits they will be on a day visit basis only. Some students express concerns regarding the practical assessments that are a feature of this course. This again is rarely an issue as SkillsActive make allowance for reasonable adjustments to practical assessments. This may for example include the use of a demonstrator in assessments if appropriate.

Skills Development

Communication

To help with the development of this, you will participate in a range of activities requiring them to communicate orally and in written forms. Students will learn the communication skills necessary to articulate themselves (e.g. their individual aims, their skills and experience) in appropriate forms. At all levels students will work collaboratively with a number of different groups of people in a range of contexts, and will be required to use the written word in order to communicate ideas for a variety of different purposes.

At Level 1 in all there will be opportunities for students to take part discussion about different subjects, read and obtain information from a variety of sources and contribute to discussions. Students are also introduced to scientific writing skills and have an opportunity to inform their communication skills by reading a variety of resources.

At Level 2, students will write two different types of documents about straightforward subjects and one piece of writing will be an extended document (University of Bedfordshire / QCA Key Skills Descriptors). In addition, at Level 2 students will develop their skills as academic researchers in order to enable them to articulate ideas and theoretical perspectives in written and practical form (Qualitiative Research Methods). Also they will conduct a small scale piece of work based research.

Information Literacy

To help with the development of this you will participate in workshops, tutorials and developmental research projects in order to familiarize yourselves with a wide range of resources which can support your studies.

At Level 1 students will be introduced to the library and laboratory resources in workshops embedded within modules (eg the sporting body). A series of project based tasks will ensure that students feel confident using the library catalogue, BREO, databases, search engines and reference resources available through the internet. Students will also be introduced to the assessment of source material as an integral component of their research. All units will make use of BREO in the posting of resources, and are likely to use of discussion boards, blogs, group pages, wikis and course announcements.

In Level 2 in addition to formal input on methods of data gathering. You will be required to work more independently and confidently with the library and use the database resources at their disposal. Students will be expected to source materials above and beyond the unit reading lists, and to undertake methodical literature searches as a part of this research process. Students will provide bibliographies and reference sources for essays and be familiar with a range of research resources appropriate to the study being undertaken. Students will feel confident in the use of digital technology as a resource.

Research and Evaluation

To help with the development of this you will: undertake a range of research tasks either within the context of developing your academic or their practical knowledge. The research tasks will vary according to the type of work being undertaking and students will need, therefore, to be adept at understanding the skills involved in sourcing, selecting and utilizing appropriate material. In every practical process they embark upon, students will be expected to plan and execute a methodical research process in order to develop their practical skills, but also their skills to critically evaluate. Students will be introduced to a range of research skills including literature searches and critical reading, practical field based activities including questionnaire and interview design and conduct, as well as the analysis of findings from the use of such techniques in the field.

At Level 1 students will be introduced to the importance of research material that the exercise sciences in all units of study. Students will make use of practical research skills where you will use the library catalogue, access reference resources and databases in hard copy form and also electronically. In addition to actually using the practical research skills, this process will be designed to develop students skills to critically evaluate a variety of source materials.

At Level 2 students will receive formal input on research methods appropriate to your chosen field of research (qualitative or quantitative research methods). These units will provide students with information concerning a range of research approaches and techniques relevant to the fields of events. It will also develop students ability to work more independently as a researcher, and begin to formulate questions and fields of enquiry. These skills will should equip them to critically evaluate their work as potential practitioners.

Creativity and Critical Thinking

To help with the development of this you will: be introduced to ideas on creativity and critical thinking early in the course. The course will present a range of concepts and theories relating to critical analyses and creative processes in the relevant areas of the course. Students will be encouraged to develop critical thinking abilities and apply this through critical responses via comparative analysis, both orally and in written form.

At Level 1, emphasis will be upon the idea of critical evaluation of information. Using creative abilities and developing critical thinking skills will be a feature of Exercise Principles and Practice 1 where students will have opportunities to offer creative solutions to a number of case study based questions and critically reflect on how fitness professionals should react to specific situations.

At Level 2 students will be required to identify a problem and creatively come up with options for solving it, making changes to the plan where necessary (research methods) In addition students will be expected to build upon the creative solution of problems introduced in level 1 (Exercise Principles and Practice 2).

Improving learning and performance

During induction students are introduced to the concept of managing their learning. Time management, setting targets with clear deadlines and skills auditing form an important part of this process. This is followed through with personal tutors assessing the skills audit and directing students to appropriate student support. At level 2 and three the tutor meets regularly with their students and assesses any recent marks, and any drops in performance that have occurred. Again the tutor plays vital role in developing the students reflective practices. You will also receive feedback on all of your coursework. It is important that you pick up your coursework when it becomes available, as the feedback will not only tell you why you received the grade you did, but it is vital in directing you as to where you strengths and weaknesses are, and ultimately how your work can be improved.

Students will also be given the opportunity to develop personal approaches to study, building on strengths and eliminating weaknesses, and developing ability to transfer learning from one context to another, following the SOAR (self awareness, opportunities, aspirations and results) process model at a number of points during the curriculum. This approach requires that students become aware of:

• Their own interests, motivations and strengths


• The kinds of opportunities for employment and self development that are available at the University and beyond


• Their personal objectives, desires and aspirations


• How to articulate, evidence and present their achievements and skills

Some aspects of SOAR are formally embedded in the level one and two psychology units.

Progress files

Embedded within specific units students will find what is known as Personal Development Planning. The Personal Development Planning (PDP) initiative and Progress Files are intended to prepare students better for the world of work, providing you with greater self reliance, self awareness, and the ability to adapt to future changes in the labour market, to reflect upon and monitor performance, and identify skills and training needs.

In your first year of study you will be introduced to the use of Progress Files usually in induction. The Progress File is a document charting your development; it is made up of three parts:

• A formal transcript of individual students academic achievements, provided and accredited by the University of Bedfordshire


• A personal record of learning and achievement which might include extracts from written feedback, extracts from personal evaluative reports, or plans detailing the self management of study


• Personal Development Planning is a structured and supported process, which will help students think about their own learning and achievement and plan for their education and career development

Students will be encouraged to use a number of portfolios, in different units on the course, and they will need to set up a habit of reflecting on feedback from tutors and consider ways in which they might improve specific skills and / or build on the strengths demonstrated, preferably after each set of assessments. Much of the material for Progress File will be generated through digital records (online blogs, discussion boards on BREO, and finally e-portfolios) as well as paper ones.

It will be students responsibility to maintain their Progress File but they will be supported in this by the generation of appropriate materials in units throughout the degree course.

In the progress file, students will be expected to keep:

• Copies of the transcript of their results that they receive at the end of each semester


• An active CV (curriculum vitae) that is continually updated as they pass more units and gain relevant experience in paid or voluntary work and other activity within or outside of the University


• A record of their plans for personal development and their reflection on how successful they have been in keeping to them or whether they were, in fact, the right plans


• Copies of (at least, some) feedback sheets from your assessment tasks

At the end of the studies, the students progress files will contain the information needed to draw on in making job applications and having successful interviews, because it made them consider the wider relevance of the knowledge they have learnt and the skills they have acquired in the course of their studies.

Professional standards

Employers are often assessing not only your knowledge of the subject area and experience, but also value the set of attitudes and values which would support development of their company. We would like students to demonstrate and develop further these attitudes throughout their studies.

Lecturers expect that students will:

• Take responsibility for their own learning


• Attend lectures and seminars, be punctual and reflect on the material covered (if they know they are going to be late they should inform either the tutor, or their group)


• Prepare adequately for lectures and seminars


• Invest time and effort in understanding the relevant theoretical perspectives of their course


• Plan their study and use appropriate time management strategies to maximize learning and personal development


• Notify the unit leader in advance if circumstances prevent attendance / contact Student Services when needed


• Communicate to the unit leader and Student Services counsellor any difficulties that might impair learning or academic performance


• Follow the guidelines provided for the submission of written work


• Update us with any changes of their address / phone numbers, so they can be contacted when necessary


• Check BREO announcements / records / grades / feedback / University E-mail / access to E:Vision regularly


• Take responsibility for understanding the term plagiarism through study sessions and leaflets and the Student Handbook and avoid it by developing your referencing skills remembering that all assignment submissions must be their own work


• Be aware of relevant ethical standards and to behave in an ethical way


• Provide constructive feedback to the unit leader regarding the content and delivery of the unit


• Furthermore it is a specific requirement of this course and of Skills Active that students understand and adhere to the code of ethical practice for the fitness Industry

Strategy for developing and embedding the professional standards

You are encouraged to think of your studentship as a professional placement, and just as most employees would not regularly turn up late for work, be disruptive in the workplace or fail to write a report on time, you should expect the same standards of your time at University. During you induction and initial few weeks you will receive information on expected behaviour, assessment hand in deadlines and a timetable. Laboratory skills and behaviour are also introduced at level 1 and should also be seen as a professional standard for students to adhere to. Getting into good habits early in your time at university is likely to pay greater dividends in the long term.

Good study habits are enforced by monitoring attendance. Attendance data is collected by the faculty and is used to identify students who have failed to attend two consecutive sessions on any one unit. An intervention by letter, or email message is used to let the student know that they have been missed and to request an explanation. The language of competences which are meaningful to employers and are requirements for candidates for employment are explained to students and used as assessment criteria on a number of assessments. Students are given several opportunities to self assess and to develop strategies to improve these skills.

The code of ethical practice, for the Fitness Industry set out the standards of behaviour employers in the industry will expect. These standards are introduced early in Level 1 and all students are expected to read, understand and implement them whenever they are in the appropriate context. While the assessment of the code is formative, the explicit expectation to adhere to them both in your professional and student life serves to underpin the increasing professionalism that is developing in the industry.

Students underperforming in will be highlighted at the STAR board and requested see their personal tutor to determine any underlying cause, or to see where additional help can be sourced if required. To ensure that student work, particularly written reports does not contain plagiarized material, the online Turnitin plagiarism detection tool is used in many assessments, and is demonstrated to students to help them understand the issue. Relevant ethical and legal issues are explored in a number of units and students are required to consider the ethical aspects of their own project proposal in the final year.

This overall experience allows students to develop a professional identity and set the standards of professionalism which will prove the benchmark for all future work.