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University of Bedfordshire
Park Square
Luton
Bedfordshire
UK, LU1 3JU
FdSc Sports Coaching equips you with the skills and knowledge to take advantage of career opportunities in a huge growth area. The development and retention of quality sports coaches was a key commitment of London's successful 2012 Olympic bid, and there's never been a better time to become a sports coach.
The course combines theory and practice together with significant work placement and work-based application, giving you the chance to explore both the academic and vocational aspects of sports coaching. Throughout the course you will be supported by an experienced and committed team of coaching experts, who will introduce you to new knowledge and techniques within this rapdily-expanding area of academic specialism.
Effective coaching is complex and demanding and requires a high level of knowledge and skill. Studying coaching science at the University of Bedfordshire will give you the opportunity to specialise in the academic study of sports coaching (including exercise instruction). The course has a scientific/academic underpinning, but will also help you gain the necessary qualifications and practical skills to become a successful coach and/or instructor.
During this course you will:
Areas of study you may cover on this course include:
The assessment type and loading will be dependent on the unit selections you make. You will experience a range of assessment methods including; written assignments, course files, presentations, and examinations. These demand skills developed throughout the degree programme such as critical academic writing, collecting data, deconstruction and analysis of sport related issues.
You will be required to undertake a variety of group and individual based assessments. The assessments are designed to assess knowledge and understanding but also to demonstrate the range of transferable skills.
A great majority of the units include elements of individual and some group work as this reflects the type of work undertaken in the sports industry. Assessment of these are based around tasks which develop vocational skills, underpinned by subject knowledge, requiring higher levels of critical thinking in the upper levels of the course.
Formative assessment will be used to provide feedback to you to support your progress and diagnostic assessment will be used to assess your knowledge and understanding and skills. Most reflective accounts and web fo0lios have a significant formative component. Summative assessments for the majority of units include a combination of coursework and end of year examinations.
All coursework will have a specific marking criteria. You will also receive grading criteria that are specific to each level of study. The specification will be issued to you well in advance of the deadline. All marked work will be returned to you with written feedback including advice on how you can improve the work in the future.
All coursework submitted would be subject to University of Bedfordshire procedures for the detection of plagiarism. Plagiarism is one of the academic offences and the University Regulations (2007-08, p.100) state Cheating, plagiarism, the fabrication of information and impersonation are academic offences, and where allegations of such offences are made they will be investigated.
Annual monitoring of the outcomes of assessment for each unit will be completed and this will provide the opportunity for reflection on and the evaluation of assessment approaches and methods. You will have a voice in this process through the student feedback forms given to you at the end of each unit.
Assessments are divided into two or three assessments points for a 30 credit unit in line with the University of Bedfordshire Cre8 process requirements. Assessment approaches may vary depending upon the learning outcomes of the unit you are studying. You will, however, take a wide variety of assessment styles during the two year FdSc Sports Coaching course including; written assignments, PowerPoint presentations, examinations, lab reports, case studies, computer based tests, and groups based tasks, portfolios and web based presentations.
Level 1: The assessment strategy is to assess your knowledge and understanding of basic theoretical concepts presented in the key units of the foundation year of your BA Sports Science and Coaching course. Phase tests will give you feedback of your progress early on in the first few weeks. Written assignments, group presentations and E learning tasks will feature in your first year of the course. In the unit Employment Client Focus you will be assessed using a reflective account and web folio. To ensure a level of rigour and to enable you to experience different assessment format there will be exams in a number of units at the end of the first year.
Level 2: You will be assessed on your development of skills that are directing you towards the goal of independent learning. Written assignments will feature however, the marking criteria will be more academically rigorous. Presentations will require a greater level of professionalism in terms of ICT skills. Also personal reflections and portfolio based assessment will make greater use of conceptual frameworks to support analysis and application.
Regulations for reassessment:
You have two opportunities to retrieve failure in any unit, a reassessment in the summer followed by repeating the unit in the next session as a part time student. You can have reassessment attempts in all units in the summer. Repeat students must have at least 30 credits passed before they are allowed to repeat.
You have two opportunities to retrieve failure in any unit:
If you have not attained a minimum of 30 credits during one academic year will be regarded as not having made sufficient academic progress. You will normally discontinue the course with no right to retake units . You cannot progress and will be required to leave the University.
In line with QAA Subject benchmark statements, (Hospitality, leisure, sport and tourism, 2008, QAA 248 05/08), the learning outcomes are in line with the QAA generic learning outcomes stated below, in particular 6.17, 6.18. Some aspects of 6.19 6.21 may be covered depending on student unit choices.
Sport programmes:
6.16 Programmes of study are orientated towards the scientific, cultural or management based approaches to the study of sport. The design of programmes, including the selection of learning outcomes, subject content and experiential learning will reflect this. Institutions will demonstrate that a programme of study has adequate coverage of one or more of the following five study areas, along with the learning experiences necessary to achieve the specific graduate outcomes. Degrees incorporating the term sport studies will normally be expected to embrace two or more of the five study areas below.
6.17 The study of human responses to sport and exercise, including:
6.18 The study of the performance of sport and its enhancement, monitoring and analysis, including:
6.19 The study of health related and disease management aspects of exercise and physical activity, including:
6.20 The study of the historical, social, political, economic and cultural diffusion, distribution and impact of sport, including:
6.21 The study of the policy, planning, management and delivery of sporting opportunities, including:
Upon successful completion of this course, you should be able to:
1. Monitor, analyse, diagnose and prescribe action to enhance the learning and performance of the component elements of sport.
2. Evidence the skills required to monitor and evaluate sports performance in laboratories and / or field settings.
3. Display a critical appreciation of the integration of the variables involved in the delivery (teaching, instructing and coaching) of enhanced sport performance.
4. Make effective use of knowledge and understanding of the disciplines underpinning human structure and function.
5. Appraise and evaluate the effects of sport and exercise intervention on the participant.
6. 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.
The course has been designed with due regard for the QAA benchmark statements for Unit 25 Hospitality, Leisure, Sport and Tourism.
Subject benchmark statements, Hospitality, leisure, sport and tourism, 2008, QAA 248 05/08
(http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/HLST08.asp#knowledgey concerned with sport)
Programmes broadly concerned with sport:
When programmes of study have sport in the title, the term sport has been used to broadly reference the Council of Europe definition revised in 2001, Sport means all forms of physical activity which, through casual or organised participation, aim at expressing or improving physical fitness and mental well being, forming social relationships or obtaining results in competition at all levels'. This can be taken to include competitive sport, outdoor pursuits, aesthetic movement and conditioning. However, modern programmes which study sport are likely to include health, physical activity and exercise, and could cover the social, cultural, scientific and management aspects of sport independently or in combination, encompassing the widest possible range of concepts.
Degree programmes in sport are now commonplace across the UK, providing a credible and valid academic pursuit for those students interested in a wide range of career options. Employment in sport, leisure, tourism, management, education, research and health are common graduate pathways for students completing these courses. Many students will also complete postgraduate qualifications to further enhance their employability or to pursue a particular career such as teaching in FE or HE.
Sport has emerged as one of the largest areas of academic interest across the UK, with a broad based body of knowledge and an increasing interest in the development of new knowledge. Sport and related subjects are now well established as credible academic areas of study and research within UK HE. This is characterised by not only a range of discipline specific programmes of study and research, but an increasingly apparent multidisciplinary and / or interdisciplinary approach covering conceptual and contextual frameworks.
Because sport is such a substantial academic area, considerable differences in the emphasis in content and approach to learning have arisen across the sector, ranging from science based to management based programmes.
Sport degree programmes will often involve the study of one or more of the following:
Curriculum content may include human anatomy and physiology, kinesiology, human growth and development, exercise physiology, exercise science, exercise psychology, sport biomechanics, sport nutrition, physical education (non qualified teacher status), motor learning, training theory, skill acquisition, coaching process, sports notation, sport injuries, sport psychology, sport strategy, sport technology, sport sociology, Olympic studies, sport economics, sport politics, sport history, sport philosophy, social and cultural issues, sport for special needs, sport law, sport ethics, sport development, sport management, sport psychology, sport development, and sport marketing. In all cases a relevance to, and focus on, vocation will normally be emphasised.
Drawing on these benchmark statements for Sport the FdSc Sports Coaching course more than adequately provides students with a number of opportunities to experience learning which relates to the suggested benchmarks.
The FdSc Sports Coaching course expects that typical graduates in this subject domain are able to achieve the appropriate learning outcomes.
FdSc Sports Coaching is oriented towards the study of sports coaching from a sport science perspective. In line with QAA Subject benchmark statements, Hospitality, leisure, sport and tourism, 2008, QAA 248 05/08 the FdSc Sports Coaching degree course aims to address the following;
Through a focus on understanding both coaching and participation/performance in sport through the distinct disciplines of Coaching, Physiology, History, Philosophy, Psychology, and Sociology the course provides both a breadth and depth of study appropriate to the award. The selection of learning outcomes, subject content and experiential learning will reflect this. FdSc Sports Coaching degree course will be designed in such a way as to facilitate the achievement of an appropriate selection of learning outcomes. It is expected that typical graduates in the subject domain are able to achieve the appropriate learning outcomes identified below.
In addition to the general support supplied by the University in relation to e.g. disability advice, international student support, financial support etc., specific support for the course can be divided under two headings:
Academic / Programme Support:
In terms of academic issues in the programme, and specifically day to day issues the Sports Science and Coaching Course Leader will be the first point of contact. The Field Chair will provide advice on the following important areas:
This type of advice will be available throughout the year, and the Field Chair, alongside the Academic Advice.
However, if you have issues to do with a particular unit of the course, then the unit leader is likely to be the first point of contact, rather than the Field Chair. However, the Field Chair may need to be involved if the unit leader cannot answer your query.
Team working is fundamental to not just the study of Sports Science and Coaching but it is a key skill to working in the industry. Throughout the course, you will be asked to work in groups of varying sizes and to consider the skills needed in order to operate effectively in this context. One of the most important elements of teamwork is an understanding of the level of dependency involved and the attendant responsibilities this implies for each individual member of the team. From very early in the course, you will be working in collaboration with others and issues of responsibility, trust and flexibility will be addressed as central to your academic and professional development.
At each level of the BSc Sport Science and Coaching degree, you 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 I the tutors will structure group tasks.
As the course progresses through Levels 2 you will be given more independence in the development of group structures which suit the particular requirements of the task. You will be assessed, on occasions, as a member of a group, and at other times for your individual input to the group. You will also be asked to comment critically upon your own contribution to the group as a whole. Should you fail group based assignments, unit leaders will ensure that reassessment briefs are congruent with units learning outcomes. Where possible special arrangements will be put in place in order for those failing assignments to get an opportunity to attempt similar group based assessments.
An initial session on career options will be offered in Alternate Curriculum Weeks during Level I, to enable you to explore all the options available at the University to support your career choices right from the start. Part of your assessment will be based around developing a career development strategy. A period of work experience will be undertaken.
At Level 2 you will be expected to enhance your career-related and employability skills through interactive exercises, group activities and individual reflection. These processes are often problematic and unnatural to students, differing to experiences in more traditional subject based units. The focus falls on you to reflect on your own approaches, learning styles and skills; no textbook shows what works best for you, thus a degree of self discovery is required and you should be in charge of the process. You will be encouraged to ask appropriate questions and increase the use of feedback. Part of your assessment will be based around developing a career development strategy. A period of work experience will be undertaken.
You will also be encouraged to contact and join associations and organisations with a view to developing experience on a voluntary basis, such as:
Career:
Coaching has emerged as a profession over the last fifteen years and is a fast growing area of sports employment. This course may lead to opportunities in sports coaching, exercise or fitness instruction, physical education teaching, sports development and GP referral work.
Areas of study include:
Further study:
This degree has been designed to facilitate progression opportunities to the BSc (Hons) Sports Science and Coaching
And then:
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.
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.
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:
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.
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.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your 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
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.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
Strategies adopted for learning and teaching in the FdSc Sports Coaching reflect the diverse nature of the subject. Course delivery will use a combination of lectures and seminars, practical tasks, and independent student learning. The emphasis in the smaller seminars is on discussion and debate providing you with the opportunity to relate theoretical content to real life practical scenarios. Practical seminars will be used as appropriate and you will be encouraged to work both individually and in groups to develop a thorough appreciation of the many arguments and issues presented. There will be industry-specific visiting speakers to underpin the vocational accent of the course. In addition the course will encourage the regular inline discussion of issues covered using the BREO discussion board application.
At Level 1 You are introduced to the discipline areas of the subject through group lectures with follow up seminars, workshops and tutorials. You are expected to engage in a variety of non contact tasks including appropriate, directed reading and preparation. There will also be practical coaching and performance sessions. A period of work experience will be undertaken where you will focus on the client.
At Levels 2 the structure of unit delivery varies to a greater degree with more emphasis being placed upon you to undertake independent learning. There will also be practical coaching and performance sessions. A period of work experience will be undertaken where you will focus on management processes. Also you will conduct a piece of small scale work based research.
You will encounter a variety of methods (in addition to those mentioned above) that will facilitate your learning, these may include: computer aided study (E learning, BREO), case studies, open learning, laboratory, field work and group work. You will be required to reflect on your experiences as a coach and look at ways of applying your growing knowledge base to your coaching 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 coaching and performance sessions.
The course will follow the general guidelines set out by the University policy on disability.
During the application process as a disabled student you will be able to discuss your needs with individual members of the academic staff, as well as staff from the Disability Advice Team. In relation to other courses in the Division, it has normally been the case that disability has not provided an obstacle to your participation, 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 there may be day visits included.
The University of Bedfordshire has adopted the governments Quality and Curriculum Authority (QCA) skills descriptors for all levels of studies, but the skills Listed in the Quality Assurance Agency for Higher Education (QAA) subject benchmarks and the student employability profile. Skills and Development strategies are embedded in the UIFs and in addition in support of Cre8 initiatives and Alternate Curriculum Weeks will feature at each level.
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. Part of this process will involve a range of written tasks that will form the foundation of your personal portfolio and which will generate material in traditional and electronic forms. You will learn the communication skills necessary to articulate and present yourselves in appropriate forms (e.g. stating your individual aims, your skills and experience). At all levels you 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 all levels you will have opportunities to examine the language that is specific to the Sports Science field.
At Level 1 in line with University and QCA Key Skills Descriptors and employability profiles, and in all units there will be opportunities for you to take part in one-to-one discussions about different subjects, read and obtain information from a range of sources and contribute to discussions about relatively straightforward subjects
(University of Bedfordshire / QCA Key Skills Descriptors).
At Level 2, in line with QCA Key Skills Descriptors and employability profiles, you will develop your skills as academic researchers in order to enable you to articulate ideas and theoretical perspectives in written and practical form. Following the University / QCA Key Skills Descriptors for Level 2 work, you will initiate, develop and maintain a relationship with a group in a group activity. You will work towards a negotiated goal with them, using your skills as potential practitioners, and evaluate this process in written form (for example in Socio Cultural Analysis of Sport and Adventure Recreation).
Information Literacy
To help with the development of this, you will participate in workshops, tutorials and developmental research projects in order to familiarise yourselves with a wide range of resources that will support your studies.
At Level I you will be introduced to the library resources and BREO in the initial induction week and workshops embedded within the elements of the course. A series of project based tasks will ensure that you feel confident using the library catalogue, databases, search engines and reference resources available through the internet. You will also be introduced to the assessment of source material as an integral component of your research. All units will make use of BREO in the posting of resources, and are likely to make use of discussion boards, blogs, group pages, wikis and course announcements.
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 your practical knowledge. The research tasks will vary according to the type of work being undertaking and you will need, therefore, to be adept at understanding the skills involved in sourcing, selecting and utilizing appropriate material. In every practical process you embark upon, you will be expected to plan and execute a methodical research process in order to develop your practical skills, but also your skills to critically evaluate. You 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 you will be introduced to the importance of quantitative and qualitative research that underpins the area of Sports Studies (in the unit Studying Sport). In addition to actually using the practical research skills, this process will be designed to develop your skills to critically evaluate a variety of source materials. In the unit Sport and Physical Activity in Society you will have working experience of using a range of sources of information about sport and be able to apply this to produce logical arguments. You will reflect on this in weekly patch writing.
At Level 2 you will receive formal input on quantitative research methods appropriate to Sports Science and Coaching. This unit will provide you with information concerning a range of quantitative research approaches and techniques relevant to sports coaching. Also you will have the opportunity to have undertaken a piece if small scale work based research with a topic negotiated with your tutor and work placement host.
Creativity and Critical Thinking
To help with the development of this, you will be introduced to ideas on creativity early in the course. The course will present a range of concepts and theories relating to creative processes in the Sports industry. You will be encouraged to develop critical thinking abilities and apply these through critical responses via comparative analysis, both orally and in written form.
At Level 1, emphasis will be upon the creative challenges presented during the Level 1 units. You will be introduced the idea of being critical, specifically in relation to theories in the Sports Science field (for example in units such as Psychology Performance and Learning and Research Foundations Using creative abilities and developing critical thinking skills will be a feature of Employment Client focus where you will have opportunities to reflect upon your own experience and the experiences of clients.
At Level 2 you will be required to identify a problem and creatively come up with options for solving it. You will plan and try out at least one option for solving the problem, making changes to the plan where necessary and using your critical abilities, negotiate your ideas with an employer you are working with in an attempt to reach agreement on your research question. You will be encouraged to challenge the status quo and explore new discourses based on informed research.
The Personal Development Planning strand embedded in various units throughout all levels concentrates on the development of academic, personal and professional skills and establishes the PDP process, introducing you to the concept of transferable skills and demonstrating their value within events. You 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 (Kumar 2007) at a number of points during the course.
This approach requires that you become aware of:
Some aspects of SOAR are formally embedded in the level one and two psychology units.
Embedded in many units and with your personal tutor you will address Personal Development Planning. This is a structured and supported process, which will help you reflect upon your own learning and achievement and plan for your education and career development. The Personal Development Planning (PDP) initiative and Progress Files are intended to prepare you 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. The UK Government has been increasingly concerned that you may leave university without being properly prepared to enter the graduate jobs to which you aspire. All universities are now required to offer you opportunities for PDP at each stage of your programme and provide you with a Progress File to plan and monitor your personal and academic development.
In your first year of study you will be introduced to the use of Progress Files during the Alternate Curriculum Week. The Progress File is a document charting your development and is made up of the following parts:
written feedback, extracts from personal evaluative reports, or plans detailing the self management of study
You will be encouraged to use a number of portfolios, in different units on the course, and you will need to set up a habit of reflecting on feedback from tutors and consider ways in which you might improve specific skills and/or build on the strengths demonstrated. This is best done 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 e-portfolios) as well as paper ones.
Your progress file will be a work in progress over the three years you are at The University of Bedfordshire.
It will be your responsibility to maintain your Progress File but you will be supported in this by the generation of appropriate materials in units throughout the degree course.
In the progress file, you will be expected to keep:
At the end of the three years your progress files will contain the information you need to draw on in making job applications and having successful interviews. This is because it will make you consider the wider relevance of the knowledge you have learnt and the skills you have acquired during your studies.
At each level, part of your assessment will be based around developing a career development strategy.
Employers are often assessing not only knowledge of the subject area and experience, but also value the set of attitudes and values which would support development of their company. You need to develop and demonstrate these attitudes throughout your studies.
Lecturers expect that you will:
Although there are no specific professional benchmark statements related to Coaching as yet, the development of professional attitudes and values is fundamental. Sports Coach UK and the government are working towards a unified strategy for coach development and eventually a professional licensing system is anticipated. Sports Coach UK currently has a code of conduct for coaches
BASES has a code of conduct for sport scientists (http://www.bases.org.uk/pdf/Code%20of%20Conduct%20MASTER.pdf) and also runs a professional accreditation scheme (http://www.bases.org.uk/accreditation.asp). Students should make themselves aware of these codes/schemes and should attempt to work within their practices.
In the BSc Sport Science and Coaching course, professional practice is embedded in all the units. In the Sports industry it is unlikely that one person will work alone. Similarly the success of your studies will be largely dependent upon the degree of professionalism you are able to bring to relationships with collaborators both in and outside the university during the years of your study. You will be required to be checked against police records before field visits.
In recognition of the importance attached to the development of professional standards, as a central element of the degree you will often be working collaboratively on practical tasks with your peers and tutors towards a successful outcome. This will require an understanding of discipline (preparation and planning process, punctuality), respect for collaborators (reliability, commitment, negotiation), and clear focus upon the work as a whole (respecting deadlines, completion of research tasks set, contribution beyond the required minimum).
Good study habits will be enforced by monitoring attendance. Attendance data will be collected by the faculty and is used to identify if you who have failed to attend two consecutive sessions in any one unit. An intervention by letter, email or SMS text message will be used to let you know that you have been missed and to request an explanation.
The language of competencies which is meaningful to employers and is required for employment will be explained to you and used as assessment criteria in a number of assessments. You will be given opportunities to self assess and to develop strategies to improve these skills. If you under perform in team assessments you will be motivated to do better or penalized using a peer assessment mechanism.
To ensure that your work, particularly written reports does not contain plagiarised material (see section on Assessment Strategy for regulations on plagiarism), the online Turnitin plagiarism detection tool will be used in assessments, and will be demonstrated to you to help you understand the issue of plagiarism.
Relevant ethical and legal issues will be explored in a number of units and you will be required to consider the ethical aspects of your own project proposal in the final year unit.
In this way, you should be able to develop a professional identity and set your own standards of professionalism, which will prove the benchmark for all your future work.
