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This course focuses on the scientific study of sport and exercise, exploring and applying concepts from anatomy, physiology, nutrition, biomechanics and psychology. Staff at the University have a range of experience in sport and exercise, plus a wide range of research interests and involvement with elite sport at the highest level. Many staff are recognised nationally and internationally for their work and experience, and there is ample opportunity to benefit from this through our close, supportive environment at the Bedford campus, which is not always possible in larger institutions.
Recent multi-million pound investments in state-of-the-art laboratory facilities mean that students benefit from high-quality opportunities to learn and engage in experimental work. The laboratories have a range of scientific equipment that includes an environmental chamber, and equipment for the measurement of oxygen uptake, speed, reaction times, strength, power and body composition, as well as a muscle cell and molecular biology laboratory - the first of its kind in the UK.
At stage one, you will undertake core units that are designed to provide a broad knowledge of the core scientific areas of Sport and Exercise Science. In stage two and three, you will have the opportunity to specialise and develop a greater depth of knowledge in areas such as sports injury, factors affecting performance, exercise and health and sport psychology. At stage three, you will use your acquired theory and practical skills to undertake your own research project. Recent topics have included leadership and team cohesion in football, oxygen uptake and body composition of rugby players, and carbohydrate supplementation and energy balance in tri-athletes.
This course focussed on the science and theory behind sporting performance and the practical application of this knowledge. With the opportunity to provide sports science support to high level and elite athletes, this course led to recent graduates attaining careers in fitness consultation, nutrition and PE.
Other related career opportunities include sports performance, health and fitness, coaching and sports development. The emphasis on research also gives students a solid base for postgraduate study - a number of our recent graduates have embarked on PhD study.
During this course you will:
Areas of study you may cover on this course include:
Assessment on the course is both formative and summative in nature and occurs at various points throughout the academic year. A wide variety of strategies and activities are employed to assess the specific unit learning outcomes. Modes of assessment include examinations (seen and unseen), essays, practical tests, laboratory reports, research projects, case studies, presentations and data-analysis exercises. The scheduling of assessment points across the core units seeks to manage your assessment workload.
Formative assessment points provide feedback regarding your progress and diagnostic assessment will be used to assess your knowledge, understanding and skills. Summative assessment for the units includes a combination of the assessment modes set out above.
Formative assessment points provide feedback regarding your progress and diagnostic assessment will be used to assess your knowledge, understanding and skills. Summative assessment for the units includes a combination of the assessment modes set out above.
The BSc (Hons) Sport and Exercise Science course aims to develop the necessary skills, knowledge and understanding of the sport and exercise field and the personal attributes of self-reflection and motivation to enable you to enter satisfying and stimulating careers.
Specifically, the course aims are to prepare you to:
- Understand and apply the body of knowledge fundamental to the analyses of performance and participation in sport and exercise
- Answer questions and solve problems by the application of appropriate tools and techniques
- Locate, critically evaluate, summarize and communicate information
- Work effectively in teams or individually using appropriate professional standards of conduct and behaviour
- Take responsibility for your own learning and professional development
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 / Course Support
This type of advice will be available throughout the year, and the Academic Director, alongside the academic advice of the Course Leader, Personal Tutor, or academic advice team (such as the staff of the Bedford Registry) are the first points of contact if any of the above becomes a problem.
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 Academic Director. However, the Academic Director may need to be involved if the Unit Leader cannot answer your query.
The capability to work effectively as part of a team is fundamental the study of Sport and Exercise Science and a critical skill for working in sport and exercise related professions following your degree. 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, including effective communication and conflict management. One of the most important elements of teamwork is an understanding of the level of inter-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 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. In year 1, the tutors will structure and prescribe a variety of group activities and provide guidance on the completion of these. As the course progresses through years 2 and 3, you will be given more independence in the development of group structures and strategies appropriate for meeting the requirements of the task. In some units, you will be assessed on the productivity and performance of the group as well as your individual input to the group. You will also be asked to comment critically upon your own contribution to the group and consider how the groups functioning could be improved.
Career:
Further study:
UK students:
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:
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
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. It has normally been the case that disability has not provided an obstacle to student participation, hence no major issues are envisaged concerning disability and the SES course.
The skills and development strategies are embedded in the UiFs and are generally consistent with the Universitys Cre8 initiative.
Communication
To help with the development of this skill you will:
Participate in a range of learning and assessment activities requiring you to communicate orally and in written forms. You will learn the communication skills necessary to articulate and present yourself in appropriate forms (e.g. stating your individual aims, your skills and experience). Throughout your course, you will work collaboratively with a number of different people and groups in a range of contexts. At all levels, you will have opportunities to examine and use the `language that is specific to the Sport and Exercise Science field.
At Level 1, in line with University and QCA Key Skills Descriptors and Employability Profiles, there will be opportunities for you to take part in one-to-one discussions, 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, you 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 you will develop your skills as an academic researcher in order to enable you to articulate ideas and theoretical perspectives in written and practical form.
At Level 3, you will read and synthesise information about complex topics and make a presentation about a complex subject, using at least one image to illustrate complex points and one of these documents should include at least one image (University of Bedfordshire/QCA Key Skills Descriptors). At this level, and in line with University and QCA Key Skills Descriptors, you will undertake an independent research project which will involve communication with staff and participants and a lengthy written submission of a dissertation examining a specific a topic of interest.
Information Literacy
To help with the development of this skill you will:
Participate in a variety of directed and independent learning activities requiring you to search, locate, summarise, and evaluate information from a wide variety of sources to support your studies.
At Level 1, you will be introduced to the library resources, BREO, and laboratory resources in the initial induction week and early on within units that make up the course. A series of project-based tasks will ensure that you feel confident using the library catalogue, BREO, 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 use of discussion boards, blogs, group pages, wikis and course announcements.
At Level 2, in addition to formal input on methods of data gathering, you will be required to work more independently and confidently with the learning resources and databases at your disposal. You will be expected to locate and utilise materials above and beyond the unit reading lists and to undertake methodical literature searches as a part of the research process. You will provide bibliographies and reference sources for essays and be familiar with a range of research resources appropriate to the study being undertaken. You will feel confident in the use of digital technology as a resource.
At Level 3, you will utilise a variety of sources and strategies to locate information to support the planning and writing of your dissertation or work placement project. Along with your academic research, you will use your skills to explore possible employment options within relevant industries, and familiarise yourself with networks, funding opportunities and organisations central to your future as a practitioner in employment.
Research and Evaluation
To help with the development of this skill you will:
Undertake a range of research tasks to support the development of your conceptual and practical knowledge. The research tasks will vary across the units and disciplines so you will need to be adept at understanding the skills involved in sourcing, selecting and utilizing appropriate material to meet a variety of different objectives. You will be introduced to a range of research skills including conducting literature searches, critical reading, questionnaire and interview design, lab techniques, statistical analysis and academic writing.
At Level 1, you will be introduced to the importance of quantitative and qualitative research within the Sport and Exercise Science field. You will learn a variety of basic research strategies and skills. You will employ research skills to use the library catalogue, locate research sources and access electronic databases. In addition, this process will help you to develop your skills to critically evaluate a variety of source materials. You will learn to conduct and interpret basic statistical analyses using SPSS.
At Level 2, you will experience more advanced and specialised research skills appropriate for your chosen field of study. You will learn a range of research approaches and statistical techniques relevant to the sport and exercise context. You will also develop the ability to work more independently as a researcher. You will begin to identify important research topics and formulate questions based on relevant conceptual frameworks and previous research. You will have the opportunity to develop and practise the skills necessary to prepare you to undertake your own independent research at Level 3. In addition, the research and evaluation skills will equip you to engage with the literature that underpins your studies.
At Level 3, you will undertake an independent research project on a topic of interest (i.e. Dissertation). Your research will be on-going throughout the year and require an increased capability to work independently. You will be expected to source, evaluate and synthesise information from a variety of sources, use theory and research to identify an appropriate question/issue and methodology, conduct a project involving the collection an analysis of empirical data, interpret the results within the context of an appropriate conceptual framework and consider the practical applications of your findings. Throughout your other units, you will continue to be exposed to the wide variety of approaches and techniques employed in the examination of sport and exercise. At this level, you will also develop the capability to investigate an issue or question from more than one perspective or discipline.
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. You will be encouraged to develop critical thinking abilities and apply these through the critical analyses of current knowledge and practices in the field. The link between theory and practice and the notion of an informed practitioner will be emphasised throughout the course. You will be challenged to devise creative solutions to real world issues and problems.
At Level 1, the emphasis will be upon the creative challenges presented during the Year 1 units. You will be introduced to the idea of being critical, specifically in the context of key theories and approaches in the Sport and Exercise Science field. In addition to developing and using practical skills, the units are designed to develop your capability to evaluate sources of information and common practices. You will be encouraged to offer creative solutions to a number of real world issues and problems and explore appropriate reactions by sport an exercise professionals in a variety of situations.
At Level 2, you will be required to identify a specific problem/question and create a range of possible options for solving it. After evaluating the potential options, you will construct a plan for solving the problem. You will be encouraged to challenge the status quo and explore new discourses based on informed research. You will further develop your capability to critically evaluate current knowledge and practices in the field and devise informed recommendations for moving forward practice in the area.
At Level 3, the final year Dissertation will require you to demonstrate and employ your creativity and critical thinking skills. You will need to be able to critically assess a range of research approaches and techniques and select an appropriate methodology for your individual project. You will provide an informed defense of your project and the techniques employed and also demonstrate critical awareness of the limitations of your project and the application of your findings.
You will be introduced to the concept of managing your own learning during the Induction Week. Time management, setting targets with clear deadlines and strategies, skills auditing and monitoring your own progress are important aspects of this process. These skills are developed and reinforced throughout Level 1. This is followed through with Personal Tutors assessing the skills audit and directing you to appropriate student support where appropriate. At Levels 2 and 3, you will meet regularly with your tutor to discuss recent progress, academic performance and strategies for improvement. Whilst the tutor plays an important role in developing your reflective practice, the continued emphasis is on encouraging and supporting you to take responsibility for managing and improving your own learning, performance and skill set.
You will be given the opportunity to develop your own personal approaches to studying, building on strengths and working on weaknesses. In addition, as you progress through the course, you will develop the capability 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:
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 by providing you with greater self-reliance, self-awareness, and the ability to adapt to future changes in the labour market. In addition, you will reflect upon and monitor your own progress and identify your personal 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 course and provide you with a Progress File to plan, monitor and evidence your personal and academic development.
In your first year of study, you will be introduced to the use of Progress Files during the induction period or shortly thereafter. The Progress File is a document charting your development. You will be encouraged to use a number of portfolios in different units on the course, and you will need to develop the 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 your Progress File will be generated through digital records (on-line 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 course.
In the Progress File, you will be expected to keep:
gain relevant experience in paid or voluntary work and other activity within or outside of
the University.
At the end of your three years, your Progress File will contain the information you need to support your initial job applications and interviews.
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 course.
In the Progress File, you will be expected to keep:
gain relevant experience in paid or voluntary work and other activity within or outside of
the University.
At the end of your three years, your Progress File will contain the information you need to support your initial job applications and interviews.
Prospective employers assess your subject knowledge and experience, but also consider the set of attitudes, values and behaviours necessary for the success and development of their organisation. To increase your employability after graduation, you will develop and demonstrate these professional attitudes, values and behaviours throughout your studies.
Lecturers expect that you will:
Laboratory skills and appropriate behaviour in the labs and other facilities are introduced at Level 1.
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 three consecutive sessions on any one unit. Students with poor attendance will be notified and asked to provide an explanation. Excessive absence without good cause may result in termination of your enrolment at the University. You should contact your lecturers and CAAS if you are experiencing any circumstances which hinder your attendance.
The language of `competencies as meaningful to employers and candidates for employment are explained to you throughout the course and used as assessment criteria on a number of assessments. You will be encouraged and given numerous opportunities to self-assess and to develop strategies to improve these skills.
Under-performing students will be highlighted at the STAR board and required to see their Personal Tutor to determine the underlying cause and to identify additional support or guidance as required.
To ensure that your written assessment does not contain plagiarised material, the on-line Turnitin plagiarism tool is used in many assessments. You will be instructed in the use of Turnitin and the process of submitting work to Turnitin will be utilised to highlight the issues associated with plagiarism and how to ensure that you avoid it.
Relevant ethical, health and safety, and legal issues are explored in a number of units and you will be required to consider and address these issues in the context of conducting interventions and research, including your final year project.
This overall experience we offer will enable you to develop a professional identity and a set of professional standards which will prove the benchmark for your future work.
