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University of Bedfordshire
Park Square
Luton
Bedfordshire
UK, LU1 3JU
The Physical Education and Sport course aims to equip graduates for professional roles in PE and Sport. It also contributes to the growing number of collaborative initiatives between sport and education. The title and focus of this degree reflect the new environment in which the traditional demarcations between PE and Sport have blurred.
The degree offers the opportunity to study both theoretical and practical aspects of Physical Education and Sport and equips students with the knowledge, skills and understanding to pursue careers or further study in a wide variety of fields.
Completion of the BSc in Sport and Physical Education could open up a number of job opportunities. The skills and knowledge you acquire on the course could lead to a career as a Sports Coach, Sports Development Officer or PE Teacher.
During this course you will:
Students will be required to undertake a variety of group and individual based assessments throughout the programme. The assessments are designed to assess knowledge and understanding, but also to demonstrate the range of transferable skills.
A number of units are assessed either totally or partially by critical reflection upon personal performance or experience as this reflects a feature of both research and continuing professional development within the Physical Education profession assessment of these activities will be based on tasks which develop vocational skills, underpinned by subject knowledge, requiring higher levels of cognition in the upper levels of the course.
Formative assessment will be used to provide feedback to students to support their progress and diagnostic assessment will be used to assess students knowledge, understanding and skills. Summative assessments for the majority of units include a combination of coursework and end of year examinations.
All coursework will have an assignment specification, with grading criteria. The specification will be issued to the students normally at the beginning of the unit, within the unit handbook. All marked work will be returned to students, following the university guidelines, with written feedback including advice on how student can improve their work in future.
All coursework submitted will be subject to University procedures for the detection of plagiarism. Plagiarism is one of the academic offences and below is what is found on the relevant University Website concerning plagiarism:
Cheating, plagiarism, the fabrication of information and impersonation are academic offences, and where allegations of such offences are made they will be investigated. The procedures to be followed, and the tariff of penalties to be imposed where the allegations are proved, are set out at www.beds.ac.uk.aboutus/ga/documents/urap07-081206.doc (University Regulations 2007-08 p.100).
Annual monitoring of the outcomes of assessments for each unit will be completed and this will provide the opportunity for reflection on and evaluation of assessment approaches and methods.
Assessments are divided between two and three assessments per unit, in line with the University Cre8 process requirements. Assessment approaches vary depending upon the learning outcomes of the unit delivered. However students will undertake a wide range of assessment styles including: written essays, laboratory reports, critically reflective accounts, oral presentations and examinations (seen and unseen) as well as group-based assignments, poster presentations, case studies and data handling assignments.
The scheduling of assessment points across the core modules seeks to manage the student assessment workload.
As Level 1, the assessment strategy involves the use of essays, multiple choice tests and written laboratory reports, particularly at the early stages of the year so that students are able to receive feedback on their progress. To ensure a level of rigor and to enable students to experience a different assessment format, there will be examinations in three of the units at the end of the first year.
At Level 2 students will continue to be assessed via individual written reports, presentations and examinations. In addition, as students are expected to be developing the skills required of independent learners, these skills will be assessed in one of either the Research Methods and Dissertation Preparation or Research Methods and Work Placement Project Preparation units. Also students will be exposed to assessment via the use of a critically reflective journal in SPO58-2.
At Level 3, once again a variety of assessment approaches will be used, individual written reports, presentations, examinations and critically reflective journals. At this level, the strategy is also designed to assess the students ability as self-directed, independent critical learners and this will take place in either SPO73-3 or SPO95-3 (optional).
The range of assessments across units is shown in the table below. The overall percentage that each assessment method contributes to the students end of year mark is illustrated below for Level I. Due to the provision for the student to choose between optional units at Levels II and III it is impossible to construct such a chart for these levels.
Essay 21%
Lab Report 17.75
Data Analysis 6.25%
Examination 33.75%
In-Unit Test 13.75%
Group Report 7.5%
Drawing on the generic employability competencies and student employability profiles (Hospitality, Leisure, Sport and Tourism Subject Centre, Unit 25) as well as the design of the programme, upon successful completion of this course, you should be able to:
1. Critically evaluate and apply knowledge of the cognate areas of physiology, psychology, sociology and history which underpin the understanding of performance and participation in physical education and sport.
2. (BM)1 Understand the need for both a multidisciplinary and interdisciplinary approach to the study of physical education and sport and where appropriate, be able to evaluate an issue or question from more than one perspective or discipline.
3. Understand the various research methods used to create new knowledge relating to physical education, sport and exercise. (Core skill: Research & evaluation).
4. Systematically and critically appraise information that underpins an understanding of performance and participation in physical education, sport and exercise. (Core skill: Information Literacy).
5. (BM) display critical insight into the organisations and structures responsible for sport, and the political and educational ramifications arising from these.
6. (BM) monitor, analyse, diagnose and prescribe intervention to enhance participation, learning and performance in sport/exercise in a variety of participant groups (e.g., children, movement impaired) and settings (laboratory and/or field).
7. (BM) display a critical appreciation of the integration of variables involved in the delivery (teaching, instructing, coaching) of sport and physical activity.
8. (BM) take responsibility for their own learning and continuing professional development.
9. Be able to plan design, execute and report on a research project that focuses on an issue in physical education or sport. (Core Skills: Creativity & critical thinking, Research & evaluation & Communication).
Footnote:
1. (BM) indicates that a course learning outcome is derived from the Quality Assurance Agency (QAA) for Higher Education benchmark statements for Unit 25 courses (Hospitality, Leisure, Sport and Tourism)
http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/hospitality.asp
The BA/BSc (Hons.) Sport and Physical Education programme is aimed to enable students to develop the necessary skills, knowledge and understanding of the fields of sport and Physical Education 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.
Upon completion of the BA/BSc (Hons.) Sport and Physical Education programme, a graduating student will:
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
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 first point of contact 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 Field Chair. However the Field Chair may need to be involved if the unit coordinator cannot answer a student query.
Team working is fundamental to not just the study of Physical Education and the wider sport and leisure field, but also to working in the area. Throughout the course, students 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 team work 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, 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 performing laboratory practical work, preparation of seminars, delivering a group presentation or by a reflection upon the work of others. In addition to this a large part of the applied Physical Education work at all three Levels will be collaborative and cooperative in nature.
Students will be assessed, on occasions, as a member of a group, and at other times for their individual input to the group. Students will be also asked to comment critically upon their own contribution to the group as a whole.
From year one students will be encouraged to undertake Action Planning with regard to the development of their career management skills and aspirations. Opportunity to focus on vocational issues will be extended in the work placement preparation module and through programmed events. These events will be run in collaboration with staff from the Universitys Centre for Personal and Career Development.
The experience gained from planning, securing and undertaking their work placement will also help students develop these skills.
Students will also be encouraged to interact with and / or join relevant professional associations and organizations such as:
Career
The following are likely career choices for students who have completed the course:
In addition, there will be a number of generic and / or specialised posts in the leisure / sport / recreation industries that should be available to students upon completion of the course:
Further Study
In terms of further study a number of possibilities exist, both within the University and beyond:
Additional:
Prospective students normally have UCAS points total 200-260 including two passes at GCE A2 Level or equivalent. Normally one A level will be in Sports Science or Physical Education, and some background in biological/behavioral sciences.
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
The strategies adopted for learning and teaching in Sport and Physical Education reflect the diverse nature of the subject. On a unit level they are closely linked with both the unit learning outcomes and unit 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 and individual and small group tutorials. The utilisation of independent learning is evident throughout, although to a greater degree in Levels II and III.
The practical sessions provide opportunities to develop performance 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 units 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 provide through contact time alone. Follow-up work in the form of laboratories 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 programmes 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 this field. 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 units 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.
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 School, 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 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 template created by the Higher Education Academy Hospitality, Leisure, Sport and Tourism Subject Centre, listing generic employability competencies are also referred to.
Communication
To help with the development of this students will:
Participate in a range of activities requiring them to communicate orally and in written forms. Part of this process will involve students in a range of written tasks that will form the foundation of their personal portfolio and which will generate material in traditional and electronic forms. Students will learn the communication skills necessary to articulate and present themselves in appropriate forms (e.g. stating their individual aims, their skills and experience). 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 and spoken word in order to communicate ideas for a variety of different purposes. At all levels students will have opportunities to examine the `language that is specific to the sport and Physical Education field.
At Level 1, in line with University and QCA Key Skills Descriptors and employability profiles, and in all five modules, there will be opportunities for students 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.
At Level 2, in line with QCA Key Skills Descriptors and employability profiles, students will develop their skills as academic researchers in order to enable them to articulate ideas and theoretical perspectives in written and oral form (Quantitative/Qualitative Research Methods)
At Level 3 students will read and synthesise information from a variety of sources about complex topics and `make a presentation about a complex subject, using at least one image to illustrate complex points, (U0BIQCA Key Skills Descriptors) At this third level, in line with University and QCA Key Skills Descriptors, students will undertake an independent research project which will involve a sustained written submission on a topic of their own choice (final year Work Placement Project).
Information Literacy
To help with the development of this student will:
Participate in workshops, tutorials and developmental research projects in order to familiarize themselves with a wide range of resources which can support their studies.
At Level 1 students will be introduced to the library resources in workshops embedded within the PDP elements of the course (Sport Sociology). 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 the research process (Foundation for Degree Studies). 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 (Qualitative/Quantitative Research Methods) students will be required to work more independently and confidently with the library and technical 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 (such as digital video analysis software) as a resource.
At Level 3 students will plan and submit a work experience project or dissertation based on a topic or issue of their choice (Work Placement Project or Dissertation). Alongside their academic research students will be using skills to explore possible employment options within the Physical Education/sport/leisure industries, and familiarizing themselves with networks, funding opportunities and organizations which will be central to their success as a practitioner.
Research and Evaluation
To help with the development of this students will:
Undertake a range of research tasks either within the context of developing their academic or their practical knowledge. The research tasks will vary according to the unit in which they reside and 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 upon which they embark, students will be expected to plan and execute a methodical research process. This will not only develop their practical skills, but also their skills to critically evaluate. Students will be introduced to a range of qualitative and quantitative 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 underpins the area of Physical Education and sport in all five units of study. Students will make use of practical research skills in the PDP elements of the course (especially Sport Sociology) where they will use the library catalogue, access reference resources and databases in hard copy form and also electronically. They will develop an understanding of both qualitative and quantitative research methods (Foundation for Degree Studies). In addition to actually using the practical research skills, these processes will be designed to develop students skills to critically evaluate a variety of source materials.
At Level 2 students will receive further formal input on research methods appropriate to the Physical Education/sport fields (Qualitative/Quantitative Research Methods). These units will provide students with information concerning a range of research approaches and techniques relevant to the fields of Physical Education and sport. It will also develop the individual students ability to work more independently as a researcher, and begin to formulate questions and fields of enquiry. These skills will not only be necessary as preparation for students to undertake their independent research at Level III (Work Placement Project, or Dissertation), but should equip them with the skills to critically evaluate their work as potential practitioners.
At Level 3 students will undertake an independent research project on a topic or issue of their own choosing (Work Placement Project, or Dissertation). Students research will be ongoing throughout the year and they will be expected to be able to source relevant material efficiently, assess and synthesize findings, link to theory where relevant and consider practical the applications of their research. It is likely that the field of research enquiry will be diverse, given the interdisciplinary nature of events, and will therefore require different processes of enquiry and methodologies.
Creativity and Critical Thinking
To help with the development of this students 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 Physical Education/sport context. Students will be encouraged to develop critical thinking abilities and apply these through critical responses, both orally and in written form.
At all three Levels of the Physical education strand (Physical Education Foundation, Physical Education 1 and Physical Education 2) students will be given opportunities to be creative and expressive in gymnastics, dance and swimming (synchronised swimming). This will include using expressive and imaginative ways to communicate ideas, solve problems and overcome challenges. In other areas, for example games, students will use creativity to explore and experiment with techniques, tactics and compositional ideas to produce efficient and effective outcomes.
At Level 1, emphasis will be upon the creative challenges presented in the applied Physical Education areas (See above, Physical Education Foundations). Students will be introduced the idea of being critical, specifically in relation to theories in the Physical Education/sport field.
At Level 2 students will be required to identify a research question or problem and creatively come up with options answering it (Qualitative/Quantitative Research Methods and Dissertation Preparation).
At Level 3 the major units where students will be required to be both creative and demonstrate their critical thinking skills will be in the Dissertation or Work Placement Project. Students will need to be able to critically assess a range of research approaches and techniques and select an appropriate approach for their individual project. They will need to be able to, not only defend this approach and the techniques employed, but also demonstrate critical awareness of the limitations of their project.
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 students to the concept of transferable skills and demonstrating their value within the Sport & Physical Education context. 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 (Kumar 2007) at a number of points during the course.
Students will undertake Personal Development Planning (PDP) primarily with the support and guidance of their personal tutor. In support of this PDP will be embedded within all three levels of the `Physical Education strand of the course (Physical Education Foundation, Physical Education 1 and Physical Education 2). The Personal Development Planning (PDP) initiative and Progress Files are intended, to prepare students better for the world of work, providing students 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 many students leave university without being properly prepared to enter the "graduate" jobs to which they aspire. All universities are now required to offer students opportunities for PDP at each stage of their programme and provide them with Progress Files to plan and monitor their personal and academic development.
In their first year of study students will be introduced to the use of Progress Files, usually within the Physical Education Foundation unit and upon the first meeting with their personal tutor. The Progress File is a document charting your development; it is made up of the following parts:
Students will be encouraged to develop 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 (including BREO, and 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:
At the end of the studies, the students progress files will contain the information needed to draw upon in making job applications and having successful interviews. It will make students consider the wider relevance of the knowledge and the skills which they have acquired in the course of their studies.
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:
Good study habits will be enforced by monitoring attendance. Attendance data will be collected by the faculty and is used to identify students who have failed to attend two consecutive sessions in any one unit. An intervention by letter, email, letter or SMS text message will be used to let the student know that they have been missed and to request an explanation. Absences will be monitored throughout the year via the school of Sport & Physical Education STAR board.
A vocational objective of the course is to prepare students for initial teacher training. As such the course aims to begin the process of socializing students into the accepted professional standards required of newly qualified teachers. This is realized through the vertical `strand of PE modules (Physical Education Foundation, Physical Education 1 and Physical Education 2). Further to this students can opt to undertake a 4-6 week work placement between the end of their second year and the start of their third year. The work placement preparation sections of units SPO59 -2 and SPO62 -2 aims to highlight some of the professional standards required of employees in the wider sector. This might typically include the issues child protection (Criminal Record Bureau checks) and Health and Safety.
Relevant ethical and legal issues will be explored in a number of units and students will be required to consider the ethical aspects of their own project proposal for the final year dissertation. This will be realized via the usual UoB ethical approval processes.
In this way, students should be able to begin to develop a professional identity and set their own standards of professionalism which will prove the benchmark for all their future work.
