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If sports coaching is your passion, this is the course for you. Effective coaching is complex and demanding, and requires high levels of knowledge and skill. Studying sports science and coaching at the University of Bedfordshire will give you the opportunity to specialise in the academic study of sports coaching.
This dynamic course has a scientific/academic basis, while you gain the necessary qualifications and practical skills to be a successful coach and/or instructor. Student coaches are encouraged to become critically reflective and socially adaptable, employing evidence-based, rather than belief-based, approaches to their professional work. The course combines a sound and thorough understanding of sports and exercise science, with knowledge of the range of roles and contexts within which a coach works. Theoretical, vocational and practical elements are included to help you to gain a comprehensive understanding of sport science, which underpins coaching practice.
Many members of 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 at 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.
This course provides opportunities to develop the skills, knowledge and qualifications you'll need to find employment as a sports coach, exercise/fitness instructor, sports development officer or GP referral co-ordinator.
During the 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, de-construction 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 a range of transferable skills.
A great majority of the units include elements of individual and group work as this reflects the type of work undertaken in the sport 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, understanding and skills. Summative assessments for the majority of units include a combination of coursework and end-of-year examinations.
All coursework will have 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 your work in the future.
All coursework submitted would be subject to UoB procedures for the detection of plagiarism. Plagiarism is one of the academic offences and the University Regulations (2007-08, p.100) state that: 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 proven, are set out at www.beds.ac.uk/aboutus/qu/documents /urap07-081206.doc.
Annual monitoring of the outcomes of assessment for each unit will be completed and this will provide you with 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 assessment points for a 30-credit unit in line with the UoB Cre8 process requirements. Assessment approaches may vary depending upon the learning outcomes of the unit you are studying. You will, however, be assessed by various types of assessment during the BSc Sport Science and Coaching course including: written assignments, PowerPoint presentations, examinations, lab reports, case studies, ethnographic work, textural analysis, computer-based tests, and group-based tasks.
Level 1: The assessment strategy aims to assess your knowledge and understanding of basic theoretical concepts presented in the key units of the foundation year of your BSc Sport Science and Coaching course. Written assignments, group presentations and E-learning tasks will feature in your first year of the course. To ensure a level of rigour and to enable you to experience different assessment formats, there will be exams in most 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 again feature at this level and the marking criteria will be more academically rigorous. Group presentations will also require a greater level of professionalism in terms of ICT skills.
Level 3: At this level, the strategy is to assess your ability as a self-directed, independent critical learner. A variety of assessment approaches will be used including written assignments and examinations, and group or individual presentations will ensure academic and skill-based rigour. Your final year dissertation will be an empirical research study. You will select an issue of interest and utilise your skills base developed over the three years (in line with Cre8). You will collect data in a real life sport setting and critically analyse your results.
The BSc (Hons) Sport Science and Coaching Course is oriented towards the study of sport coaching from a sport science perspective. In line with QAA Subject benchmark statements, Hospitality, Leisure, Sport and Tourism, 2008, QAA 248 05/08, the BSc (Hons) Sport Science and 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 (inc. philosophy and sociology), Physiology, Psychology and Biomechanics, the course provides both a breadth and depth of study appropriate to the award. It is expected that typical graduates in the subject domain will be 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 Academic Director will provide advice on the following important areas:
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 would be the first points of contact as soon as 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.
Team working is fundamental not just to the study of Sport Science and Coaching but it is a key skill that is required to work 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 (Hons) 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. 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.
An initial session is offered by the team from the Centre for Personal and Career Development at Level 1 in order to introduce you to the range of career services and support available at the University. At Level 2, you are expected to enhance your career related and employability skills through interactive exercises, group activities and individual reflection. These processes are often challenging. The responsibility lies with you to reflect on your own strengths and weaknesses, skills and preferences and consider these in light of your career interests and objectives. A degree of self discovery is required and you must take the lead role in the process. You are encouraged to ask appropriate questions, seek feedback and guidance, and make use of the available support. For example, at Level 3 you are encouraged to make use of the new careers drop-in centre at the Polhill campus and attend the Careers Fair. The careers tutor will also provide a number of drop in sessions embedded within a selection of third year units and your core coaching units will offer opportunities to develop career management skills.
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 sport employment. This course may lead to opportunities in sport coaching, exercise or fitness instruction, physical education teaching, sport development and GP referral work.
Areas of study include:
Further study:
UK students:
It is also preferable to have some experience and/or qualifications in coaching sport. An enhanced Criminal Records Bureau (CRB) check will be carried out (as required) prior to any work experience.
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.
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 an appropriate form (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 on a topic of your choice (Dissertation).
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 programme and early 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 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. 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 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 Sport and Exercise Science. 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 methods 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 your own choice (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 the current knowledge and practices in the field. The link between theory and practice and the notion of an informed practitioner is 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 defence of your project and the techniques employed and also demonstrate critical awareness of the limitations of your project and the application of your findings.
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. You will also be given the opportunity to develop personal approaches to study, building on strengths and eliminating weaknesses, and developing the 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:
In many units, and with your Personal Tutor, you will address Personal Development Planning. In particular, this will be addressed in the core coaching units where there are elements of assessment concerned with PDP. 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. The Progress File is a document charting your development and is made up of the following parts:
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 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 degree 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. You will be required to complete a minimum of 150 hours work-related experience within your core coaching units
At the end of the three years, your Progress File 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. SportsCoach UK and the government are working towards a unified strategy for coach development and eventually a professional licencing system is anticipated. Sports Coach UK currently has a code of conduct for coaches.
BASES has a code of conduct for sport scientists and also runs a professional accreditation scheme. 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 Sport 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 your years of 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, and 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 have failed to attend three 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 any written reports, does not contain plagiarised material (see section on Assessment Strategy for regulations on plagiarism), the on-line `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.
