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University of Bedfordshire
Park Square
Luton
Bedfordshire
UK, LU1 3JU
If you're interested in a career in sports therapy, this could be the course for you. FdA Sports Therapy is delivered in a purpose-built clinic with opportunities to apply theory to practice through work-based projects. The course offers the chance to gain a degree in Sports Therapy together with professional qualifications and a number of other awards from the International Institute of Health and Holistic Therapies (IIHHT) and the International Institute of Sports Therapy (IIST).
During the course, you will have access to the extensive Learning Resources Centre and Sport Science facilities at the University. There will also be opportunities to apply your skills and knowledge through employer involvement.
The Sports Therapy course deals with the understanding of manual therapies and their application in training, sports performance and rehabilitation. It also concentrates on the assessment and management of injuries.
The course is strongly underpinned by sports science, along with relevant concepts from the disciplines of physiology and biomechanics. A progressive research strand runs through all levels to ensure a full understanding of evidence-based practice, culminating in preparation for a final top-up year at BSc (Hons) Level. And on completion of the course, our graduates find rewarding employment as sports therapists and in related fields of sports medicine.
During this course you will:
Areas of study you may cover on this course include:
Upon successful completion of this course, you should be able to:
1. Demonstrate an increasing in depth knowledge of Sports Therapy and the sports industry.
2. Apply transferable and subject specific skills to the planning preparation and implementation of practical and theoretical based activities in related areas.
3. Take responsibility for your own learning and continuing professional development.
4. Display an appreciation and understanding of the integration of the various principles and disciplines involved in the subject area.
5. Develop and improve critical, analytical problem solving skills, apply your knowledge and reflect on experiences in developing subject expertise.
6. Present information coherently through verbal, numerical, graphical and written means, developing a reasoned argument and challenging assumptions.
7. Apply transferable and subject specific skill to the planning, preparation and implementation of practical and laboratory based activities in related areas.
8. Demonstrate an understanding of the need for both a multi disciplinary and inter disciplinary approach to study, drawing, as appropriate, from service, research and professional contexts.
9. Explore the moral, ethical, environmental and legal issues which underpin best practice.
10. Progress on to a related pathway at degree level.
The benchmark statements for sport based courses is Unit 25 The Hospitality, Leisure, Sport and Tourism Unit and this degree is concerned in particular with section 2.4 programmes broadly concerned with sport.
Drawing upon the Benchmark statements (QAA, 2000) this course contains the elements suggested by Unit 25, Furthermore as it is as Science course, it is further informed by section 6.4 and is concerned therefore with `the study of human responses to sport and exercise and `the study of the performance and its enhancement, monitoring and analyses. Subject areas outlined in Unit 25 are covered in the course including human anatomy and physiology, kinesiology, biomechanics, sport psychology and nutrition. These are covered in separate strands that run through out the three years of the course.
(see http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/hospitality.asp)
No clear benchmarks exist for Sports Therapy.
The Foundation Degree Sports Therapy programme aims to enable students to develop the necessary skills, knowledge and understanding of the industry and at the same time the personal attributes of self - motivation and drive to enable them to gain entry to satisfying and stimulating career paths.
There is a strong emphasis on combining theory and practical skills, and this is reflected
in over 50% of the curriculum being dedicated and exclusive to Sports Therapy areas of
study. Teaching is reinforced with opportunities to work in our sports massage clinics
run on campus, with other practitioners at local sports clubs; and with an extensive
range of college sports teams.
In addition to the general support supplied by the University in relation to e.g. childcare, disability advice, international student support, financial support etc, specific support for the course can be divided under two headings.
Academic / Programme Support
In terms of academic issues to do with the programme, and specifically `day to day issues the students personal tutor will be the first point of contact. The tutor will provide advice on the following important areas:
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 there to help as soon as any of the above becomes a problem.
However, if students have issues to do with a particular unit of the course, then the coordinator of that unit is likely to be the first point of contact, rather than the personal tutor. However, the Field Chair may need to be involved if the unit coordinator cannot answer a student query.
Throughout the course, students will frequently be asked to work in groups of varying sizes. From very early in the course, students will be working in collaboration with others and issues of responsibility, trust, and flexibility will be addressed as central to their academic and professional development.
At each level of the degree students will be required to work with others either in the preparation of a seminar, a group presentation or a reflection upon the work of others. At Level 1 group tasks will be structured by the tutors, as the course progresses students will be given more independence in the development of structures which suit the particular requirements of the task.
Students will on occasion be assessed 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.
Career:
Our graduates find rewarding employment as sports therapists and in related fields of sports medicine.
Further study:
Many graduates continue onto the top-up year at BSc (Hons) level in Sports Therapy.
Students from the UK:
Students from the European Union:
International Students:
Undergraduate applications can be made direct to the University or via representatives in the students home country. Applicants to more than one UK university should apply via UCAS. Applicants to the University of Bedfordshire only should apply directly using the International Application Form or via representatives in the student home country.
Additional:
An interest in Sport and good communication skills.
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 code of ethical practice, for the Sports Therapy Industry set out the standards of behaviour employers in the industry will expect. These standards are introduced early in Level 1 within the Sports Massage unit and all students are expected to read, understand and implement them whenever they are in the appropriate context. While the assessment of the code is formative, the explicit expectation to adhere to them serves to underpin the increasing professionalism that is developing in the industry.
Laboratory skills and behaviour are also introduced at level 1 and should also be seen as a professional standard for students to adhere to.
Good study habits are enforced by monitoring attendance. Attendance data is collected by the faculty and is used to identify students who have failed to attend two consecutive sessions on any one unit. An intervention by letter, or email message is used to let the student know that they have been missed and to request an explanation.
The language of competencies which are meaningful to employers and are requirements for candidates for employment are explained to students and used as assessment criteria on a number of assessments. Students are given several opportunities to self assess and to develop strategies to improve these skills.
Students underperforming in will be highlighted at the STAR board and requested see their personal tutor to determine any underlying cause, or to see where additional help can be sourced if required. To ensure that student work, particularly written reports does not contain plagiarized material, the online Turnitin plagiarism detection tool is used in many assessments, and is demonstrated to students to help them understand the issue. Relevant ethical and legal issues are explored in a number of units and students are required to consider the ethical aspects of their own project proposal in the final year.
This overall experience allows students to develop a professional identity and set the standards of professionalism which will prove the benchmark for all future work.
The course will follow the general guidelines set out by the University policy on disability.
During the application process disabled students will be able to discuss their needs with individual members of the academic staff, as well as staff from the Disability Advice Team. In relation to related courses in the Division, it has normally been the case that disability has not prooved an obstacle to students participating Hence no major issues are envisaged concerning disability and the course. The only possible concern is in relation to field visits. However, there is no proposed residential aspect to these visits they will be on a day visit basis only.
Communication
To help with the development of this you will:
Participate in a range of activities requiring them to communicate orally and in written forms. Students will learn the communication skills necessary to articulate themselves (e.g. their individual aims, their skills and experience) in appropriate forms. At all levels students will work collaboratively with a number of different groups of people in a range of contexts, and will be required to use the written word in order to communicate ideas for a variety of different purposes.
At Level 1 in all there will be opportunities for students to take part discussion about different subjects, read and obtain information from a variety of sources and contribute to discussions. Students are also introduced to scientific writing skills and have an opportunity to inform their communication skills by reading a variety of resources.
At Level 2, students will write two different types of documents about straightforward subjects and one piece of writing will be an extended document (University of Bedfordshire / QCA Key Skills Descriptors). In addition, at Level 2 students will develop their skills as academic researchers in order to enable them to articulate ideas and theoretical perspectives in written and practical form (Qualitiative Research Methods).
Information Literacy
To help with the development of this you will:
Participate in workshops, tutorials and developmental research projects in order to familiarize yourselves with a wide range of resources which can support your studies.
At Level 1 students will be introduced to the library and laboratory resources in workshops embedded within units (eg the sporting body) . A series of project-based tasks will ensure that students feel confident using the library catalogue, BREO, databases, search engines and reference resources available through the internet. Students will also be introduced to the assessment of source material as an integral component of their research. All units will make use of BREO in the posting of resources, and are likely to use of discussion boards, blogs, group pages, wikis and course announcements.
In Level 2 in addition to formal input on methods of data gathering. You will be required to work more independently and confidently with the library and use the database resources at their disposal. Students will be expected to source materials above and beyond the unit reading lists, and to undertake methodical literature searches as a part of this research process. Students will provide bibliographies and reference sources for essays and be familiar with a range of research resources appropriate to the study being undertaken. Students will feel confident in the use of digital technology as a resource.
Research and Evaluation
To help with the development of this you will:
Undertake a range of research tasks either within the context of developing your academic or their practical knowledge. The research tasks will vary according to the type of work being undertaking and students will need, therefore, to be adept at understanding the skills involved in sourcing, selecting and utilizing appropriate material. In every practical process they embark upon, students will be expected to plan and execute a methodical research process in order to develop their practical skills, but also their skills to critically evaluate. Students will be introduced to a range of research skills including literature searches and critical reading, practical field based activities including questionnaire and interview design and conduct, as well as the analysis of findings from the use of such techniques in the field.
At Level 1 students will be introduced to the importance of research material. Students will make use of practical research skills where you will use the library catalogue, access reference resources and databases in hard copy form and also electronically. In addition to actually using the practical research skills, this process will be designed to develop students skills to critically evaluate a variety of source materials.
At Level 2 students will receive formal input on research methods appropriate to your chosen field of research (qualitative or quantitative research methods). These units will provide students with information concerning a range of research approaches and techniques relevant to the fields of events. It will also develop students ability to work more independently as a researcher, and begin to formulate questions and fields of enquiry. These skills will not only be necessary as preparation for students to undertake their independent research at Level 3 (Final Year Project), but should equip them with the skills to critically evaluate their work as potential practitioners.
Creativity and Critical Thinking
To help with the development of this you will:
Be introduced to ideas on creativity and critical thinking early in the course. The course will present a range of concepts and theories relating to critical analyses and creative processes in the relevant areas of the course. Students will be encouraged to develop critical thinking abilities and apply this through critical responses via comparative analysis, both orally and in written form.
At Level 1, emphasis will be upon the idea of critical evaluation of information. Using creative abilities and developing critical thinking skills will be a feature of Exercise Principles and Practice 1 where students will have opportunities to offer creative solutions to a number of case study based questions and critically reflect on how fitness professionals should react to specific situations..
At Level 2 students will be required to identify a problem and creatively come up with options for solving it, making changes to the plan where necessary (research methods) In addition students will be expected to build upon the creative solution of problems introduced in level 1.
During induction students are introduced to the concept of managing their learning. Time management, setting targets with clear deadlines and skills auditing form an important part of this process. This is followed through with personal tutors assessing the skills audit and directing students to appropriate student support. At level 2 the tutor meets regularly with their students and assesses any recent marks, and any drops in performance that have occurred. Again the tutor plays vital role in developing the students reflective practices.
Students will also be given the opportunity to develop personal approaches to study, building on strengths and eliminating weaknesses, and developing ability to transfer learning from one context to another, following the SOAR (self-awareness, opportunities, aspirations and results) process model at a number of points during the curriculum. This approach requires that students become aware of.
Embedded within specific units students will find what is known as Personal Development Planning. The Personal Development Planning (PDP) initiative and Progress Files are intended to prepare students better for the world of work, providing you with greater self-reliance, self-awareness, and the ability to adapt to future changes in the labour market, to reflect upon and monitor performance, and identify skills and training needs.
In your first year of study you will be introduced to the use of Progress Files usually in induction. The Progress File is a document charting your development; it is made up of three parts:
Students will be encouraged to use a number of portfolios, in different units on the course, and they will need to set up a habit of reflecting on feedback from tutors and consider ways in which they might improve specific skills and / or build on the strengths demonstrated, preferably after each set of assessments. Much of the material for Progress File will be generated through digital records (on-line blogs, discussion boards on BREO, and finally e-portfolios) as well as paper ones.
It will be students responsibility to maintain their Progress File but they will be supported in this by the generation of appropriate materials in units throughout the degree course.
In the progress file, students will be expected to keep:
At the end of the studies, the students progress files will contain the information needed to draw on in making job applications and having successful interviews, because it made them consider the wider relevance of the knowledge they have learnt and the skills they have acquired in the course of their studies.
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:
The code of ethical practice, for the Sports Therapy Industry set out the standards of behaviour employers in the industry will expect. These standards are introduced early in Level 1 within the Sports Massage unit and all students are expected to read, understand and implement them whenever they are in the appropriate context. While the assessment of the code is formative, the explicit expectation to adhere to them serves to underpin the increasing professionalism that is developing in the industry.
Laboratory skills and behaviour are also introduced at level 1 and should also be seen as a professional standard for students to adhere to.
Good study habits are enforced by monitoring attendance. Attendance data is collected by the faculty and is used to identify students who have failed to attend two consecutive sessions on any one unit. An intervention by letter, or email message is used to let the student know that they have been missed and to request an explanation.
The language of competencies which are meaningful to employers and are requirements for candidates for employment are explained to students and used as assessment criteria on a number of assessments. Students are given several opportunities to self assess and to develop strategies to improve these skills.
Students underperforming in will be highlighted at the STAR board and requested see their personal tutor to determine any underlying cause, or to see where additional help can be sourced if required.. To ensure that student work, particularly written reports does not contain plagiarized material, the online Turnitin plagiarism detection tool is used in many assessments, and is demonstrated to students to help them understand the issue. Relevant ethical and legal issues are explored in a number of units and students are required to consider the ethical aspects of their own project proposal in the final year.
This overall experience allows students to develop a professional identity and set the standards of professionalism which will prove the benchmark for all future work.
