(BSc) Bachelor of Science
Sports Performance and Coaching
Current
University of Essex
University of Essex
Sport, Rehabilitation and Exercise Sciences (School of)
Colchester Campus
Honours Degree
Full-time
Events, Hospitality, Leisure, Sport and Tourism
BSC C607
10/05/2023
Details
Professional accreditation
None
Admission criteria
GCSE: Mathematics C/4
A-levels: ABB, including B in one science subject or Mathematics (PE and Psychology count as science A-levels)
BTEC: DDD, depending on subject studied - advice on acceptability can be provided.
IB: 32 points or three Higher Level certificates with 655, including Higher Level Science or Mathematics grade 5, or (if not taking HL Maths) Standard Level Mathematics grade 4. We will accept either IB Maths syllabus at Standard Level or Higher Level.
Standard Level Maths in the IB is not required if you have already achieved GCSE Maths at grade C/4 or above or 4 in IB Middle Years Maths.
We are also happy to consider a combination of separate IB Diploma Programme Courses (formerly certificates) at both Higher and Standard Level. Exact offer levels will vary depending on the range of subjects being taken at higher and standard level, and the course applied for.
We can also consider combinations with BTECs or other qualifications in the Career-related programme – the acceptability of BTECs and other qualifications depends on the subject studied, advice on acceptability can be provided. Please contact the Undergraduate Admissions Office for more information.
Access to HE Diploma:15 Level 3 credits at Distinction and 30 level 3 credits at Merit, depending on subject and units studied - advice on acceptability can be provided.
BTEC HNC and HND qualifications can be considered for direct entry into the 2nd and final year of this course. Contact the Admissions Team for more information.
T-levels: Distinction, depending on subject studied - advice on acceptability can be provided.
What if I don’t achieve the grades I hoped?
If your final grades are not as high as you had hoped, the good news is you may still be able to secure a place with us on a course which includes a foundation year. Visit our undergraduate application information page for more details.
What if I have a non-traditional academic background?
Don’t worry. To gain a deeper knowledge of your course suitability, we will look at your educational and employment history, together with your personal statement and reference.
You may be considered for entry into Year 1 of your chosen course. Alternatively, some UK and EU applicants may be considered for Essex Pathways, an additional year of study (known as a foundation year/year 0) helping students gain the necessary skills and knowledge in order to succeed on their chosen course. You can find a list of Essex Pathways courses and entry requirements here
If you are a mature student, further information is here
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall. Different requirements apply for second year entry, and specified component grades are also required for applicants who require a Student visa to study in the UK.
Other English language qualifications may be acceptable so please contact us for further details. If we accept the English component of an international qualification then it will be included in the information given about the academic levels listed above. Please note that date restrictions may apply to some English language qualifications
If you are an international student requiring a Student visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Prof Paul Potrac
Professor
Northumbria University
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
An understanding of the need for both multi-disciplinary and an interdisciplinary approach to the study of Sports Performance and Coaching.
An understanding of, and an ability to use, the body of knowledge (physiological, psychological, biomechanical and pedagocical) that provides the foundation of Sports and Performance Coaching.
An understanding of, and an ability to apply, the methods and approaches of Sports Performance and Coaching.
An ability to analyse and suggest solutions to applied problems in Sports Performance and Coaching.
An ability to appraise and evaluate the effects of coaching interventions on a variety of participant groups.
An ability to handle, interpret and evaluate quantitative information and to plan and carry out "library" and practical research under supervision.
The key laboratory, field and workplace skills required for careers in Sports Performance and Coaching, or related areas.
The key skills of communication, numeracy, ITC use, problem solving, working with others, self-evaluation and self-improvement, and autonomous learning using Sports and Performance Coaching as a context and focus.
An awareness of the ethical, health and safety issues that underpin best practice.
A foundation of knowledge, understanding and skills required for further study and research.
An appreciation of the need for, and importance of, lifelong learning and personal development planning .
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Basic physiology, psychology, biomechanics, and pedagogy that are relevant to sports performance and coaching.
A2: The structure and function of the human body.
A3: The interaction between sport and exercise and the human body.
A4: The principles of biomechanics and their application to sports performance and coaching.
A5: Selected psychological theories and how they are applied to an understanding of sports performance and coaching.
A6: The scientific underpinning of the principles and practice of training.
A7: The principles of nutrition and the effects of dietary manipulation, ergogenic aids and drugs on physiology and performance.
A8: Use of underpinning pedagogical principles in the delivery of coaching.
A9: Appropriate practical scientific methods and approaches, including observation, experimentation, modelling; and techniques used in performance analysis.
Learning methods
Lectures are the principal method of delivery of A1 to A8 and contribute to the delivery of A9. Lectures direct students to textbooks and online material (Years 1 to 3), and research papers (Year 2 and particularly Year 3).
Laboratory practicals in Years 1, 2 and 3 complement lectures and contribute to the teaching and development of A1-A8. Practicals, the summer course (Year 2) and the research project (Year 3) are the main mode of delivery of A9.
Coursework associated with lecture modules in Years 1, 2 and 3 develop A1 to A8.
The summer school at the end of Year 1 and the research project in Year 3 teach and develop A9 and also a range of A1 to A8 depending on project topics.
Teamwork is a feature of all laboratory practicals and is particularly developed in SE101.
Assessment methods
Assessment methods:
A1 to A9 are assessed by:
- Multiple Choice Questions (Year 1)
- Essays (All years)
- Written practical reports (Years 1 and 2)
- Exercises in data analysis and interpretation (DAI), (Years 2 and 3)
- Unseen written exams: short answer, essay (Years 1 and 2) and questions involving DAI (Year 2)
Oral presentations test A3-A7 in Years 2 and 3 (research project).
The project report (Year 3) tests understanding in depth of some of A2 to A8 (depending on project topic).
Vodcasts test A3, A5, A6, and A7 (Years 1-3)
Evaluation and client reports test A3, A5, A6, and A7 (Year 3)
B: Intellectual and cognitive skills
B1: Retrieve, select and collate appropriate information in the Sports Performance and Coaching.
B2: Evaluate primary and secondary evidence and arguments
B3: Analyse and interpret quantitative information in graphs, figures, tables and equations.
B4: Integrate and link information across course components, including material met in different years, from different disciplines and covering different scales of organisation.
B5: Plan and conduct a research task (including risk assessment and ethical approval where appropriate)
B6: Present data correctly, choose and apply an appropriate statistical test and interpret the output
Learning methods
B1 is taught in the professional skills modules (SE101 and SE201) and developed by providing references in lectures, practicals and project work, particularly in Years 2 and 3.
Setting of directed learning topics (Years 1 and 2) develops skills in B1, B2 and B4.
B1 and B2 are developed by coursework essays (Years 2 and 3).
B2 and B3 are taught by explicit inclusion of data analysis in lectures and classes in Years 2 and 3 and through progressive development of DAI coursework (particularly in Years 2 and 3).
B1 to B3 and in some cases B4, are developed through analysis and presentation of results of practical work in Years 1 to 3.
B4 is achieved by progressive subject development through the 3 years, by the Year 1 summer course and Skills module.
B5 is taught via the Year 3 research project.
B6 is taught in the Year 1 and 2 Skills modules.
Assessment methods
B1, B2 and B4 are assessed by coursework, exam essays and coursework literature reviews (Years 1-3).
B2 and B3 are assessed by coursework and compulsory exam DAI questions (Year 2), practical reports (Years 1 and 2), summer course reports (Year 2) and the research project report (Year 3).
B4 is assessed by integrative exam questions and coursework in Years 2 & 3
B1 to B4 are also assessed in the Year 3 individual research project.
B5 is assessed in the Year 3 research project module.
B6 is assessed in Year 1 & 2 practicals and Year 1 Skills module, and in the Year 3 research project.
C: Practical skills
C1: Able to carry out basic practical investigations, safely and effectively following a written schedule
C2: Able to use appropriate basic exercise and analytical equipment
C3: Able to explain the principles and limitations of a range of more advanced practical techniques
C4: Able to perform the key laboratory and field procedures required for careers in Sports Performance and Coaching.
C5: Able to use appropriate software packages to analyse quantitative data and to present results appropriately with necessary statistical treatment
C6: Able to develop, plan and deliver practical coaching sessions in an equitable, ethical and inclusive manner.
Learning methods
Skills C1 to C4 are taught in supervised practicals in Years 1 and 2, and the summer course in Year 2.
The Year 1 Skills module teaches aspects of C1, C3 and C5. Other lectures in years 1 to 3 also contribute
Research project work in Year 3 also teaches and develops C1 to C5.
As part of C1 to C4, safety and ethical issues are addressed through practical documentation (Years 1 and 2) and developed by students preparing risk assessments and ethical permissions and consents in the Year 1 Skills module and 2 mini-projects and the Year 3 research projects.
C5 is addressed through IT and statistics training in Year 1 Skills module, and the use of more specialised software is taught or developed in practicals, the summer course and the Year 3 project.
C6 is introduced in Year 1 through module SE107 and further developed in Year 2 in module SE210 and culminates in the practical exam and case study in Year 3 in SE307.
Assessment methods
C1, C4 and C5 are assessed through Year 1 and 2 practicals, the Year 1 summer course and the Year 3 research project.
C3 is assessed in many practicals in Years 1 and 2 and in theory exams in Years 1 and 3.
C2 and C4 are assessed in the Skills modules indirectly in the assessment of other practical and project work.
C6 is assessed via a coaching session plan in Year 1 (SE107), in Year 2 via a 6-month training, monitoring and assessment plan (SE210) and in Year 3 through the detailed case study and practical examination (in SE307).
D: Key skills
D1: Able to write clearly in: a) logically argued essays; b) longer reports, including basic scientific papers; c) a variety of other pieces of work for different target audiences; d) e-communications, in particular email. Plan, write and give clear, effective, well-timed oral presentations; and e) coaching delivery.
D2: (i) Use of current networked PC operating systems for normal file management,
(ii) Use current common word-processing, spreadsheet, web browsing and email packages,
(iii) Ability to locate and use on-line catalogues and databases
D3: (i) Use appropriate precision, scales, units, scientific notation, ratios, fractions, percentages, and exponentials; (ii) Use simple algebra and trigonometry; (iii) Use approximations for mental arithmetic estimation and verification.
D4: Explore, analyse and find effective solutions for problems involving moderately complex information.
D5: Work effectively as part of a team to collect data and/or to produce reports and presentations
D6: Study independently, set realistic targets, plan work and time to meet targets within deadlines. Reflect on assessed work, feedback, and progress; Plan, record and document personal development
Learning methods
Essay writing and Scientific Paper Format (SPF) report writing skills (D1) are taught in the Year 1 Skills module and developed in all subsequent modules.
Additional guidance on Essay and SPF writing is given in Years 2 and 3 and in the Moodle Academic Skills resource.
Oral presentation skills (D1) are developed in some practicals, the summer course (Years 1 and 2) and the research project in Year 3.
IT use (D2) is taught in Year 1, particularly in the Skills module, and developed throughout Years 1 to 3. Most coursework from Year 2 onwards must be word-processed, and other computer produced work is required for some practical assignments in Year 2, and in the Year 3 research project.
Library, online catalogue and web skills (D2) are taught in Skills modules and developed by provision of module-related material on the Web and through preparation of practical (Years 1 and 2) and project reports (Year 1 summer course, Year 3 research project).
D3 is taught in lectures and seminars (Year 1 Skills module), and developed in subsequent practical and theory modules (Years 1 to 3).
D4 is introduced in Year 1, and is taught through DAI questions in Year 2, in practical classes, and supervised project work (Year 3).
Team work (D5) is intrinsic to most practicals in Years 1 and 2 and is particularly developed in the Year 1 summer course and by the Year 3 research project.
D6 is addressed in Year 1 Skills module, including introduction to Personal Development Planning (PDP), and continued through the provision of explicit directed learning tasks (Years 1 and 2), increasing amounts of student managed learning from Years 1 to 3, attendance monitoring, rigid deadlines, feedback on assignments and discussions with personal tutor.
D6 planning component is developed in the Year 1 mini-project and in the Year 3 research project.
Assessment methods
Written skills (D1) are assessed through essays in coursework and exams (Years 1 to 3) and in practical reports (Years 1 and 2), case studies, and the research project report (Year 3).
Oral presentation skills (D1) are assessed in the Year 1 summer course, some practicals, and in the Year 3 research project.
IT and Maths skills (D2 and D3) are assessed through worksheets and exams in Year 1 and Year 2. Thereafter, practical work, coursework and exam questions throughout the degree course assess numerical skills.
Most coursework from Year 2 onwards has to be prepared by computer and submitted on-line.
Problem solving (D4) is assessed by case studies in Year 2 and 3.
D5 is indirectly assessed through team presentations in the Year 2 mini-projects and Year 3 case studies.
D6 is assessed indirectly by examining directed learning material (Years 1 and 2), by awarding marks for evidence of additional reading and by imposing strict deadlines for coursework assignments.
D6 PDP is assessed in the Year 1 skills module through the development of a CV and a career action plan.
The planning component of D6 is assessed in a Year 2 mini-project and in the Year 3 research project.