Programme Specifications

Details

Professional accreditation

Admission criteria

• GCSE: Mathematics C/4.
• A-levels: BBB - BBC or 120 - 112 UCAS tariff points from a minimum of 2 full A-levels and a minimum grade C in a science subject or Mathematics. PE and Psychology are acceptable as science A-levels.
• BTEC: DDM - DMM or 120 - 112 UCAS tariff points from a minimum of the equivalent of 2 full A-levels. The acceptability of BTECs is dependent on subject studied and optional units taken - email ugquery@essex.ac.uk for advice.
• Combined qualifications on the UCAS tariff: 120 - 112 UCAS tariff points from a minimum of 2 full A levels or equivalent including C in one science subject or Mathematics. Tariff point offers may be made if you are taking a qualification, or mixture of qualifications, from the list on our undergraduate application information page.
• IB: 30 - 29 points or three Higher Level certificates with 555-554. Either must include 5 in a Higher level science subject or Mathematics. Our GCSE Maths requirement can be met with either: 4 in Standard level Maths; 3 in Higher level Maths; or 4 in IB Middle Years Maths.
• IB Career-related Programme: We consider combinations of IB Diploma Programme courses with BTECs or other qualifications. Advice on acceptability can be provided, email Undergraduate Admissions.
• QAA-approved Access to HE Diploma: 6 level 3 credits at Distinction and 39 level 3 credits at Merit, depending on subject studied - advice on acceptability can be provided, email Undergraduate Admissions.
• T-levels: We consider T-levels on a case-by-case basis, depending on subject studied. The offer for most courses is Distinction overall. Depending on the course applied for there may be additional requirements, which may include a specific grade in the Core.
• A-level Science or equivalent: If you have or are studying other level 3/A-level equivalent subjects in areas related to science or maths we may be able to consider you if you do not meet the requirements outlined above.

Contextual Offers:

We are committed to ensuring that all students with the merit and potential to benefit from an Essex education are supported to do so. For October 2024 entry, if you are a home fee paying student residing in the UK you may be eligible for a Contextual Offer of up to two A-level grades, or equivalent, below our standard conditional offer.
Factors we consider:

• Applicants from underrepresented groups
• Applicants progressing from University of Essex Schools Membership schools/colleges
• Applicants who attend a compulsory admissions interview
• Applicants who attend an Offer Holder Day at our Colchester or Southend campus

Our contextual offers policy outlines additional circumstances and eligibility criteria.

For further information about what a contextual offer may look like for your specific qualification profile, email ugquery@essex.ac.uk.

If you haven't got the grades you hoped for, have a non-traditional academic background, are a mature student, or have any questions about eligibility for your course, more information can be found on our undergraduate application information page or get in touch with our Undergraduate Admissions Team.

IELTS (International English Language Testing System) code

English language requirements for applicants whose first language is not English: IELTS 6.0 overall, or specified score in another equivalent test that we accept.

Details of English language requirements, including component scores, and the tests we accept for applicants who require a Student visa (excluding Nationals of Majority English Speaking Countries) can be found here

If we accept the English component of an international qualification it will be included in the academic levels listed above for the relevant countries.

English language shelf-life

Most English language qualifications have a validity period of 5 years. The validity period of Pearson Test of English, TOEFL and CBSE or CISCE English is 2 years.

If you require a Student visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.

Pre-sessional English courses

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.

Pending English language qualifications

You don’t need to achieve the required level before making your application, but it will be one of the conditions of your offer.

If you cannot find the qualification that you have achieved or are pending, then please email ugquery@essex.ac.uk .

Requirements for second and final year entry

Different requirements apply for second and final year entry, and specified component grades are also required for applicants who require a visa to study in the UK. Details of English language requirements, including UK Visas and Immigration minimum component scores, and the tests we accept for applicants who require a Student visa (excluding Nationals of Majority English Speaking Countries) can be found here

Additional Notes

If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College

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

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.

eNROL, the module enrolment system, is now open until Monday 27 January 2025 8:59AM, for students wishing to make changes to their module options.

Exit awards

A module is given one of the following statuses: 'core' – meaning it must be taken and passed; 'compulsory' – meaning it must be taken; or 'optional' – meaning that students can choose the module from a designated list. The rules of assessment may allow for limited condonement of fails in 'compulsory' or 'optional' modules, but 'core' modules cannot be failed. The status of the module may be different in any exit awards which are available for the course. Exam Boards will consider students' eligibility for an exit award if they fail the main award or do not complete their studies.

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

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

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

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

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.