(Integrated Master in Science:) Integrated Master in Science
Sports and Exercise Science (Including Year Abroad)
Current
University of Essex
University of Essex
Sport, Rehabilitation and Exercise Sciences (School of)
Colchester Campus
Masters
Full-time
Events, Hospitality, Leisure, Sport and Tourism
MSCIC691
08/05/2024
Details
Professional accreditation
None
Admission criteria
- GCSE: Mathematics C/4.
- A-levels: ABB - BBB or 128 - 120 UCAS tariff points from a minimum of 2 full A-levels and a minimum grade B in a science subject or Mathematics. PE and Psychology are acceptable as science A-levels.
- BTEC: DDM or 120 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: 128 - 120 UCAS tariff points from a minimum of 2 full A levels or equivalent including B 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 655-555. 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.
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
Dr Jen Burbage
Associate Head (Students)
University of Portsmouth
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
1. An understanding of, and an ability to use, the body of knowledge (physiological, nutritional, psychological and biomechanical) that provides the foundation of Sport and Exercise Science.
2. An understanding of, and an ability to apply, the methods and approaches of Sport and Exercise Science
3. Competency in the key laboratory and field skills required for careers in SES.
4. A critical awareness of the need for both a multi-disciplinary and an interdisciplinary scientific approach to the study and practice of SES.
5. An ability to acquire and integrate advanced knowledge and analytical skills from a variety of disciplines and apply it to an in-depth and critical understanding of current issues in SES.
6. An ability to appraise and evaluate the effects of sport and exercise interventions on a variety of participant groups.
7. A range of transferable skills such as communication, numeracy, IT use, problem solving, self-evaluation and self-improvement, and autonomous learning, in the context of SES.
8. An ability to plan and conduct a research programme in the development and/or application of SES.
9. An awareness of the ethical, health and safety issues that underpin best practice.
10. An advanced knowledge of the professional skills appropriate for a career in SES.
11. 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
A101: The structure and function of the human body from the molecular to the whole body level.
A102: The principles of biomechanics and their application to sport and exercise
A103: Selected psychological theories and how they are applied to an understanding of sports and exercise performance and of the effect of sport and exercise on the psyche.
A104: The principles of nutrition and the effects of dietary manipulation, ergogenic aids and drugs on physiology and performance.
A105: The interaction between sport and exercise and the human body (across the life cycle and in special populations).
A106: The scientific underpinning of the principles and practice of training.
A107: Advanced understanding of appropriate practical and scientific methods and approaches, including observation and experimentation, and techniques used in their analysis.
A108: A critical approach to contemporary issues in sports and exercise science
Learning methods
A range of teaching and learning methods will be employed to enhance students’ knowledge and understanding. Lectures, seminars and tutorials are a key method of delivery of A1-A8. These sessions will comprise a blend of lecturer-led delivery, student-led presentations, and discussions of research articles and case-studies. To reflect the applied nature of the discipline, practicals and laboratory sessions will provide students with a knowledge and understanding across A1-A8. Across all modules, a range of online resources will be provided via the virtual learning environment and students will be supported to undertake independent study tasks and engage in peer learning to develop A1-A7, and particularly A8. Independent and group research projects will develop A7-A8, and a range of A1-A6 depending on project topics.
Assessment methods
A range of methods will be utilised to assess students’ knowledge and understanding:
Multiple Choice Questions (A1-A7)
Unseen written exams (A1-A6)
Essays (A1-A8)
Exercises in data analysis and interpretation (A7)
Oral presentations (A1-A8 - depending on the topics chosen).
Vodcasts (A3, A4, A6, A7)
Evaluation and client reports (A3- A5)
Practical assessments (A7)
Research proposals (A1-A4, A7)
Literature reviews (A1-A6, A8)
Written practical reports and research projects (A1-A6, and particularly A7-A8)
B: Intellectual and cognitive skills
B101: Systematically retrieve, select and integrate appropriate information
B102: Synthesise and critically evaluate evidence and arguments from both primary and secondary sources
B103: Systematically analyse and interpret quantitative and qualitative data using appropriate analytical techniques
B104: Integrate and link appropriate information across course components, including material met in different disciplines
B105: Plan and conduct a substantial research project and present it in a coherent manner
Learning methods
A range of teaching and learning methods will be employed to enhance students’ intellectual and cognitive skills. Lectures, seminars and tutorials are important methods of delivery of B1-B5. Computer laboratories and practicals will develop B1, B3 and B4. Online resources, independent study tasks, and independent and group research projects will develop B1-B5.
Assessment methods
A range of methods will be utilised to assess students’ intellectual and cognitive skills.
Unseen written exams (B1-B4)
Essays (B1-B4)
Exercises in data analysis and interpretation (B3)
Oral presentations (B1-B2, B4).
Vodcasts (B1-B2, B4)
Evaluation and client reports (B1-B4)
Literature reviews (B1-B2, B4)
Research proposals (B1, B5)
Written practical reports and research projects (B1-B4,and particularly B5)
C: Practical skills
C101: Able to design and perform advanced investigations, bearing in mind technical, logistical, safety and ethical limitations.
C102: Competent in the safe and effective use of appropriate lab based equipment
C103: Able to explain the principles and limitations of a range of more advanced practical techniques
C104: Competent in the key laboratory and field skills
C105: Able to use appropriate software for data collection, presentation, analysis, etc.
Learning methods
A range of teaching and learning methods will be employed to enhance students’ practical and professional skills. Lectures, seminars and tutorials, along with online resources and independent study task, will help develop fundamental principles relating to C1-C5. Laboratories and practicals will develop C1-C4, and computer laboratories will develop C5. Independent and group research projects will develop C1-C5. C1-C2 will be addressed through practical documentation and developed by students preparing risk assessments for research projects.
Assessment methods
A range of methods will be utilised to assess students’ practical and professional skills:
Multiple Choice Questions (C5)
Unseen written exams (C3-C5)
Exercises in data analysis and interpretation (C5)
Oral presentations (C3, C5).
Vodcasts (C2-C4)
Evaluation and client reports (C1, C3, C5)
Practical assessments (C1-C4)
Research proposals (C1)
Written practical reports and research projects (C1-C5)
D: Key skills
D101: Able to (i) write clear concise, structured reports which may include graphical material. (ii) Deliver clear, structured, well timed oral presentations.
D102: Competent in unsupervised use of current networked PC operating systems for normal file management. Proficient in current common word-processing, spreadsheet, web browsing and email packages. Able to locate and use appropriate on-line catalogues and databases.
D103: Apply appropriate quantitative and qualitative methods to collect and analyse data.
D104: Able to explore, analyse and find effective solutions for problems involving reasonably complex information.
D105: Work effectively as part of a team to collect data and/or to produce reports and presentations
D106: 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
A range of teaching and learning methods will be employed to enhance students’ key skills. Lectures and seminars will help develop fundamental principles relating to D1-D6. Tutorials will allow individually-tailored discussions on, and support and advice for, D1-D6. Laboratories and practicals will develop D2-D5, and computer laboratories will develop D3-D5. Independent and group research projects will develop D1-D6.
To ensure accessibility and inclusivity, a number of actions will be implemented. All sessions will be delivered in accessible buildings, and all individuals will be treated with dignity and respect. Where possible, teaching materials will be posted on Moodle in advance of all sessions and in modifiable formats for students to adapt and print. Lectures and seminars will be recorded for students to watch again at their own pace. Other reasonable adjustments will be made where required
Assessment methods
A range of methods will be utilised to assess students’ key skills:
Multiple Choice Questions (D6)
Unseen written exams (D1-D4, D6)
Essays (D1-D2, D4, D6)
Exercises in data analysis and interpretation (D2-D4)
Oral presentations (D1-D2, D5-D6).
Vodcasts (D1-D2, D4-D6)
Evaluation and client reports (D1-D6)
Practical assessments (D1, D4-D6)
Literature reviews (D1-D4, D6)
Research proposals (D1-D2, D4-D6)
Written practical reports and research projects (D1-D6)
To ensure accessibility and inclusivity, a number of actions will be implemented. All assessments will be delivered in accessible buildings, and all individuals will be treated with dignity and respect. Extra time will be allocated to unseen exams as required. Assessments will be marked in accordance with requirements based on Specific Learning Difficulties, and other reasonable adjustments will be made where required.