UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION. COURSE TITLE: BSc (Honours) Sport Coaching

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1 UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION COURSE TITLE: BSc (Honours) Sport Coaching PLEASE NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he or she takes full advantage of the learning opportunities provided. More detailed information on the specific learning outcomes, content and the teaching, learning and assessment methods of each module can be found at and in the course and student handbook. 1 AWARD INSTITUTION/BODY: UNIVERSITY OF ULSTER 2 TEACHING INSTITUTION: UNIVERSITY OF ULSTER 3 LOCATION: JORDANSTOWN 4 ACCREDITED BY: N/A 5 FINAL AWARD: BSc (Honours) Sport Coaching 6 MODE OF ATTENDANCE: PART-TIME 7 SPECIALISMS: None 8 COURSE/UCAS CODE: DATE WRITTEN/REVISED: Effective from 2010 / EDUCATIONAL AIMS OF THE COURSE The primary aims of the BSc (Honours) in Sports Coaching are: To provide an academically sound tertiary-level education within the area of Sports Coaching which allows students to develop their academic and professional potential. To develop students knowledge and critical understanding of this major study area within sport. To provide students with a balance between the vocational skills necessary for immediate employment and the more fundamental knowledge necessary for further academic study. To promote independent as well as group-based study opportunities directed at sports coaching. To provide a sound knowledge base in a range of selected disciplines allied to the academic study of sports coaching. To provide students with opportunities to pursue an understanding of and competence in a range of sports coaching activities. B1

2 To facilitate effective participation by students in the community through the development of cognitive, transferable and practical coaching skills. 11 MAIN LEARNING OUTCOMES The following reference points were used to inform the development of the programme and its learning outcomes: the University s Vision and core strategic aims, teaching and learning strategy and policies Current research carried out by academic staff Subject benchmark statement National and University qualifications and credit frameworks The course provides opportunities for students to achieve and demonstrate the following learning. Successful students will be able to: 11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT K1 Knowledge and understanding of the underlying concepts and principles associated with sports coaching and their direct application to sporting performance and achievement. K2 Knowledge and understanding of the theories, concepts and principles of practice in the management and delivery of sports coaching programmes and initiatives. K3 An ability to present, evaluate and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with identified theories and concepts of sports coaching. K4 An ability to demonstrate key qualities and skills of sports coach in a practical environment requiring the exercise of a significant degree of personal responsibility. K5 Demonstrate knowledge and understanding of the theoretical disciplines underpinning human structure and function in a Sport Coaching context. Teaching and Learning Methods: Subject related qualities are acquired through, for example; lectures; seminars, directed and self-directed reading, videos and IT based resources, case studies and experiential learning. Exposure to sport, exercise and leisure environments is an important aspect of the teaching and learning process. Assessment Methods: Knowledge and understanding is assessed by a combination of written examinations coursework assignments, project dissertations and oral presentations. B2

3 11I INTELLECTUAL QUALITIES I1 Critically analyse and evaluate a range of literature in the field of sport coaching. I2 Synthesise information from a variety of disciplines to address problems in sport. I3 Apply methodological and theoretical concepts to the design and production of a research project. I4 Adopt a critical approach to the collection, analysis and presentation of data. Teaching and Learning Methods: These intellectual qualities are developed by, for example; seminars, tutorials, laboratory based activity, independent project work and/or field-based activities. Assessment Methods: These intellectual qualities will be assessed through coursework, written examination and project dissertations. 11P PROFESSIONAL/PRACTICAL SKILLS P1 Plan and execute a research project, report or essay in the area of sport coaching. P2 Interpret and assess the implications of findings from the literature on professional practice and academic analyses in sport studies/coaching. P3 Organise and carry out practical activities using appropriate laboratory and/or coaching/teaching skills. In addition, students work based learning mdoules should be able to: P4 Demonstrate technical and interpersonal skills necessary to work effectively in an organisational setting P5 Demonstrate basic supervisory skills in a working environment P6 Demonstrate skills or techniques applicable to their working environment Teaching and Learning Methods: Practical and professional skills are developed through, for example; structured practical activities in the specific sport settings, laboratory activities and field-based or placement experiences and the completion of an independent research project. In addition, the supervised placement experience will apply to those students opting for an optional placement year. B3

4 Assessment Methods: Practical and professional skills are assessed through placement reports (where applicable), coursework assignments, laboratory reports, and oral presentations. 11T TRANSFERABLE SKILLS T1 Use information technology to produce reports and presentations, access electronic information and analyse data T2 Present information to specific audiences in an appropriate format T3 Work as part of a team in problem solving or practically based activities. T4 Plan and manage learning effectively. T5 Develop the facility for independent learning, open-mindedness and the spirit of critical enquiry Teaching and Learning Methods: These transferable skills will be taught by, for example; seminars and tutorials in effective learning, preparation for placement activities and within theoretical disciplines as well as laboratory practical and/or field based activities. Assessment Methods: These transferable skills are assessed by coursework at all levels and by the research project. B4

5 12 COURSE STRUCTURE AND REQUIREMENTS FOR THE AWARD The course offers a programme of study leading to the Honours Degree award in Sports Coaching (360 credit points). The programme is part-time and conforms to the University s modular requirements. An accumulation of 120 credit points is necessary to complete each year of the course. The degree can be achieved in 4 and 1/2 years duration as students can take a maximum of 80 credits per annum (40 credits per semester). All modules in level 4 are compulsory. There are 6 modules in total all of 20 credit points with 2 modules being offered as long and thin modules over 2 semesters (Effective Learning and Coaching in Context (WBL)). Modules in level 4 provide the foundation for advanced study in the subsequent years of study. At Level 5, students are required to undertake 6 modules of study, each of which is of 20 credit point value. 4 of these modules are compulsory, 2 are optional. The modules which are compulsory are those which are core to sports coaching, namely Sports Coaching, Sports Development and Coaching Practice (WBL) in addition to the Research Methods module. Students choose 2 optional modules from a choice of 4 which currently will be in semester 2 of study. All modules in semester 1 are compulsory and this is concurrent with present module choice for all courses within the School. In Level 6, all students undertake a double-weighted compulsory Research Project Module, in addition to 4 further modules from a range of options (7 in total). Although this choice is restricted only by the semester in which the module is offered, most of the final year modules have prerequisites from level 5 which effectively lead students to particular final year options. Prerequisites are fully outlined in the module descriptions. Module Title Credit Credit Module Awards Level Points Status Level 4 Effective Learning 4 20 C None Exercise Science 4 20 C None Sport & Society 4 20 C None Skill Development 4 20 C None Principles of Teaching & Coaching 4 20 C None Coaching in Context 4 20 C None Level 5 Research Methods 5 20 C None Sports Coaching 5 20 C None Sports Development 5 20 C None Coaching Practice 5 20 C None Strength & Conditioning 5 20 O None Applied Fitness Techniques 5 20 O None Motor Learning & Performance 5 20 O None Coaching Science 5 20 O None Level 6 Advanced Sports Development 6 20 O None Coaching Process 6 20 O None Skill Acquistion 6 20 O None Advanced Community Sports Service 6 20 O None Elite Athlete 6 20 O None Sport & Exercise Nutrition 6 20 O None Physical Activity, Exercise & Health 6 20 O None Research Project in Sport Studies 6 40 C None Award : BSc (Hons) Sports Coaching 360 B7

6 13. SUPPORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways: A comprehensive induction for new students regardless of entry level: The Induction programme consists of a series of events, which introduces students to the course, the staff team, rules and regulations of the course, studies advice and skills and a range of University services including library, IT, Sport & Recreation, Student Support, Health Centre Support, Sports Development and Sports Union. In year 1, one day of the induction programme is dedicated to sporting and team building activities which we feel produces a cohesive student cohort who form strong bonds with their peers, and this helps to minimise problems with student retention on the programme. In essence, the compulsory module Effective Learning extends the induction process right through the 1 st year, helping to ensure that students are equipped to cope with the demands of successive semesters and years of the course. Student handbooks and module booklets: All students have on line access to the course handbook which details all necessary course information and regulations. Module handbooks are also provided by module coordinators for each module of study followed. Assignment of students to a studies advisor: All students are allocated an advisor of studies who they are encouraged to meet at least once per semester. Access to Staff and Course Director: Access for students to academic staff is through an office hours system. All students are informed via their course handbook of the contact details and office hours of all staff so that appointments can be arranged and communication off campus facilitated. Students also have out of hours access to the Course Director through . Student representation on course committee, school board and school teaching and learning committee: Student representatives are elected by each year group of students. These representatives are given the opportunity to attend course committee, school board and school teaching and learning meetings. Student/staff consultative committee: Student representatives are given the opportunity to attend staff student consultative meetings once per semester. This forum provides the opportunity to discuss issues related to course management and organisation, module delivery, teaching facilities and support. Facilities and assistance offered by the library and computer services (ISD): All students are inducted in the use of the library and ISD services. B8

7 13. Continued: Student accounts and full access to the Internet: All students are allocated a University account and full access to the internet. Personal Development Portfolio (PDP): All students in consultation with their studies advisor, use the University PDP system. This area is also addressed within the Work Based Learning Modules (Coaching in Context, Coaching Practice and Advanced Community Sports Service). Placement Support: The module co-ordinator for Work Based Learning modules in conjunction with the course director provides placement advice and the preparation needed for work placement. The University Careers service provides advice on career opportunities. Preparation for placement is supported by the development of a Personal Development Plan. In the final year students receive careers advice as part of their annual induction programme. The Department of Student Support provides services in the fields of accommodation, health, counselling & guidance, careers, childcare, finance and special needs. Practical assistance and advice is also provided to students by the student s union. The student support services and the student s union engage in student induction and their details, facilities and support programmes are provided in the course handbook. Chaplains: Chaplains from all the main religious denominations are available to students. The University has protocols for assessment of and provision for students with disabilities. These protocols for people with disabilities are adhered to within the school. B9

8 14 CRITERIA FOR ADMISSION Applicants must: (a) (b) satisfy the University s general entry requirements as set out in the prospectus; in addition to satisfying the specific requirements outlined below : or provide evidence of their ability to undertake the programme through the accreditation of prior experiential learning. Entry requirements 2 B s and 1 C at A Level or equivalent. Students will also have to have identified coaching experience with a relevant coaching award at level 1. Interviews may be a required. Admission requirements for BSc (Hons) Sport Coaching: GCSE passes at grade C or above in Mathematics and a science (or equivalent). A Level Entry Requirements: To include at least one subject from - History, Geography, Psychology, English, PE, Politics, Sociology, Biology, Chemistry, Mathematics or Sports Studies at the appropriate grades. Irish Leaving Certificate To include at least two of the following subjects at higher level - History, English, Geography, Economic History or RE at the appropriate grades. BTEC National Diploma Pass overall with an appropriate BTEC ND with required grades. International Baccalaureate To include at least one of the following subjects at higher level from - English, History, Geography, Psychology or Social and Cultural Anthropology at the appropriate grades. Scottish Highers To include at least two of the following subjects from - English, History, Geography, PE, Psychology, Politics or Sociology, at the appropriate grades. Scottish Advanced Highers To include at least one subject from - English, History, Geography, PE, Psychology, Politics or Sociology at the appropriate grades. The initial offer standard may vary from year to year. B10

9 15. EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF TEACHING AND LEARNING The following mechanisms are used to evaluate and improve the quality of teaching and learning: Module Evaluations: Formal student feedback is sought on the content and delivery of each module via a module evaluation questionnaire, a free response method or a student forum. External Examiners Reports: An External Examiner is associated with the FDSc and other courses (BSc Hons Sports Studies/Science) within the School. Their expertises are in the Social Sciences and Coaching. The External Examiners reports are received annually and responded to point by point, by the course committee. These are wide ranging reports and are considered as an important tool in maintaining, improving, and identifying quality on the programme. Annual Subject Monitoring: This provides an opportunity to reflect on the outcome standards of the programme from the year, and to identify issues for future action and enhancement. Peer teaching observations: Staff participate in peer observation of teaching. This exercise allows staff to reflect on their teaching skills and is a driver for enhancing the students classroom experience. National Student Survey: Feedback from the National Student Survey is used to enhance the quality and standard of teaching and learning. Employers Forum: Annual meetings with stakeholders help to ensure that the programme remains current and that the content of the curriculum up to date. The QAA subject benchmark standards for Hospitality, Leisure, Sport & Tourism have been used as a reference for informing the learning outcomes of the course and syllabus content. Committees with responsibility for monitoring and evaluating quality: Staff Student Consultative Committee This provides a forum for both students and staff to raise issues regarding the quality and standard of teaching and learning. Subject Committee The Subject Committee considers the action plans drawn up by the Head of School and Module Co-ordinator for modules identified as at risk from the module monitoring process. Board of Examiners The Board of Examiners provides a forum where problems with a particular module or programme (as identified by the student profiles presented) can be noted. This public noting of the problem by all concerned, the programme team, faculty management, and external examiners provide an impetus and ensure that it will be addressed, and reported in the response by the programme team to the external examiners report. B11

10 15: Continued: School Board and Faculty Board The School and Faculty Boards are used to reflect on the programmes within the School/Faculty, and to discuss the minutes of Teaching and Learning Committee meetings, as well as those from University Quality Assurance and Enhancement, to enable any improvements to be implemented as soon as possible. School Teaching and Learning Committee, Faculty Teaching and Learning Committee, and University Teaching and Learning Committee The Teaching and Learning Committees are responsible for co-ordinating development and initiatives related to innovative approaches which will enhance the learning and teaching experience of the student. Mechanisms for gaining student feedback on the quality of their learning experience: Staff-Student Consultative Committee Student representatives on Faculty board and Course Committee Staff development: Staff appraisal is carried out on a two-year cycle with attention given to the development needs of the individual staff member. All staff remain updated in their subject area through research and scholarship. All new staff follow a 3 day induction and are required to pursue a formal teaching qualification (Postgraduate Certificate in Higher Education). All part-time staff are required to follow a one day university induction. All staff are encouraged to participation in staff development workshops. Staff engage in Sport Science Consultancy. The teaching and learning experience of the student is also enhanced by the commitment of staff to professional and academic development, e.g. attending and contributing to conferences, journal editorial board positions. B12

11 16 REGULATION OF STANDARDS Assessment rules: General course regulations are in accordance with the current University of Ulster Charter, Statutes, Ordinances and Regulations and updated annually in the Student Handbook for the course. Performance is assessed in all modules. Full details of module assessment are set out in each module handbook. The pass mark for the module shall be 40%. Where a module is assessed by a combination of coursework and examination a minimum mark of 35% shall be achieved in each element. The overall Honours classification of successful candidates shall be based on the assessment results from all Level 6 modules. The weighting of each module s contribution to the overall mark shall be determined by the module credit value. The four taught modules contribute 66.66% towards the final degree classification with the Research Project contributing 33.33%. Classification of Final Result (Honours degree) The following percentages shall be used to determine candidates overall gradings: External examiners Class I At least 70% Class II (division i) (IIi) At least 60% and less than 70% Class II (division ii) (IIii) At least 50% and less than 60% Class III At least 40% and less than 50% There is one external examiner for the course, which specifically examines the degree programme and subject area. External examiners are academic subject or professional experts appointed from outside the University. Their key functions are to contribute to the assurance of the standards of the award and the fair treatment of students. They are involved in the moderation and approval of assessments and the moderation of the marking undertaken by internal examiners. Their reports are an essential element in the maintenance of standards and receive consideration at various university committees (including the Course Committee and during the process of Annual Subject Review). The full roles and responsibilities are set out in the University s Handbook for External Examiners. B13

12 17 INDICATORS OF QUALITY RELATING TO TEACHING AND LEARNING Ten of the 21 members of teaching staff hold a PGCE, PGCHEP, PGCUT or other teaching qualification. 3 members of staff are currently registered on the PGCHEP. Three members of teaching staff have been accepted as full members of the Higher Education Academy with an additional ten members of staff submitting applications to HEA in One member of staff has received the University s Distinguished Teaching Award from the University. Two members of staff have received a Distinguished Research Fellow award from the university. The programme was included in the QAA Subject Review November A score of 23 was awarded. This placed the programme in the top 15 of 109 providers reviewed. Seven members of the teaching team were included in the submission for the 2008 Research Assessment Exercise in Unit 69 (Sport-Related subjects). confirming its international status and placing it in the top third of Sports-Related Studies in the UK. Seventy-five per cent of the work of the submission was assessed as being of international standard, with evidence of world-leading quality. With peer review recognition at International excellence levels, Northern Ireland can be proud that it has at Ulster the only Sports-Related Studies Research Group in the Province undertaking prestigious research. Ten members of staff have received funding for teaching & learning related initiatives. Examples include HEIF awards, FDTL Awards, Fusion project, CIES, Invest NI & Play board developments. Teaching staff have considerable research and practical experience that informs their teaching. In addition, many staff are qualified members of sport-related or professional bodies such as BASES, American College of Sports Medicine, International Research Society for Public Management, American Anthropological Association, Royal Anthropological Institute, International Sociology of Sport Association, North American Society for the Sociology of Sport, Sociological Association of Ireland, British Sociology of Sport subgroup within BSA Association, International Sociological Association and subgroup of Sport, plus numerous Governing Bodies of Sport. B14