PART 1 BSc SPORTS COACHING PROGRAMME SPECIFICATION

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1 PART 1 BSc SPORTS COACHING PROGRAMME SPECIFICATION 1 Awarding St Mary s University, Twickenham institution 2 Partner N/A institution and location of teaching (if applicable) 3 Type of N/A collaborative arrangement (if applicable) 4 Award title Sports Coaching Science 5 Final award BSc 6 Interim award(s) with award titles (if specific titles have been designated) Certificate of Higher Education (CertHE) Diploma of Higher Education (DipHE) 7 School with Sport, Health & Applied Science responsibility for the programme 8 Language of English study 9 Joint Honours N/A combinations 10 UCAS code C JACS code B830, C600, C610, C813, G310, L Professional, Statutory or Regulatory Body (PSRB) accreditation / recognition N/A 13 QAA subject benchmark or other relevant external reference point 14 Normal completion time and maximum The programme has been derived with reference to the FHEQ of UK Degree Awarding Bodies (2014) and the QAA Benchmarking Statement for Sport Leisure and Tourism. Normal completion time: Full-time study 3 years Part-time study 6 years 1

2 duration of study The overall duration of an undergraduate honours degree programme of study from initial registration to completion shall be no less than three years of full-time study. BSc degrees shall not exceed 4 consecutive semesters for FHEQ Level 4, 5 consecutive semesters for FHEQ Level 5, and 5 consecutive semesters for Year 3 (FHEQ Level 6). 15 Mode of study Full-time, part-time or a mix of both modes of study. 16 Mode of delivery Face to face 17 Date approved and name of authorised body 18 Applies to students commencing study in (month/year) 19 Summary of the programme [Programme specifications should be approved by an authorised body such as a validation panel or STLQE committee. They should be approved annually] September 2017 PART 2 CURRICULUM SPECIFIC DETAILS The Sports Coaching Science programme is a Single Honours degree designed for students who want to advance their coaching and who aspire to be high performing coaches in their chosen setting. This development is achieved through a dynamic range of opportunities to relate science to sports coaching. The programme develops students knowledge and practical skills in applying contemporary science to sports coaching. Aligned to core components in contemporary coaching, there are three strands which run throughout the degree: coaching process, skill acquisition and performance analysis. 20 Aims of the programme Primary Aims and Outcomes of the Programme In line with the University Mission and the QAA Benchmarking Statement, the primary aims are: To provide a balanced, stimulating and academically sound education within the area of Sports Coaching Science which allows students to develop their academic and professional potential. To provide students with the opportunity to investigate sport performance and sport as an individual and social phenomenon. To develop students' knowledge and critical understanding of Sports Coaching Science and its application to sport performance. To enable students to participate effectively within society through the development of transferable, practical and cognitive skills in dedicated skills 2

3 modules and other modules in which skill acquisition is fostered and assessed. On successful completion of the programme, students will have achieved the following outcomes: Developed understanding of the key concepts underlying the science of sports coaching and related activities. Built on pre-existing skills and developed them to a more advanced level. Developed the ability to critically analyse concepts, theories and data sets. Undertaken active, critical and practical participation in the learning process and be equipped for further study/research and continuing professional development in sports science coaching and related fields. Undertaken an independent study of a topic relating to sports coaching science, involving planning, research, analysis, practical work and construction of a written report. Developed the ability to reflect on, and critically evaluate, their own performance within a wider professional and academic framework. 21 Criteria for admission Criteria for Admission Applicants must satisfy the general admissions requirements of St Mary's University outlined in the Admissions Policy. Standard offers will normally be made at 260 points, that is: B, C, E grades at GCE A-Level (one science subject is preferred) or equivalent including Vocational A-Levels (VCEs), AS Levels, BTEC (merit, merit, distinction) or Access. Candidates must have at least one 6-unit qualification. Offers may be made in some cases where applicants do not hold these qualifications, for example for mature students or where a candidate s academic profile is offset by high sporting achievement. Students whose first language is not English must have achieved an overall score of 6.0 in IELTS (International English Language Testing System) with no less than 5.5 in any section. Credit Accumulation and Transfer, and Accreditation of Prior Learning Students who have undertaken study or learning elsewhere may apply for exemption from a proportion of a University programme of study and be given entry with advanced standing (e.g. at a point beyond the beginning of FHEQ Level 4) and exemption from parts of their programme. The learning which may merit advanced standing is as follows: o Relevant credits, i.e. credits at an appropriate level and in an appropriate subject, earned in another institution or in other 3

4 o institutions; Relevant certificated prior learning. The relevance, status and currency of the prior learning will be considered by the Registrar on the advice of the Programme Director. The University will accept applications for accreditation of prior experiential or uncertificated learning for entry to Masters or other professional programmes as determined by the Programme Director on the advice of the Registrar. The University will accept applications for the accreditation of prior uncertificated learning for particular modules as outlined in the regulations for programmes of study. 23 Programme learning outcomes [This section should detail the total number of hours in each KIS category and express them as a percentage. Completion of this section is essential for accurate data reporting. If a row is not relevant to the programme of study, please complete with zero rather than leaving blank] 22 Scheduled learning time (the number of guided learning hours (GLH) is 10 hours per 1 credit s/documents/cont act-hoursstudent.pdf) Type of learning time Number of Expressed as % hours Contact time % Placement/workbased 70 2% learning hours Guided learning 0 0% hours Independent study % time TOTAL* % *A typical 3 year undergraduate programme has a total of 3600 hours A typical 2 year Masters level programme has a total of 1800 hours The programme provides opportunities for students to achieve and demonstrate the following learning and educational outcomes: Knowledge and understanding - able to: 1. Understand the disciplines which underpin human structure and function in sporting contexts. 2. Understand the factors which influence sport performance and sports coaching effectiveness. 3. Understand the theories, concepts, research approaches and language which are specific to sports performance and sports coaching. 4. Understand strengths and weaknesses in the sports coaching science literature. 5. Apply empirical scientific knowledge across a range of scientific settings to enable enhancement of sport performance and sports coaching performance 4

5 in an evidence based manner. Cognitive skills - able to: 6. Use appropriate strategies to collect, analyse and report findings. 7. Use a range of appropriate scientific literature to inform sports coaching practice and solve problems. 8. Use a range of appropriate scientific literature to develop arguments and provide solutions to issues in the field of sports coaching. 9. Be critical of scientific methods across a range of sports science and sports coaching science topics. 10. Adopt a critical approach to the collection and analysis of data, including the choice of methods in the recording, presentation and evaluation of data. 11. Evaluate and reflect on sports coaching practices and make recommendations for improved practice based on scientific literature. Performance & Practice - able to: 12. Able to perform as part of a group in sports coaching settings. 13. Apply sports coaching and sports science knowledge and theory to practical sports coaching and sport science settings. 14. Carry out practical activities safely and ethically using appropriate laboratory and experimental skills. 15. Collect, record and analyse data. 16. Plan, design, execute and communicate a sustained piece of independent research work using appropriate media and techniques. Personal & Enabling Skills - able to: 17. Communicate ideas on paper and orally in a fluent and articulate manner. 18. Plan and manage learning either independently or as part of a team. 19. Make appropriate use of information technology. 20. Use reflection and feedback to analyse own capabilities, and plan improvements. 21. Be able to communicate effectively within practical sports and coaching science settings and adapt practice when appropriate. 5

6 24 Programme structure and module requirements BSc Single Honours Students can only study for a single honours degree, and they will be required to take 120 credits at level 4 and a minimum of 80 credits from the Sports Coaching Science Programme at Level 5 and 120 credits at Level 6, including the 40 credit Research Project. FHEQ Level 4 Students must acquire 120 credits from the Sports Coaching Science Programme at FHEQ Level 4. Code Title No. of credits Sem of delivery Module status (core, option) SCS4061 Coaching Process I 20 1 Core SPS4000 Introduction to Research 20 1 Core Methods SPS4021 Introduction to Sport 20 1 Core Psychology and Skill Acquisition SPS4011 Physiology of Exercise 20 2 Core SCS4062 The Developing Athlete 20 2 Core SPS4041 Basic Biomechanics 20 2 Core FHEQ Level 5 Students must acquire a minimum of 80 credits of Sports Coaching Science or approved Sports Coaching Science related modules at FHEQ Level 5 including core modules. Code Title No. of credit s Sem of deliver y Module status (core, option) SCS5022 Skill Acquisition I 20 1 Core SPS5000 Research Methods 20 2 Core SPS5021 Social Psychology of 20 2 Core Sport SCS5061 Coaching Process II 20 2 Core SCS5042 Notational Analysis 20 1 Option SPS5011 Physiology of Training 20 1 Option SPS5041 Sports Biomechanics 20 1 Option STC5001 Science in Practice 20 2 Option WPL5031/40/51 Experience and Employment in Education/Business/Sport 20 2 Option 6

7 FHEQ Level 6 Students must acquire 120 Sports Coaching Science credits at FHEQ Level 6 including the core modules. Code Title No. of credits Sem of deliver y Module status (core, option) SPS6000 Research Project 40 1&2 Core SCS6061 Applied Coaching 20 1 Core Science I SCS6062 Applied Coaching 20 2 Core Science II SPS6011 Applied Sport and 20 1 Option Exercise Physiology SPS6021 Applied Sport 20 1 Option Psychology SPS6041 Experimental 20 1 Option Biomechanics SCS6021 Coach Education 20 1 Option SCS6042 Performance Analysis 20 1&2 Option SCS6022 Skill Acquisition II 20 2 Option 25 Work placements or study abroad 26 Links to industry and employability Students may choose one 20 credit work based learning module at FHEQ level 5 WPL5031/40/51 Experience and Employment in Education/Business/Sport Employability Within the programme and across the School a number of initiatives have been put into practice to help student employment. In our PDP week we offer CV and interview sessions provided by the University Careers Centre. We also work closely with the Careers Centre to provide students with opportunities to meet coaches and employers from the coaching sector. The Careers Centre also advertise employment and work experience opportunities. More specific sports coaching initiatives are included in assessments and external working environments. Within the Applied Coaching Science module students are assessed on their ability to critique and reflect on best practice in relation to their own and others coaching. These are skills which are important in the coaching workplace. Notational analysis work experience placements have been formed with local football academies, such as Charlton, QPR and Chelsea football clubs. These are links which we are keen to continue so these forms of work experience are available to students year on year. The types of careers our graduates may pursue include: sports coaching in clubs, sport and recreation coaching within sports organisations, performance 7

8 analysts, sport development, performance coaching, applied sport science (equipped to begin further study or BASES supervised experience), teaching or lecturing and coaching educators. 27 Programme awards This programme conforms to the University Academic Regulations. In order to qualify for the degree of Bachelor of Science, students will be required to accumulate 360 credits, 120 at each of levels 4, 5, and 6. At the end of level 4, if a student wishes to change degree programme, then they can transfer on to the Sport Science programme. PART 3 TEACHING, LEARNING & ASSESSMENT 28 Programme teaching and learning strategies Teaching and Learning Strategy A range of teaching and learning methods are used on the programme including lectures, practicals, seminars, group discussions, individual tutorials and guided independent study. Research Informed Teaching All teaching is underpinned by scholarship and research. During progression through the levels of the degree the emphasis shifts away from textbooks to recent research articles. This is reflected in how material is presented in lectures and other teaching sessions and also in our expectations of students. Level 4 tends to be underpinned by more established theory and knowledge, whereas level 5 is based on published research, and level 6 requires critical evaluation of that research, culminating in the final year independent research project. Many modules involve data collection and analysis, the interpretation of published research, and discussion of results in the context of that research. There is also a core research module at each level which supports research informed teaching throughout the programme, and prepares students for their final year project. These modules cover all aspects of the research process, research methods, and data analysis. All of the teaching team are involved in research and scholarly activity, and their specialised research interests are included in the curriculum as appropriate. Students are encouraged to take part in research projects whenever possible - including those of staff as well as projects undertaken by other students at both undergraduate and postgraduate levels. 29 Programme assessment strategy Strategy for Assessment The programme has been designed so that a range of assessments are provided. In addition, certain modules have been designed to meet the needs of external employers and organisations. Assessment criteria are published for each module in line with the University Assessment Criteria. These are available to students in the student handbook. Assessments include different modes of examinations and coursework. There are both seen and unseen written examinations and practical and oral examinations, while coursework assessment modes include: essays, proposals, 8

9 reflective logs, lab reports and oral presentations. All of the modules have details of the assessments in module guides and on simmscapital. All assessments are designed to demonstrate achievement of stated module learning outcomes. The assessment components of the modules have been considered in relation to the general aims of the programme and the more specific aims and learning outcomes of modules, in particular to reflect the practical and applied nature of some modules. The programme team evaluates the effectiveness of assessments in relation to mean module marks and student and external examiner feedback. Broad guidelines for assessment loads have been agreed but there may be some variation in recognition of the particular demands of different types of work. Assessment length will depend on the weighting of each assessment per module. In accordance with the modular scheme, written examination assessment is carried out at the end of the semester in which the module is delivered. Other modes of assessment are staggered, where possible, throughout each semester. Feedback on written examinations is made available to students prior to starting the following semester. Feedback on all other assessments is provided within three weeks by means of a standard marking criteria sheet. The programme uses marking criteria sheets for all pieces of assessment which detail where marks were gained and areas of improvement. It also includes a section for student self-reflection. The marking criteria sheets (with the exception of examination assessments) are published in modules guides well in advance of deadlines. The marking criteria sheets have been regularly commended by external examiners. They indicate how marks were derived and inform students of how to improve. The School has a secure system for handing in written coursework assessments which this programme follows. In terms of formative feedback, present practice is to have sessions devoted to the assessment in each module and one-to-one tutorials are available to gain formative feedback on drafts of assessments. In some modules, students complete written formative assessments as a way of gauging academic level. These formative assessments are indicated in the specific module outlines. PART 4 UNIVERSITY SUPPORT 30 Student support and guidance We have a dedicated Student Centre in the heart of the University. Our aim is to assist, guide and support students throughout their period of study. The Student Wellbeing Service provides personal 1-1 Counselling in addition to group workshops such as mindfulness. The Disability Service includes both physical disabilities and learning support such as Dyslexia. Mental Health Advisors and Mentors together with an on-site Health Centre. Our Student Life and Guidance Team includes; the Accommodation Services, Student Funding, Pastoral Care & Advice & Guidance. Each student is allocated a Personal Tutor who can assist with any academic advice and support with any personal issues. 9

10 31 Quality management arrangements This programme aligns with the quality assurance requirements of St Mary s University through the following processes: Five yearly cycle of revalidation Ongoing monitoring through the Programme Review process Programme Boards Consideration of marks and graduate profiles at Exam Boards Engagement with programme student representatives Engagement with approved external examiners 10