School of Sport and Service Management

s PROGRAMME SPECIFICATION PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award Intermediate award Intermediate award Course status Awarding body School Location of study/ campus Partner institution(s) N/A BSc (Hons) Sport Coaching BSc Sport Coaching Dip HE Sport Coaching Cert HE Sport Coaching Validated University of Brighton School of Sport and Service Management Eastbourne Name of institution Host department Course status 1. N/A 2. 3. Admissions Admissions agency UCAS Page 1 of 12

Entry requiremen ts Include any progression opportunities into the course. Check the University s website for current entry requirements. The course as a whole will follow the procedures of the School of Service Management Scheme on General Admissions, which also address non-standard applications. Offers will be made by the Admissions Tutor based on a balanced judgement of the candidate s ability to complete the programme of study and to benefit from honours degree level study. The criteria will be: Referee s report: a statement from School/College/Employer, etc. that the student is prepared for, and will benefit from, degree study; Admissions qualifications: these may be reflected by GCE A levels or their equivalent (no specific subjects required); by equivalent knowledge gained from experience/industry; by other academic/vocational qualifications; or by passing a science-based Access course; GCSE Mathematics, English Language and Science at grade C or above (or equivalent). UCAS Tariff Chart 320 points (typical A level grades of ABB) BTEC National Diploma: DDM profile (from second year) Irish Highers: Honours BBCCC International Baccalaureate: 32 points Recognised Access course: Pass in science-based subject (for mature candidates returning to education). A foundation degree in a relevant subject (for example, the FdSc Outdoor and Adventurous Activities), normally with a merit classification; Exceptionally, applicants with a pass profile in a foundation degree in a relevant subject may be accepted, subject to demonstration of a commitment to and enthusiasm for the subject and Higher Education study, and extensive extra-curricular experience related to the subject. This will be assessed through an appropriate combination of an interview, reference and / or completion of a written task. Other: Overseas qualifications (which will be checked with Academic Registry on an individual basis) Evidence will be sought of a committed interest in sport coaching and an appreciation of the application of science to this discipline. Candidates who do not have the minimum qualifications may demonstrate that they have the appropriate background and foundation knowledge by other means. In such circumstances, candidates will be interviewed, where evidence will be sought concerning: Sustained and substantial work in a field cognate to the degree at an appropriate level; Ability to study independently and effectively; to specify and analyse problems; to use independent critical judgement; and to communicate effectively. The School is actively pursuing ways of enhancing the access to the programme of students from local institutions, through the Sussex Vocational Progression Accord (SVPA) and the Sussex Liaison Progression Accord (SLPA). [Still active?] Claims for the Recognition of Prior Learning (RPL) will also be considered. Please see relevant University guidance for further information on the RPL procedure. Start date (mmm-yy) Normally September September 2017 Page 2 of 12

Mode of study Mode of study Duration of study (standard) Maximum registration period Full-time 3 years 8 years Part-time Up to 6 years 8 years Sandwich N/A N/A Distance N/A N/A Course codes/categories UCAS code Contacts Course Leader (or Course Development Leader) Admissions Tutor Examination and Assessment External Examiner(s) Examination Board(s) (AEB/CEB) CX6C James Wallis James Wallis Name Place of work Date tenure expires Ruan Jones Leeds Beckett University 30/09/2020 AEB: SaSM Undergraduate Area Examination Board CEB: SaSM Undergraduate Course Examination Board (SCES) Approval and review Approval date Review date Validation Feb 2009 1 May 2014 2 Programme Specification June 2015 3 2017/18 Professional, Statutory and Regulatory Body 1 (if applicable): Professional, Statutory and Regulatory Body 2 (if applicable): Professional, Statutory and Regulatory Body 3 (if applicable): N/A 5 1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body. Page 33 of 12

PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the course are: The aims of the programme are to produce graduates who: Have acquired specialist knowledge, understanding and competence in specific pathways within the field of sport coaching: Have a detailed understanding in sport coaching based upon the synthesis and application of academic, practical and professional perspectives: Are able to effectively apply a detailed understanding of theoretical concepts to vocational settings and play a prominent and constructive role in coaching sport within the community: Are competent coaches of sport(s) with the ability to identify and utilise a range of transferable skills and coaching knowledge with insight to promote their professional development. Recognise the distinctive nature of their knowledge and skills and its application to a variety of work based settings. Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate 6. Knowledge and theory Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills. QAA subject benchmark statement (where applicable) 7 1. Knowledge and understanding of social, political and cultural content of sport and sports coaching and the impact these have on the provision and development of coaching and coaching policy. 2. Knowledge and understanding of physiological, psychological and biomechanical principles of coaching and the application of these to coaching practice 3. A breadth of knowledge, understanding and experience of coaching and its application in a range of settings 4. Knowledge and understanding of the processes by which people learn and the application of these processes to coaching practice 5. Knowledge and understanding of how to adapt coaching theory and apply it to a diverse range of human performance settings 6. Critical understanding of the significance of research and its application to the field of sport coaching 7. Distinctive knowledge, understanding and experience of coaching theory and practice. 8. Plan and deliver innovative coaching sessions with an awareness of safety and ethical issues enabling the student to take a leading role within the field of sport coaching 9. The ability to carry out academic enquiry in the field of sport coaching through synthesis, critical analysis and evaluation of coaching theory and practice 10. Methodological skills in quantitative and qualitative analysis and the interpretation of scientific information related to the scholarly study of sport coaching 11. The ability to reflect critically upon coaching theory, its application to coaching practice and effective self-evaluation. 12. Demonstrate social and interpersonal skills, oral communication and effective use of information and communication technology. 22 out of 24 in 2001 for SES and SLC 6 Please refer to Course Development and Review Handbook or QAA website for details. 7 Please refer to the QAA website for details. Page 44 of 12

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable) Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included. N/A LEARNING AND TEACHING Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course. Learning, teaching and assessment methods are set out in module outlines which students receive at the start of the module. There is a 40 credit dissertation and a 20 credit work-related learning module in the final year. During formal contact hours - Theory lectures - Practical activity - Discussion group/seminars - Practical demonstrations staff and student led - Practical coaching workshops - Vocational experience - Student presentations - Computer assisted technique analysis - Group and individual tutorials During non-contact hours - Non contact research - Directed reading - Reflective diaries/learning journeys - Vocational experience - Planning, evaluating and reflecting on coaching experiences Page 55 of 12

ASSESSMENT Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed. All modules are assessed using the assessment criteria detailed on the individual modules descriptions, which are linked to the learning outcomes for that module. Additionally, the criteria for award of particular marks or grades are provided by the Grading Criteria/Grading Descriptors which are provided in the annexes to the Code of Practice in Assessment. All modules are assessed using summative assessment, but where relevant, some modules make use of formative assessment, either as a means of preparing students for their final summative assessment, or in order to determine students final mark for the module. Assessment strategies demonstrate a variety of approaches such as exams (incorporating written essay type answers, short answers and computer-based multiple choice exams), essays, student presentations (individual and group) and practical assessments (of performance, coaching skills). All module assessments are written in line with the Code of Practice for Assessment. SUPPORT AND INFORMATION Institutional/ University All students benefit from: University induction week Student Contract Course Handbook Extensive library facilities Computer pool rooms (194 PC s) E-mail address Welfare service Personal tutor for advice and guidance Course-specific Additional support, specifically where courses have nontraditional patterns of delivery (e.g. distance learning and work-based learning) include: In addition, students on this course benefit from: Students will be supported through their course in a variety of ways. Module tutors provide specific support to students with regard to matters relating to the learning, teaching and assessment of the modules on which they teach. More generally, each student has an academic tutor who is responsible for supporting students in academic matters and pastorally. In addition, year tutors provide further pastoral support. Students with special educational needs are able to receive additional support from the School of Sport and Service Management SEN Liaison Tutor. Page 66 of 12

PART 3: COURSE SPECIFIC REGULATIONS COURSE STRUCTURE (and KIS typical pathway ) This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. The BSc (Hons) Sport Coaching (BSc SC) degree provides students with learning relevant to careers in the sport coaching industry, through theoretical underpinning of coaching intertwined with practical application. The course provides students with the opportunity to develop their knowledge, skills and understanding to be a self-motivated, independent, forward thinking coaching professional capable of engaging in critical debate about the nature of coaching and its future direction in order to provide high quality learning experiences for others. Students will study a broad and balanced curriculum within the first year of the course in order to ensure that they have sufficient knowledge, skills and understanding across a range of subject disciplines. This breadth and balance enables students to become a well-rounded coach who demonstrates strong competence across the landscape of coaching contexts. As students progress they are given the opportunity to specialise in areas of academic and/or professional interest. The course acknowledges a broad definition of coaching and as such offers a wider range of opportunities for students to pursue their own pathway. This is afforded through module choice at level 5 (50 credits) and at level 6 (40 credits). Pursuit of a particular direction in coaching is also afforded through opportunities to coach in a diverse range of settings. The BSc SC Course has been carefully planned for students to attain the level of academic and professional competence necessary to be versatile and responsive to current and future trends in coaching. The course provides regular opportunities to coach in various contexts as determined by students specific interests. One strength of the course is that it includes a high proportion of coaching specific modules at all three levels of the degree which enables the many different aspects of coaching to be addressed as a whole, rather than through isolated study within non coaching specific modules. The degree structure aims to provide students with a broad multi-disciplinary foundation during their first year of study with increased choice in years 2 and 3. Running through the degree are three coaching-specific strands of modules amounting to 180 credits of study over years one, two and three. 1. The theory of coaching strand (The Fundamentals of Coaching, SE405; Effective Coaching, SE505; and Advanced Coaching SE684) will cover the generic skills associated with pedagogy, professional practice, policy and the theory underpinning applied coaching practice. 2. The applied coaching strand (Practical Application of Coaching 1, SE406; Coaching Professional Practice, SE506; Coaching Professional Enquiry, SE602) will be inter-disciplinary and applied giving students the opportunity to draw upon theoretical material in a practical context using problem-based and work-based learning. At level 4 students will remain within the University setting for their applied coaching experience. This is extended to a controlled list of coaching contexts external to the University at level 5 (20 hours minimum). Students are then able to liaise with staff over the timing and context of their level 6 professional enquiry work (40 hours minimum). It is the intention that students can exercise choice over their placements to gain a specialist focus and with a view to future employability. As students progress through the course their coaching experience progresses from peer-coaching in year 1, to coaching children in year 2, to coaching self-selected target groups in year 3.Work-based placements are organised in conjunction with the module leader for SE602 and with the School employability Office. During placements university tutors and work-based mentors take shared responsibility to support students in their place of work. All students must complete an interview with the module coordinator before being given permission to work under the name of the University. Students must present a portfolio of evidence that they are ready to undertake practical coaching work. 3. The coaching research strand begins with a 10 credit module at level 4 (Data Analysis for Sport Coaching) and progresses to a choice of 10 credit modules at level 5 (students choose between modules with a predominance of qualitative or quantitative methods). The research strand leads to a 40 credit dissertation at level 6 giving them the opportunity to focus their study to their specific coaching interests. The QAA Subject Benchmark Statements have informed course content and curriculum in a number of ways. Course content embraces the knowledge and understanding outlined in sections 6.17 6.21 of the QAA Hospitality, Leisure, Sport and Tourism benchmark statements, learning, teaching and assessment draws upon benchmarks outlined in section 4 and the course and module learning outcomes relate to benchmarks in knowledge, skills and understanding Page 77 of 12

(section 5). Set out below the course structure diagram is a list of compulsory modules students must take. Students may select choice modules from a range of modules available (subject to certain restrictions set out below) within the School of Sport and Service Management. Immediately below is a course structure diagram. Page 88 of 12

Semester 1 Semester 2 Stage 1 Year 1 SC440 Who runs sport? 20 level 4 credits HB404 - Qualitative Analysis of Human Movement 10 level 4 credits SE405 - Fundamentals of Coaching 20 level 4 credits SE406 - Practical Application of Coaching 20 level 4 credits PA404 Sport practical, physical activity and performance 20 level 4 credits HB401 - Physiology for Sport and Exercise 10 level 4 credits SR427 Research Methods for Sports Coaching 10 level 4 credits SY402 Introduction to Motor Learning and Performance 10 level 4 credits Progression Point Stage 2 Year 2 SE505 - Effective Coaching 20 level 5 credits SE506 Coaching Professional Practice 20 level 5 credits SE504 Coaching contexts and methodologies 20 level 5 credits Choice modules: Minimum of 20 credits from Sport and Exercise Science core discipline modules Maximum of 30 credits from practical modules 50 level 5 credits SR525 - Data Analysis and Research Methods OR SR500 Research Methods for Physical Education 10 level 5 credits Stage 3 Year 3 Progression Point Choice modules: Maximum 20 credits from practical activity areas Minimum 20 credits from science modules 40 level 6 credits SE684 - Advanced Coaching 20 level 6 credits SE602 - Coaching Professional Enquiry 20 level 6 credits DI605 - Dissertation 40 level 6 credits Award Point: BSc (Hons) Sport Coaching Page 99 of 12

Modules Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability KIS Level route (UG Module courses only): Status Indicate Module with title a X the modules likely to represent Credit ough KIS route the code Level 4 Level 5 Level 6 SE405 C Fundamentals of Coaching 20 X SE406 C Practical Application of Coaching 20 X SC440 C Who runs sport? 20 X SY402 C Introduction to Motor Learning and Performance 10 X HB404 C Qualitative analysis of human movement 10 X HB401 C Physiology for Sport and Exercise 10 X PA404 C Sport practical, physical activity and performance 20 X SR427 C Research Methods for Sports Coaching 10 X SE505 C Effective Coaching 20 X SE506 C Coaching Professional Practice 20 X SR525 C Data Analysis and Research Methods 10 or OR SR500 Research Methods for Physical Education X SE504 C Coaching Contexts and Methodologies 20 X O Choice module(s): 50 minimum of 20 credits from Sport and Exercise Science modules maximum 30 credits from practical activities SE684 C Advanced Coaching 20 X DI605 C Dissertation 40 X SE602 C Coaching Professional Enquiry 20 X O Choice module(s): 40 credits with maximum 20 credits from practical activity areas Minimum 20 credits from Sport and Exercise Science modules 40 8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. Page 1010 of 12

AWARD AND CLASSIFICATION Award type Award* Title Level Eligibility for award Classification of award Final BSc(Ho ns) Total credits 9 Minimum credits 10 Ratio of marks 11 : Class of award Sport Coaching 6 Total credit 360 Minimum credit at level of award 90 Intermediate BSc Sport Coaching 6 Total credit 300 Minimum credit at level of award 60 Intermediate DipHE Dip HE Sport Coaching 5 Total credit 240 Minimum credit at level of award 90 Intermediate CertHE Cert HE Sport Coaching 4 Total credit 120 Minimum credit at level of award 90 *Foundation degrees only Progression routes from award: Levels 5 and 6 (25:75) Levels 5 and 6 (25:75) Level 5 Marks Level 4 Marks Honours degree Not applicable Not applicable Not applicable Award classifications Mark/ band % Foundation degree Honours degree Postgraduate 12 degree (excludes PGCE and BM BS) 70% - 100% Distinction First (1) Distinction 60% - 69.99% Merit Upper second (2:1) Merit 50% - 59.99% Lower second (2:2) Pass 40% - 49.99% Third (3) Pass 9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, Masters. Page 11 of 12

EXAMINATION AND ASSESSMENT REGULATIONS Please refer to the Course Approval and Review Handbook when completing this section. The examination and assessment regulations for the course should be in accordance with the University s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral). Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University s General Examination and Assessment Regulations for Taught Courses. Exceptions required by PSRB These require the approval of the Chair of the Academic Board The course regulations are in accordance with the University's General Examination and Assessment Regulations (available from the School Office or the Registry) There are no course specific regulations. N/A Page 12 of 12