BSc (Hons) Rugby Coaching And Performance

05 Jul 2023 - 31 Aug 2027

Course Leader Dean Parsons
Course Team Ioan Paval, Stuart Jarvis, Jay Probert, Jayne Ludlow, Nathan Evans, Tony Wallis, Huw Wilcox, Chris Emsley, Rhian Cummings
Awarding Body University of South Wales
Teaching Institutions University of South Wales
Modes of Study Full Time, Part Time

Document Version

Version 9
Valid From 05 Jul 2023
Valid To 31 Aug 2027

QAA Benchmarks

Quality Code, QAA Subject Benchmark Statement: UK Quality Code for Higher Education (Nov 2016) –QAA Subject Benchmark Statement; Events, Hospitality, Leisure, Sport and Tourism, has been read and referred to in the production of this validation document and module content has been designed to overtly meet the benchmarks.QAA gives higher education providers a shared starting point for setting and maintaining academic standards and assuring the quality of the learning opportunities they provide. The code informs the quality assurance practices of the University in general, and has enabled the teaching team to ensure that the course has been developed in line with UK wide academic standards. The QAA also provides a comprehensive subject guide which has contributed to the design of course aims, learning outcomes and key skills.

Educational Aim

The main aims of the course are:

A. The education aims of the BSc Rugby Coaching and Performance:

· Develop skills and knowledge in the discipline of rugby coaching and performance in relation to the ages and stages of coaching in line the WRU pathway

· Provide students with knowledge of a holistic approach to rugby coaching that has considered the physical, social, technical, tactical and psychological impact on coaching and developing children and youth in rugby.

· Provide students with a broad and balanced foundation of theoretical knowledge and practical skills relating to coaching within the rugby industry.

· Develop a critical understanding of the theories and concepts that influence participation and performance of children and youth within rugby

· Develop student’s ability to apply knowledge and skills to theoretical and practical problems within the coaching industry.

· To provide students with a range of transferable skills to prepare the student for work based learning, employment or further studies in the area of rugby coaching and performance.

· Provide the opportunity for students to apply their skills through work based learning opportunities in a number of areas that relate to coaching, rugby development, performance analysis and strength and conditioning.

· Work closely with key stakeholders within the rugby industry to ensure that students are familiar with key strategic and policy developments related to rugby coaching and performance.

· Develop students to create effective coaching sessions for young performers to develop in a safe, secure and supportive environment.

· To produce students qualified and competent as coaches of children and youth within the area of rugby coaching and performance.

Learning Outcomes

A1 The effective use of knowledge and understanding of the disciplines that underpin human structure and function and how this is applied to the conditioning and development of young children in sport. A critical understanding of the application of Long Term Athlete Development to sport and the application of a stages not ages approach to coaching young children.
A2 An understanding of National developments within Sports Coaching UK, Welsh Rugby Union and the Framework for Coaching and its impact both regionally and Nationally.
A3 An ability to solve problems by methods of acquiring, interpreting and analysing information that is appropriate to the study of rugby coaching and performance. An understanding and critical awareness of the moral, ethical, environmental and legal issues that underpin best practice in the rugby coaching and performance environment
A4 A critical understanding of the coaching process through both academic and professional reflective practice.
A5 An understanding of the need for both a multi-disciplinary and inter-disciplinary approach to study, drawing, as appropriate, from service, research and professional contexts.
A6 A critical understanding of the development of knowledge in the subjects of rugby coaching, rugby development and application of sport science to rugby. The development of knowledge and understanding of the developing child and the influence of instruction, conditioning, social issues and psychology within this process.
B1 Research and assess subject specific facts, theories, principles and concepts related to the coaching process within rugby union.
B2 Ability to demonstrate knowledge and understanding of essential facts, concepts principles and theories relating to rugby coaching and performance.
B3 Critically reflect on coaching in-action, on-action and retrospective reflection.
B4 Describe and analyse information. Develop measured argument and challenge assumptions that exist within the coaching methodology.
B5 Apply knowledge to the solution of familiar and unfamiliar problems that occur within the real world of coaching.
B6 Take responsibility for their own learning, professional development and reflective practice. Consider coaching as a holistic endeavour and that a child-centred approach is required.
C1 Plan, design and execute practical activities using appropriate techniques, theories and procedures. Obtain, record and collate data both in the laboratory and within practically based field environments.
C2 Undertake laboratory and practical investigations in a responsible, safe and ethical manner to include relevant appreciation of legislation, codes of conduct and ethical procedures.
C3 Plan, deliver and reflect on rugby coaching and performance sessions.
C4 Perform practical coaching sessions against recognised UKCC and WRU coaching competencies.
C5 Deliver practical coaching sessions, reflect on their delivery and develop appropriate action planning skills
C6 Develop planning, delivery and evaluative skills as indicated on the UKCC Level 1, 2 and 3 UKCC Coaching licences as supported by the WRU.

Course Structure

Level 4 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
SR1D02 MOD006905 Rugby Coaching: Young Performers Running 40 specified
SR1S180 MOD009732 Managing and Developing Rugby in the Community Running 20 specified
SR1S60 MOD012864 Athletic Development Running 20 specified
SR1S164 MOD006468 Academic Research and Professional Skills Running 20 specified
SR1S211 MOD013696 An Introduction to Sports Performance Analysis Running 20 specified

Level 5 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
SR2D006 MOD006907 Rugby Coaching: Adolescent Performers Running 40 specified
SR2S150 MOD006502 Research Methods Running 20 specified
SR2S155 MOD006512 Physical Education and School Sport Running 20 optional
SR2S192 MOD012013 Weightlifting Running 20 optional
SR2S152 MOD006508 Sport Placement Running 20 specified
SR2S152W MOD013428C Lleoliad Chwaraeon Running 20 optional
SR2S201 MOD013700 Sports Performance Analysis Running 20 specified

Level 6 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
SR3D004 MOD006518 Applied Professional Project Running 40 optional
SR3D005 MOD006545 Dissertation Running 40 optional
SR3D006 MOD010138 Rugby Coaching: Adult Performers Running 40 specified
SR3S17 MOD003367 Strength and Conditioning Running 20 optional
SR3S45 MOD006546 Work Based Learning Running 20 optional
SR3S45W MOD013429C Dysgu Seiliedig ar Waith Running 20 optional
SR3S70 MOD010434 Creatively Teaching Physical Education, Health and Wellbeing Running 20 optional
SR3S90 MOD013706 Advanced Sports Performance Analysis Running 20 optional

Teaching and Assessment

Learning and Teaching Methods

The range of learning and teaching strategies.Active/simulation basedProblem solving and role play activities within both theory and practical environments. Use of technology enhanced practice such as the Hydra Suite, Kahoot, Simply Do Ideas business platform in pairs and small groups will feature prominently. This type of practice will be standard most weeks, with activities embedded in the practical and theory lectures.LecturesThis will be a combination of classroom based lectures combined with practical rugby coaching lectures.Number of hours: 129, 8.9%Year of study: AllSeminarsTo work with each other and also interact with their tutor, based on independent learning activities provided.Number of hours: 88, 6%Year of study: AllTutorialsTo monitor student progress and provide opportunities for further interaction and support on a course and module level.Number of hours: 17, 1.2%Year of study: AllWork-basedStudents will need to undertake the hours with an approved employing organisation.Number of hours: 120, 8.3%Year of study: AllProject SupervisionAcademic staff will supervise students completing their dissertation/APP and/or work based learning module.Number of hours: 17, 1.2%Year of study: AllPractical Classes and WorkshopsAcademic staff will demonstrate practice and supervise students in applying learning in practical situations.Number of hours: 57, 3.9%Year of study: AllExternal Visits (including fieldtrips)Students may undertake visits to clubs and NGB’s to observe the professional practice of industry leading experts.Number of hours: 10, 35.8%Year of study: AllDirected Study (including Online Learning)Students are required to undertake periods of study where they are asked to focus on a specific task or question.Number of hours: 523, 35.8%Year of study: AllIndependent StudyStudents may undertake independent study in order to deepen their knowledge and understanding of particular areas of study.Number of hours: 504, 34.5%Year of study: AllPlacementStudents will undertake placements to apply learning from the practical coaching modules. In addition, students may take placement modules at level 5 and 6.Number of hours: As work based aboveYear of study: All

Employer Engagement

Employer Engagement will be achieved by:

Visiting Speakers

There has long been a successful programme of visiting speakers across the Sport and in-particular Rugby Coaching subject area. This will continue across general and sports sector specific guests, who will provide a range of expertise of direct and indirect interest to the students. These include guest speakers from the Welsh Rugby Union, Sport Wales and we have also been lucky enough to have guest lectures from the All Blacks too.

Volunteering

The course leader has an established reputation for encouraging students to work in unpaid capacities with third sector organisations and groups. This has proved to be valuable not just in terms of providing work experience but also leading to employment. In addition, students have to complete a set number of hours on their Level 1 coaching licence and this provides a workforce that supports community growth and development.

Fieldtrips

This enables students to have hands-on experience which is invaluable in terms of career development.

Visiting workplaces, watching WRU and Regional rugby squads train.

Work Placements

These will happen formally in years 2 and 3, where students will undertake a series of placements as part of their career development. These modules will include work placements relevant to the students’ individual career plans.

Employer Forums

Informal discussion with the WRU and regional rugby development officers takes place on a weekly basis. There is a formal forum to provide advice and consultation on employability and associated skills and this takes place both termly and an annual review.

Other

Means of Assessment

Portfolio

Presentation

Practical

Personal Development Planning

Project

Work Placement

Self Reflective Assessment

Research Plan / Proposal

Video

Observation

Multiple Choice Exam

Learning Support

The learning support available through the course

Induction

A comprehensive induction programme, including meeting teaching staff and undertaking a range of subject-specific activities, will take place during the first week of term. Induction content will introduce all aspects of student life such as VLE training, pastoral care and wider university services. In addition informal activities take place to allow students to get to know one another.

Personal tutor

This will be the course leader, Dean Parsons and other supporting members of staff. The personal tutor will be the first point of contact for students. Currently in place is the Personal Academic Coaching (PAC) with all new Year 1 students and this has been extended to Year 2 and 3 too.

Office hours

This information will be provided to students at induction. It will vary from lecturer to lecturer. Details will be outlined in the course handbook. Typically, lecturers have two hours a week when they are not teaching and can deal with student concerns on a drop-in basis. Eg Monday 10am-11am and Thursday 2pm-3pm.

Tutorials

Small group and/or individual tutorials will also be offered in order to support study. These have been identified in the Activity Type breakdown of each module.

Seminars

Seminars are the main pedagogical device utilised.

Formative Assessment

The use of seminars will allow formative assessment to be embedded in the course. Additionally, the use of online learning will encourage students to engage with formative assessment.

Progress meetings

Linked to the PAC system discussed above, the course leader/year tutor will carry out progress meetings in every academic year. This is currently for Year 1 students.

Research Supervision

This is particularly although not exclusively relevant to the final year dissertation and major project. Students will be assigned subject specialist tutors who will meet with them on a regular basis to provide support.

Online Resources

Students will have access to online database USW FindiT. Each

Module Leader is responsible for populating the Unilife (Blackboard) sites with learning and teaching materials.

Advice Centres

The campus has an Advice Zone. Staff offer a friendly, impartial and non-judgemental service in a confidential environment and are able to advice on specialist support when needed.

Details of the Advice Zone can be found at:

http://unilife.southwales.ac.uk/pages/3235

DDS Service

Provided by Cardiff Advice Zone. Please see above.

IT/Library

IT / Library service information will be included in the Induction Activities of the first week and additionally, key information is available in the course handbook. Library sessions would be focused on the University’s online collections – eJournals, databases, theses etc, and outlining the library functions and basics for those new students. This would be combined with a tour of the library itself.

Course Exit Points

Award Criteria Final
Bachelor of Science (with Honours) 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 Final
Certificate of Higher Education 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3 Intermediate
Diploma of Higher Education 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3. Intermediate

Progression Route

Although this module is listed as Optional in systems for operational reasons, its profile within the course is optional and should be treated as such for the purposes of considering student profiles and when considering award and progression decisions.On completion of the BSc Rugby Coaching and Performance degree, there are a number of progression routes that are available to students. The re-validation of the course will provide an opportunity for students to specialise in key areas related to rugby and therefore career pathways exist within Strength and conditioning, Performance Analysis, Rugby Coaching, Rugby Development and Rugby School Hub officer. In addition, the skills, knowledge and understanding developed by students on the course will also allow them to progress in career pathways in general sports coaching, sports development, Physical Education teacher, Primary/Secondary teaching or a career in the Military. Furthermore, students are able to progress on to Post-Graduate courses at USW in Sports Coaching and Performance.MA Sports Coaching and PerformanceMA Leadership in SportPGCE Secondary Initial Teacher Education (with QTS) for Physical Education, Health, and Well-being *Subject to validation

Entry Requirements

Admission to the course is typically through the following qualifications:

K. Entry Requirements

Admission to the BSc Rugby Coaching and Performance programme is through gaining the following qualifications:

Typical A Level offer

BCC - CDD to include one A Level in Science, Mathematics, Physical Education or Psychology but to exclude General Studies (this is equivalent to 104-80 UCAS tariff points).

Typical BTEC offer

BTEC Extended Diploma Distinction Merit Merit - Merit Merit Pass in a relevant subject (this is equivalent to 112-80 UCAS tariff points).

We also welcome international applications with equivalent qualifications.

English Requirements

In general, international applicants will need to have achieved an overall IELTS grade of 6.0 with a minimum score of 5.5 in each component.

However, if you have previously studied through the medium of English IELTS might not be required, but please visit the country specific page on our international website for exact details.

Those without such qualifications are considered on an individual basis and a wide range of prior experience may be taken into account.

Additional Requirements

GCSEs: The University normally requires a minimum 5 GCSEs including English and Mathematics, Maths & Numeracy at Grade C or above, or their equivalent but consideration is given to individual circumstances Other: You will also need an enhanced DBS check.

Will students be required to undergo a DBS check?

Yes

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A

Methods Of Quality Standards

Course Management

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The Course Leader works with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leader oversees academic standards, quality assurance and enhancement.

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The Academic Manager oversees academic standards, quality assurance and enhancement and staffing/budget and is the line manager of the course leader and teaching team.

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The Course Leader works with the course teaching team to develop a course to its full potential so that it provides an academically sound, professional, employment-focused learning experience for students. The Course Leader is responsible for academic leadership, management and assessment and works closely with Module Leaders to ensure delivery using appropriate teaching and learning and assessment methods. The CL is responsible for modifications and liaising with the External Examiner and industry professionals where appropriate. http://celt.southwales.ac.uk/documents/download/351/

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Module leaders are responsible for academic quality management, leadership and assessment of the modules they lead. They monitor and evaluate activity and respond to student feedback.

Quality Of Standards Indicators

Course Monitoring

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The University is responsible for both the standards of its awards and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement a process of regular review, known as annual monitoring take places. This purpose of the process is to evaluate and improve course quality, ensure the best possible student experience within the resource available and to identify and disseminate good practice. It also ensures that appropriate action is taken to remedy any identified shortcomings and enhance provision.

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The course team are committed to enhancing the student experience through aligning provision and practice to the USW Student Experience Plan (2016-2020). Specifically, the course has been developed with employability in mind and a number of industry experts have been engaged in the process to ensure that the course is underpinned by pedagogy for employability (e.g., transformational learning and social bridges) with students engaged in active experimentation, simulation, and immersive learning throughout all levels of the course; Creating Communities of Learning are crucial to the student experience and the Course Leader currently works with each cohort to support the in creating their own communities. An example of this can be seen through the L4 Pontypridd Schools initative programme, where the students service primary and junior school provision in Rhondda Cynon Taff. Our course team pride themselves on remaining current in industry and each come with credible on-going experience of working at the forefront of the modern multi disciplinary game in positions relating to their expertise including rugby coaching, strength and conditioning coaching, performance analyists and sport scientists, and thus can confidently be referred to as Inspiring Practitioners. In addition, L5 students provide adolescent performance in local secondary schools with their coaching expertise aligned to their level 2 WRU coaching award.