FdSc Sports Coaching

01 Sep 2021 - 31 Aug 2027

Course Leader Marek Ellis-Ebbrell
Course Team Jay Probert, Jayne Ludlow, Melanie Tuckwell, Danny Byrne
Awarding Body University of South Wales
Teaching Institutions Blackburn College
Modes of Study Full Time, Part Time

Document Version

Version 2
Valid From 01 Sep 2021
Valid To 31 Aug 2027

QAA Benchmarks

Events, Hospitality, Leisure, Sports and Tourism

Educational Aim

To develop students’ ability to apply theory into practice through appropriate sports coaching opportunities that establish a sound foundation for continuing professional development and lifelong learning.

To develop intellectual skills which demonstrate reasoning, analysis, creativity and enable students to understand their own personal development including self-reflection.

To encourage students to work independently and autonomously and to gain self-confidence, competence and develop initiative.

To develop a range of skills that will encourage a systematic approach to the identification, analysis and solution of problems appertaining to sports coaching.

To prepare students for employment through the development of skills and attributes, including leadership, communication, reflective practice and problem solving.

Learning Outcomes

A1 Demonstrate knowledge and understanding of the concepts, principles, theories and techniques relevant to sports coaching and their application within practical contexts.
A2 Evidence knowledge and understanding of the disciplines (Nutrition, Psychology & Physiology) that underpin human structure and function and how this is applied to sports coaching.
A3 Articulate a clear awareness of the organisations and lead bodies responsible for the delivery of sport in the UK.
A4 Demonstrate knowledge and understanding enabling students to contribute to economic, social and cultural development at various levels of societal activity (local, UK, global).
B1 Research and assess subject specific facts, theories, principles and concepts related to the coaching process.
B2 Reflect on coaching in-action, on-action and retrospective reflection.
B3 The ability to create, evaluate and assess a range of options for solving problems together with the capacity to apply ideas and knowledge to a range of situations.
B4 Able to describe, synthesise, interpret, analyse and evaluate information and data relevant to a sports coaching context.
C1 Engagement in a culture of continual professional development and lifelong learning.
C2 The utilisation of employability skills to develop a range of work-based competences.
C3 The ability to demonstrate an appreciation of sports coaching and facilitation principles in at least one vocational context.
C4 The ability to plan, design and execute practical activities using appropriate techniques and procedures.

Course Structure

Level 4 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
SR1S166 MOD006471 Fundamentals of Coaching Children Running 20 specified
SR1S167 MOD006473 Introduction to Sports Coaching Running 20 specified
SR1S170 MOD006571 Introduction to Sports Development Running 20 specified
SR1S171 MOD006572 Managing Sport Running 20 specified
SR1S197 MOD010812 Introduction to Sport and Exercise Psychology Running 20 specified
SR1S212 MOD003345 Anatomy & Physiology Running 20 specified

Level 5 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
SR2D007 MOD006911 Sport Placement (Football & Rugby) Running 40 specified
SR2S001 MOD003350 Performance Analysis Running 20 optional
SR2S155 MOD006512 Physical Education and School Sport Running 20 optional
SR2S156 MOD006581 Community Sports Development Running 20 optional
SR2S157 MOD006582 Enterprise in Sport Running 20 specified
SR2S158 MOD006583 Sports Coaching and Leadership Running 20 specified
SR2S185 MOD010811 Sport and Exercise Psychology Running 20 specified

Teaching and Assessment

Learning and Teaching Methods

Active/simulation based - Problem solving and role play activities within both theory and practical environments. Use of technology such as Sports Code and Quintic and small groups will be used prominently. This type of practice will be standard most weeks, with activities embedded in the practical and theory lectures. Level 4 & 5Lectures - Interactive classroom based lectures will be delivered alongside practical coaching, teaching and development consist of interactive classes are divided between ‘lectures’, ‘seminars’, ’active/simulation based’ and ‘workshops’ to describe the learning and teaching activities. 327 hours (14%) Level 4 & 5Seminars - In certain modules, a more traditional seminar type activity will be included to enhance development of understanding and academic skills through structured discussion. 100 hours (4%) Level 4 & 5Tutorials - Individual tutorials will be offered. These will track both module and course progress. Specifically, personal tutoring will be embedded and timetabled at levels 4 and 5. 90 hours (3%) Level 4 & 5Group work - Group work will take place in a range of ways to include case study groups; personal development groups, decision-making and problem-solving activities, group tasks and presentations. Group work takes place throughout the course and has not been separated out as it is holistically integrated into all activities including lectures and seminars. Level 4 & 5Work-based - Students will undertake supervised professional learning in placements, identified for themselves with support from course staff. Work Based Learning modules are specified at level 5. 140 hours (6%) Level 5Project Supervision - Project supervisor will occur throughout development and research orientated modules. Enterprising and innovative projects will be encouraged and supervised in safe, risk free environments. Level 5Practical Classes and Workshops - Sports coaching, development and teaching practical sessions will feature across levels 4 and 5 to embed critical knowledge and competencies, personal and professional development and extended skills practice. 72 hours (3%) Level 4 & 5External Visits (including fieldtrips) - Field trips to sporting organisations and facilities will be embedded at levels 4 and 5 to support module delivery where appropriate. 10 hours (1%) Level 4 & 5Directed Study (including Online Learning) - Independent reading and further development activities relating to placement, specific modules/ topics and professional development, some of which material will be signposted by staff. Independent activity towards research proposal and projects at levels 5. 706 hours (29%) Level 4 & 5Independent Study - Independent reading and further development activities relating to placement, specific modules/ topics and professional development, some of which material will be signposted by staff. Independent activity towards research proposal at level 5. 882 hours (37%) Level 4 & 5Placement - The second-year placement will be interwoven with academic studies. The Work Based Learning modules is specified at level 5. Formative assessment-scheduled - Scheduled formative assessments will feature throughout all module delivery plans to prepare students for practical, presentation, simulation and exam format summative assessments. 53 hours (2%) Level 4 & 5Formative assessment-independent - Students will undertake supervised professional learning in placements at level 5, identified for themselves with support from course staff. 20 hours (1%) Level 5

Employer Engagement

Employer Engagement will be achieved by:

Visiting Speakers

A range of industry professionals will be recruited to deliver inputs on campus. Other hourly paid lecturers will also support delivery.

Volunteering

Placements at level 5 will typically be complemented with additional external and internal voluntary opportunities. In-house and external volunteer events will be actively promoted to students.

Fieldwork

Extra-curricular coaching opportunities within the UK and abroad will be promoted to students to enhance their experiences and build their networks. Students will be supported on a one to one basis dependent on personal requirements.

Fieldtrips

Opportunities to network and interact with industry professionals at a variety of elite and grassroots sporting venues within the UK

Work-based Learning

Sport placements are required at levels 5, in line with the vocational course subject area. On location, students will be issued with a professional mentor to guide their learning experience.

Employer Forums

This will be driven through the work of the Work Based Learning module leader and supported by the programme team, in order to offer added value interaction opportunities with key industry partners.

Vocational Qualifications

In recognition of the importance of vocational skills and qualifications for employability within sports coaching, students will be supported to acquire a range of NGB and related qualifications. Students will be given the opportunity to access courses both on and off-campus.

Means of Assessment

Portfolio

Personal Development Planning

Practical Assessments

Practical Written Work

Classroom tests

Written exams

Written assignments (essay, case study, report, self-reflective assessment, research proposal)

Presentation

Work Placement

Learning Support

The learning support available through the course

Induction

Induction will take place in accordance with Blackburn College and University of South Wales expectations. At Blackburn College an enrolment week takes place, at the time of enrolment students take part in a carousel of student support, this includes a library induction, student engagement and disability presentation this is followed by an induction week which is course specific. Students take part in a range of team building activities held on campus including a presentation by the programme leader which includes a review of the programme handbook and USW regulations.

Personal tutor

Students will be allocated a personal tutor who will be part of the core teaching staff for their year group. The Blackburn College tutorial system offer includes a range of weekly group or one to one sessions which enables students to have a strong contact with their personal tutor.

Tutorials

Individual and group tutorials are built into the timetable on a weekly basis throughout the academic year.

Seminars

Smaller groups of seminar group size are used for project discussion and personal development work.

Formative Assessment

Formative assessment is built into each module and will be used to support the development of student skills and knowledge.

Progress meetings

Progress meetings will be incorporated into tutorials

Online Resources

Learning materials will be available via Moodle (VLE). Information and announcements will also be made via Moodle (VLE).

Advice Centres

The Hub is available within the Beacon Centre on campus.

DDS Service

This is available at the University Centre Blackburn College, students are signed posted to relevant services during Induction and throughout the academic year.

IT/Library

IT support and library facilities are available at the University Centre Blackburn College and students receive an Induction into the Library plus additional support services are offered throughout the academic year. Students are also able to access on-line library resources at USW.

Course Exit Points

Award Criteria Final
Foundation Degree in Science 240 credits of which at least 100 must be at Level 5 or above, 100 at Level 4 or above and no more than 20 at Level 3. Of the 240 credits, at least 40 credits must be derived from Level 5 work based learning 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

Progression Route

The following progression routes are available:Level 6 Study from FdSc at Level 5BSc (Top up) Sports Coaching (at Blackburn College)BSc (Hons) Community Football Coaching and Administration (Top Up) - onlineBSc (Hons) Sports Coaching and Development (Top Up) - online

Entry Requirements

Admission to the course is typically through the following qualifications:

Entry Requirements

Minimum 48 UCAS Tariff points (formerly 120 UCAS points).

In addition, for this programme, applicants will be required to have a GCSE (or equivalent qualification) at grade C / 4 or above in English, or an equivalent level 2 qualification in English.

Alternative entry routes

Applicants without the standard entry requirements but with relevant work / life experience will be considered on an individual basis. An assessment task issued at interview may be used as part of the decision-making regarding the applicant.

English Language

If English is not the applicants first language they will need to demonstrate the ability to study in English (please see below). Applicants who do not meet the standard entry criteria but have relevant work / life experience will be considered on an individual basis and may be invited to interview. The interview will consider prior formal qualifications, and evidence of experience gained through employment or other verifiable sources. Students will be admitted when the interviewers are confident that the student has demonstrated sufficient prior knowledge, skill, aptitude and interest to be equally able to succeed as a candidate offering the standard entry criteria.

International applicants

Blackburn College currently will not be admitting international students that require a Tier 4 licence to study.

You should have a genuine interest in coaching rather than simply playing sport – all non-traditional applicants will be interviewed and this will be evidenced at this stage following discussions with the applicant.

You may be required to complete a Disclosure and Barring Service (DBS) check at the start of the course. This will be dependent on potential placement opportunities and if a provider requires a student to have an up to date DBS check.

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 Programme 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 Programme Leader oversees academic standards, quality assurance and enhancement.

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Arrangements for Feedback to Students

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The arrangements for providing feedback to students on their assessed work within 20 working days are:

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Feedback on all summative coursework will be released on the 20th working day in a format consistent with the module leaders stipulated guidelines.

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- all assignment feedback is provided in writing via Moodle through a combination of on script comments, alongside individual grading matrix, which mirror each individual module criteria

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- feedback sheets are provided for all assessments with comments on work done well, areas for development and any other relevant observations made by markers

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- annotated original assignment documents are returned with comments and corrections as part of assessed work feedback

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- placement performance is fed back on by placement supervisors and students also undertake self-assessment

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- students can seek further feedback via personal tutorials

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- further generic feedback is available in seminars/lectures and in class preparation for future assignments.

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Student Representation

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Students on this course will be represented at meetings with teaching staff and other members of the College by Course Representatives.

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The role of the Course Representatives is to elicit the views and issues of the students they represent, and reflect these views/issues at Student/Staff Course Liaison Groups (SSCLGs) and feedback to the students the outcomes/actions from the SSCLGs.

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Course Representatives are responsible for representing their group at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.

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 takes place. This process is known as Continuous Monitoring. The University requires Module Leaders, Course Leaders and Deans/the Principal RWCMD (and their counterparts in collaborative partner organisations) to undertake reviews throughout the academic year and to report the outcomes of these reviews, using a standard format. The continuous monitoring reports, compiled over a six-year period, form the basis of the Course Review & Revalidation process.

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Aligned to the Academic Standards and Quality Service mission outlined by the University of South Wales, the course integrates the concepts of quality assurance and enhancement in all areas. The partnership is also committed to continuous quality improvement through reviewing and improving services and work processes. The University Link Officer and Partner (Blackburn College) Link Officer monitor processes throughout the academic year such as continuous course monitoring, enrolment, student feedback, Registered Teacher Status (RTS) and External Examiner engagement.

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External Examiner

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External examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases there will be external examiners drawn from industry or practice.

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They provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned, and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.

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External examiners provide of annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.

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Engagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ

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QAA Framework for Higher Education Qualifications in England, Wales, and Northern Ireland (FHEQ, 2008);

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QAA Subject Benchmark Statement for Hospitality, Leisure, Sport and Tourism (2016): Specifically, sections 3.18 – 3.21.

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Credits and Qualification Framework for England (2015)

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The QAA Characteristics Statement (2015) stipulates a range of skills that foundation degree graduates should be able to demonstrate upon completion. During the design of the programme the development team mapped the foundation degree characteristics to the educational aims and learning outcomes that are embedded within the programme. In-line with the Characteristics Statement, consideration was given to employer engagement, including the design and review of the programme. The programme also reflects the College’s widening participation agenda and the requirement for work based learning, in which both employers participate in providing feedback and learners comment on their work-based learning. Progression opportunities are available as well as full and part-time delivery modes. Course content reflects teaching, learning and assessment which is underpinned by technical and academic understanding.

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QAA The Revised UK Quality Code for Higher Education (2018).