BSc (Hons) Sports Coaching and Development (Top Up)
01 Sep 2024 - 31 Aug 2030
| Course Leader | Chris Emsley |
|---|---|
| Course Team | Melanie Tuckwell, Tony Wallis, Stuart Jarvis, Jay Probert, Jayne Ludlow, James Miller, Jodie Hayes, Rhian Cummings |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time |
Document Version
| Version | 1 |
|---|---|
| Valid From | 01 Sep 2024 |
| Valid To | 31 Aug 2030 |
QAA Benchmarks
Quality Assurance Agency (QAA) for the Events, Hospitality, Leisure, Sport, and Tourism (2019) (HLST)
Educational Aim
To provide a broad-based sports development, leadership and management education suitable for employment in the sport sector.
To recognise the consequences for society, the economy and the environment of the development and expansion of sport.
To provide students with a detailed knowledge of the role and scope of sports development that will establish a sound foundation for continuing professional development and lifelong learning.
To enable students to understand and undertake their own personal development including self-reflection.
To enable students to understand the policy, planning, management and delivery of sporting opportunities.
To develop students’ ability to apply theory into practice through offering appropriate sports development vocational opportunities
To develop intellectual skills including critical reasoning, analysis and creativity.
To develop a range of skills that will encourage a critical, systematic approach to the identification, analysis and solution of problems appertaining to sports development and management.
To prepare sports coaching and development students for graduate employment through the development of skills and attributes, including leadership, communication, reflective practice and problem solving.
Learning Outcomes
| A1 | Knowledge and understanding of the concepts, principles, theories and techniques relevant to sports development and their application within practical contexts. |
| A2 | Knowledge and understanding of the processes and functions of sports organisations, their influence upon the external environment and practices for effective management of these organisation. |
| A3 | Awareness of the organisations and structures responsible for sport, and the political ramifications arising from these |
| A4 | Knowledge and understanding enabling students to contribute to economic, social and cultural development at various levels of societal activity (local, Wales, UK, global) |
| A5 | An understanding of both theoretical and practical components of sports coaching, with particular focus on physiological, psychosocial, technical, and tactical aspects. |
| A6 | An ability to solve problems by methods of acquiring, interpreting and analysing information that is appropriate to the study of sport coaching, development, and teaching. |
| A7 | An understanding and critical awareness of the moral, political, ethical, sustainability and legislation that underpin best practice within a community coaching, sports development and school sport environment. |
| B1 | Ability to research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems. |
| B2 | Ability to demonstrate knowledge and understanding of essential facts, concepts principles and theories relating to sports coaching and development. |
| 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 development context. |
| B5 | Critically reflect on practice and self-appraise. |
| B6 | Apply theoretical knowledge to the solution of familiar and unfamiliar problems that occur within sports coaching, development and teaching practice. |
| C1 | Engagement in a culture of continual professional development and lifelong learning. |
| C2 | The utilisation of leadership skills to develop a range of work-based competences. |
| C3 | The ability to demonstrate a critical appreciation of sport development and facilitation principles in at least one vocational context. |
| C4 | Recognise and respond appropriately to ethical, professional and safety issues related to the delivery of sport and physical activity in a range of professional settings. |
| C5 | Deliver practical coaching sessions, reflect on their delivery, and develop appropriate action planning skills. |
| C6 | Critically assess evidence to plan, design, execute and critically assess evidence and communicate a sustained piece of independent intellectual work. |
Course Structure
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| SR3D004 | MOD006518 | Applied Professional Project | Running | 40 | specified |
| SR3S85 | MOD010940 | Creatively Teaching Physical Education, Health and Wellbeing (Online) | Running | 20 | specified |
| SR3S65 | MOD009544 | Critical Issues in Sports Coaching and Leadership | Running | 20 | specified |
| SR3S79 | MOD010938 | Leadership in Sport (Online) | Running | 20 | specified |
| SR3S50 | MOD006781 | Strategic Sports Development | Running | 20 | specified |
Teaching and Assessment
Learning and Teaching Methods
Multi-campus delivery - The course delivery, particularly at level 4 and 5, will utilise both the USW Sport Park and the Treforest Main Campus for both theory and practical sessions. This enables an enhanced student experience to due to easy access to the full range of university facilities around their teaching timetables, including social spaces, catering options, libraries, the SU and the Fitzone.
Induction - The course induction programme focus is centred around ‘getting to know you’ and ‘ready to learn’ essentials. An offsite teambuilding fieldtrip is included as a mandatory element of the level 4 schedule and offered as an optional activity for levels 5 and 6 returners. This helps break the ice and builds rapport between students and the core course team.
Synchronous summer transition briefings - Live virtual transition sessions are offered to students progressing from levels 4 to 5 and from 5 to 6. The sessions are generally hosted in July with a purpose of informing students of the optional modules available, reminders and guidance for completing enrolment, sharing of draft timetables to aid the balance of studies alongside employment commitments, details relating to resist (if applicable) and to share any appropriate changes/updates that may have occurred since the end of term e.g. module/course modifications.
Employability conference - The employability conference is an opportunity for students to interact with potential employers and secure either Placement (level 5) or Work Based Learning (level 6) places for the following year. This event is usually held in April and serves as a motivational tool for students to look ahead to employability opportunities when they progress and resume their studies at the next level.
Enhancement Programme - Students are offered the opportunity to undertake industry recognised qualifications within an alternative curriculum provided primarily at mid-term points during the Autumn and Spring. Students recognise the employment benefits associated with the myriad of courses targeted for each level of study. This approach has received extremely positive student feedback via LOOP, SSCLG meetings and within the Revalidation consultation survey.
Employer Engagement
Visiting Speakers
Students will be exposed to a variety of visiting speakers from industry. These will take the form of keynote speeches, workshops, practical sessions and CPD events. Many of these individuals would also be USW Alumni, demonstrating the impact our graduates have and evidencing to students the progression they could make.
Industry projects
Applied Professional Project (APP), provides students with an alternative to a Dissertation research study. APP is designed to provide a platform upon which the learner can enhance the effectiveness of their workplace experience.
Students will agree with their Mentor and Academic Supervisor a specific ‘project’ which they will be responsible for delivering/producing. This piece of work will form the focus for their report and will be underpinned by evidence and research.
Industry visits
Opportunities to network, interact and learn from UK based industry professionals will be offered within selected modules.
Volunteering
School and community sport placements at levels 5 and 6 will typically be complemented with additional external voluntary opportunities. Internal volunteering opportunities will be offered through community projects.
Fieldwork
Extra-curricular coaching opportunities within the UK and abroad will be offered to students to enhance their experiences and build their networks.
Fieldtrips
Fieldtrips will be offered for each cohort during induction and enhancement periods. In addition, SR2S189 will be based predominately off-campus to expose students to real world environments and challenges. This module is co-designed and led by industry experts.
Work Placements or Internships
Substantial school and community sport placements are required at levels 5 (70 hours) and 6 (140 hours x 2), in line with the vocational course subject area. On location, students will be issued with a professional mentor to guide their learning experience.
Work-based Learning
As above
Sandwich Years
Not applicable
Employer Forums
This will be driven through the work of the USW Sport Employability Officer, USW Careers and modules with content linked to professional skills and USW’s graduate attributes. In addition, the annual employability forum will take place at the USW Sport Employability Conference where level 5 students have an opportunity to secure their level 6 research/project roles.
Other
Students will be enrolled onto the sports jobs and careers course page, which frequently announces volunteer and paid roles within relevant sports coaching, development and teaching organisations.
Means of Assessment
Portfolio
Oral presentation
Practical written work
Case study
Time constrained assessment online
Practical coursework onsite
Presentation synchronous onsite
Research plan/proposal/project/log
Portfolio
Essay
Oral assessment onsite
Practical coursework
Practical written work
Work based assessment
Report
Observation
Dissertation/major project
Simulation onsite
Learning Support
Induction
Pre-induction
Asynchronous summer briefing sessions are delivered for progressing students at level 4 to 5 and 5 to 6. Enrolment, timetables, module options and expectations for the academic year ahead are key agenda items within these sessions.
Pre-sessional English Language tuition for those with English as a second language is offered by the Centre for International English. The University of South Wales, as a University of Sanctuary offers additional support to refugees through the USW Refugee Sanctuary Scheme. These opportunities are published on the USW website.
Students are also provided with the ‘Getting Ready To Learn’ course as part of the pre- course induction process.
Induction
As outlined in the Student Experience Plan ‘key aspects of effective retention are building a sense of belonging’ which relies on a partnership of shared responsibility between the University and its students.’
Induction for all students is initially delivered as part of the wider USW WelcomeFest and Fresher’s events. Whilst contact time decreases with each year of study, all students will receive level appropriate content relating to the following key areas -
Welcome to USW Sport
Mutual Expectations
Timetables
Meet Course Leader and Teaching Team
Assessment and Feedback
Student Support Services
Student Voice
Teambuilding and Problem Solving
Study skills, Library services and USW Sports Employability Officer also attend to deliver workshops.
Personal Academic Coach1
The PAC (Personal Academic Coach) process is delivered by the course team and the course leader.
Principles of the GROW model are at the centre of discussions focused on providing additional support to help students set clear and meaningful goals.
Aspects of the PAC process is also featured within SR3S66 to enable students to conduct peer reviews and refine their leadership skills within a relevant performance management context.
Learner Analytics
Learner Analytics are used to monitor engagement and reach out to at risk students. This is complimented by the work of the Subject Support Officer’s and wider course team processes, which include the use of a grade tracker for all summative assessments at each level of study.
Office hours
Office hours for each staff member will be communicated to students at the start of each academic year and updated where appropriate. Hybrid working has become standard practice for most academics, so office hours will include contact time via Teams meetings online. This approach is valued by students, who have communicated a preference to save travel costs and flexibly work around other commitments they may have.
Tutorials
The Course Leader hosts tutorial drop-in sessions for students on a weekly basis (academic term time). Module leaders also provide support for students through tutorial sessions in and outside of lectures. These tutorials enable students to ask for support around module content, assessment guidance, feedback and study skill advice.
Seminars
Seminars and workshops will form and essential elements of the face-to-face teaching and learning strategy.
Formative Assessment
The nature of challenge-based learning and teaching methods require a continuous cycle of reflection and feedback as students use feedback and assessment (both internal and external) to identify gaps in their knowledge, understanding and skills. This informal on-going assessment and feedback will be provided by peers, academic staff, personal tutors, and placement supervisors as students co-create their knowledge
Formative assessments will flexibly feature throughout all module implementation plans to prepare students for practical, presentation, simulation, written and test type summative assessments.
Progress meetings
Students should meet their placement and work-based learning mentors at least twice per term at pre-agreed points.
These meetings should focus on the student’s personal and professional development. Additional progress meetings with module leaders or the course lead can be requested and are welcomed.
Research Supervision
Students are allocated an academic supervisor as outlined in the University Policy, which states the minimum expectations for the supervision of taught dissertation/independent learning projects, ensuring students get a parity of experience.
Module handbooks help to communicate these expectations and processes to students. For example, APP sets out a suggested timeline for supervision contact points across the year -
Meeting Number
Suggested Time
1 October
2 November
3 December
4 January
5 February
6 March
Online Resources
All modules are linked to UniLearn, the USW integrated system, which supports assessment, learning and teaching activities through technology. Short video clips will supplement the on-campus face-to-face course delivery, providing context and additional learning to support student’s development.
Advice Zone
Advice Zone is a ‘one-stop-shop' and the first point of contact (online, live chat, by telephone, email, or in-person) for all student enquiries, offering confidential advice on anything that affects students’ ability to study. Students can self-refer or be directed to the USW Advice Zone. Instruction on the services available and how to make an appointment are included in the Course Handbook and on the USW website. These services are available to students whether on campus or in practice learning experiences.
https://advice.southwales.ac.uk
Disability
The Disability Service provides a confidential and professional service where students can discuss individual requirements relating to disability. This includes students with physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g., dyslexia) and autism. Advice and support are available for all students who have additional learning needs or require reasonable adjustments to be made. Students are encouraged to discuss additional needs or support with personal tutors, the Course Leader, and their Personal tutor.
https://disability.southwales.ac.uk/
IT/Library
IT Induction (https://its.southwales.ac.uk/it-induction/) provides a user-friendly introduction to students to support them in their studies from enrolment through to graduation. Students have access to all USW resources both on and off campus. The school has a subject specialist librarian available to help and support students.
Students have access to Findit, online resources and hard copy reservation. In addition, the school provides a range of learning resources in sites across its partner health service provider premises. Students can access 158 HE institutions throughout the UK via the Sconul Access service.
Together with introductory sessions embedded in courses, the library offers an online study guide to introduce students to the services and support it provides. A 24/7 online chat facility enables students to seek support and book one-to-one appointments. Regular drop-in sessions, such a lunch with your librarian, provide opportunities to ask questions in a less formal setting.
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 |
| 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. | Exit |
| 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 | Exit |
Progression Route
MA Leadership in Sport MA Sports Coaching & Performance
Entry Requirements
Admission to the course is typically through the following qualifications:
Typical A-Level Offer - BBC to include a science subject or PE and to exclude General Studies (this is equivalent to 112 UCAS tariff points).
Typical Welsh BACC Offer - Pass the Advanced Welsh Baccalaureate Diploma with Grade C in the Skills Challenge Certificate and BB at A Level to include a science subject or PE but to exclude General Studies (this is equivalent to 112 UCAS tariff points).
Typical BTEC Offer - BTEC Extended Diploma Distinction Merit Merit in a relevant subject (this is equivalent to 112 UCAS tariff points).
Typical Access to HE Offer - Pass the Access to HE Diploma in Sport/Science with a minimum of 112 UCAS tariff points
Additional Requirements - GCSEs: The University normally requires a minimum 5 GCSEs including Mathematics/Numeracy and English at Grade C or Grade 4 or above, or their equivalent, but consideration is given to individual circumstances.
Contextual offers
We may make you a lower offer based on a range of factors, including your background (where you live and the school or college that you attended for example), your experiences and individual circumstances (as a care leaver, for example). This is referred to as a contextual offer and we receive data from UCAS to support us in making these decisions. USW prides itself on its student experience and we support our students to achieve their goals and become a successful graduate. This approach helps us to support students who have the potential to succeed and who may have faced barriers that make it more difficult to access university. Here is a link to the Contextual Admissions Policy.
Other qualifications and experience
We can also consider combinations of qualifications and other qualifications not listed here may also be acceptable. We can sometimes consider credits achieved at other universities and your work/life experience through an assessment of prior learning. This may be for year one entry, or advanced entry to year two or three of a course where this is possible.
To find out which qualifications have tariff points, please refer to the UCAS tariff calculator.
Additional Requirements:
An Enhanced Disclosure and Barring Service (DBS) check on the Child Workforce and Child Barring List and subscription to the DBS Update Service. (Overseas equivalent required for non-UK applicants)
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
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.
Quality Of Standards Indicators
N/A