FdSc Sports Coaching and Development
01 Sep 2026 - 31 Jul 2032
| Course Leader | Chris Emsley |
|---|---|
| Course Team | Stuart Jarvis, Tony Wallis, Chris Emsley, Adam Sherratt, Robyn Pinder |
| 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 2026 |
| Valid To | 31 Jul 2032 |
QAA Benchmarks
Educational Aim
Aim 1: Provide students with broad theoretical knowledge and practical skills essential for understanding and working within the sports coaching and development industry.
Aim 2: Equip students with the knowledge and skills to pursue further study, engage in continuing professional development, and enhance future career prospects and job satisfaction.
Aim 3: Enable students to translate academic learning into real-world contexts via vocational opportunities, placements, and community-based sports development initiatives.
Aim 4: Foster intellectual growth through critical reasoning, creativity, and a systematic approach to identifying and solving challenges in coaching and development.
Aim 5: Cultivate professional attributes such as leadership, communication, and reflective practice, while recognising the broader societal, economic, and environmental implications of sport.
Learning Outcomes
| A1 | Apply theoretical and practical knowledge of coaching principles to plan, deliver, and evaluate inclusive sport and physical activity sessions across diverse populations. |
| A2 | Demonstrate effective communication, leadership, and interpersonal skills in coaching and development contexts, adapting approaches to meet participant needs. |
| A3 | Critically analyse contemporary issues in sport development and coaching, using evidence-based approaches to inform practice and decision-making. |
| A4 | Reflect on personal and professional development through experiential learning, identifying areas for improvement and progression within the sport industry. |
| A5 | Work collaboratively within multidisciplinary teams and community settings to design and implement sport development initiatives that promote inclusion and participation. |
| A6 | Demonstrate understanding of ethical, legal, and safeguarding responsibilities in coaching and development environments. |
| B1 | Apply theoretical and practical knowledge of coaching principles to plan, deliver, and evaluate inclusive sport and physical activity sessions across diverse populations. |
| B2 | Demonstrate effective communication, leadership, and interpersonal skills in coaching and development contexts, adapting approaches to meet participant needs. |
| B3 | Critically analyse contemporary issues in sport development and coaching, using evidence-based approaches to inform practice and decision-making. |
| B4 | Reflect on personal and professional development through experiential learning, identifying areas for improvement and progression within the sport industry. |
| B5 | Work collaboratively within multidisciplinary teams and community settings to design and implement sport development initiatives that promote inclusion and participation. |
| B6 | Demonstrate understanding of ethical, legal, and safeguarding responsibilities in coaching and development environments. |
| C1 | Apply theoretical and practical knowledge of coaching principles to plan, deliver, and evaluate inclusive sport and physical activity sessions across diverse populations. |
| C2 | Demonstrate effective communication, leadership, and interpersonal skills in coaching and development contexts, adapting approaches to meet participant needs. |
| C3 | Critically analyse contemporary issues in sport development and coaching, using evidence-based approaches to inform practice and decision-making. |
| C4 | Reflect on personal and professional development through experiential learning, identifying areas for improvement and progression within the sport industry. |
| C5 | Work collaboratively within multidisciplinary teams and community settings to design and implement sport development initiatives that promote inclusion and participation. |
| C6 | Demonstrate understanding of ethical, legal, and safeguarding responsibilities in coaching and development environments. |
Course Structure
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 4B027E | MOD013953 | Foundations of PE, Health and Wellbeing (Online) | Running | 30 | specified |
| 4B028E | MOD013957 | Introduction to Sports Coaching (Online) | Running | 30 | specified |
| 4B029E | MOD013962 | Introduction to Sports Development (Online) | Running | 30 | specified |
| 4B043E | MOD014022 | Reflection on Learning in the Workplace (Online) | Running | 30 | specified |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 5B033E | MOD013960 | Coaching for Inclusion (Online) | Running | 30 | specified |
| 5B035E | MOD013965 | Physical Education and Community School Sport (Online) | Running | 30 | specified |
| 5B036E | MOD013967 | Sport for Development (Online) | Running | 30 | specified |
| 5B046E | MOD014025 | Leadership and Organisational Practice (Online) | Running | 30 | specified |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Means of Assessment
Learning Support
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Foundation Degree in Science | 240 credits of which at least 100 must be at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3. Of the 240 credits, at least 60 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 | Exit |
Progression Route
Entry Requirements
Admission to the course is typically through the following qualifications:
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
N/A
Quality Of Standards Indicators
N/A