BSc (Hons) Sport And Exercise Science
01 Sep 2026 - 31 Aug 2032
| Course Leader | Tom Owens |
|---|---|
| Course Team | |
| 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 Aug 2032 |
QAA Benchmarks
Educational Aim
Develop applied scientists who can integrate biological, psychological and mechanical principles to analyse and enhance human performance, health and well-being in diverse populations.
Embed authentic, challenge-based learning that connects students with real industry contexts in sport performance, exercise prescription, health promotion and research practice.
Foster critical thinkers and problem solvers able to collect, interpret and evaluate scientific evidence to inform practice and ethical decision-making in sport and exercise science.
Cultivate professional identity and employability through progressive development of technical competence, professional standards (CASES and CIMSPA), and reflective practice within placements and work-based learning.
Encourage collaboration, innovation and lifelong learning, empowering students to pursue continued professional development and adapt to the evolving sport and exercise science sector.
Support inclusivity and sustainability in practice by embedding USW’s 2030 Curriculum Principles — inclusivity by design, digital fluency, and a commitment to ethical and environmentally responsible practice.
Learning Outcomes
| A1 | Demonstrate a systematic understanding of the scientific principles underpinning sport and exercise science, including physiology, biomechanics, and psychology, and how these disciplines interact to influence performance, health, and well-being. |
| A2 | Critically analyse and apply scientific evidence to solve authentic sport, exercise, and health challenges across a range of populations and professional settings. |
| A3 | Design, conduct, and evaluate research and applied investigations using appropriate methods of data collection, statistical analysis, and ethical practice. |
| A4 | Demonstrate competence in the safe and effective assessment, prescription, and evaluation of exercise and performance interventions in line with professional codes of conduct. |
| A5 | Communicate effectively using scientific, professional, and digital formats, and collaborate within multidisciplinary teams to support evidence-based decision making. |
| A6 | Reflect critically on personal and professional development to demonstrate autonomy, adaptability, and readiness for graduate-level employment or further study. |
| A7 | Apply inclusive, ethical, and sustainable approaches to sport and exercise practice, promoting health, well-being, and social responsibility. |
| B1 | Demonstrate a systematic understanding of the scientific principles underpinning sport and exercise science, including physiology, biomechanics, and psychology, and how these disciplines interact to influence performance, health, and well-being. |
| B2 | Critically analyse and apply scientific evidence to solve authentic sport, exercise, and health challenges across a range of populations and professional settings. |
| B3 | Design, conduct, and evaluate research and applied investigations using appropriate methods of data collection, statistical analysis, and ethical practice. |
| B4 | Demonstrate competence in the safe and effective assessment, prescription, and evaluation of exercise and performance interventions in line with professional codes of conduct. |
| B5 | Communicate effectively using scientific, professional, and digital formats, and collaborate within multidisciplinary teams to support evidence-based decision making. |
| B6 | Reflect critically on personal and professional development to demonstrate autonomy, adaptability, and readiness for graduate-level employment or further study. |
| B7 | Apply inclusive, ethical, and sustainable approaches to sport and exercise practice, promoting health, well-being, and social responsibility. |
| C1 | Demonstrate a systematic understanding of the scientific principles underpinning sport and exercise science, including physiology, biomechanics, and psychology, and how these disciplines interact to influence performance, health, and well-being. |
| C2 | Critically analyse and apply scientific evidence to solve authentic sport, exercise, and health challenges across a range of populations and professional settings. |
| C3 | Design, conduct, and evaluate research and applied investigations using appropriate methods of data collection, statistical analysis, and ethical practice. |
| C4 | Demonstrate competence in the safe and effective assessment, prescription, and evaluation of exercise and performance interventions in line with professional codes of conduct. |
| C5 | Communicate effectively using scientific, professional, and digital formats, and collaborate within multidisciplinary teams to support evidence-based decision making. |
| C6 | Reflect critically on personal and professional development to demonstrate autonomy, adaptability, and readiness for graduate-level employment or further study. |
| C7 | Apply inclusive, ethical, and sustainable approaches to sport and exercise practice, promoting health, well-being, and social responsibility. |
Course Structure
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 4B020E | MOD013996 | Inside the Body: From Muscles to Mind | Running | 30 | core |
| 4B021E | MOD013997 | Translating Science into Performance | Running | 30 | core |
| 4B022E | MOD013998 | Health and Fitness Foundations | Running | 30 | core |
| 4B036E | MOD013999 | The Sport & Exercise Scientist – Skills for Success | Running | 30 | core |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 5B024E | MOD014000 | Human Fundamental Sciences: Application and Adaptation | Running | 30 | core |
| 5B025E | MOD014002 | Human Performance: Application and Adaptation | Running | 30 | core |
| 5B026E | MOD014003 | Applied Exercise for Health: Designing for Change | Running | 30 | core |
| 5B027E | MOD014004 | Research in Practice | Running | 30 | core |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 6B021E | MOD014005 | Advanced Sport & Exercise Science | Running | 30 | core |
| 6B022E | MOD014006 | Optimising Human Performance | Running | 30 | core |
| 6B033E | MOD014009 | Research to Reality: Sport & Exercise Science in Practice | Running | 30 | core |
| 6B032E | MOD014007 | Strength and Conditioning: Evidence-Based Training Methods | Running | 30 | core |
Teaching and Assessment
Learning and Teaching Methods
Learning and teaching on the BSc (Hons) Sport and Exercise Science are grounded in the University’s Challenge Based Curriculum (CBC) and 2030 Curriculum Design Principles, which emphasise inclusivity, digital fluency, sustainability, and employability. The CBC model provides an immersive block and flex structure, enabling students to engage deeply with one 30-credit module at a time through authentic, industry-focused challenges that integrate theory with practice.
Teaching methods are varied and evidence-informed, combining interactive videos lectures, practical laboratories, workshops, seminars, online learning, and fieldwork to promote active, collaborative, and independent learning. Students apply scientific principles through real-world contexts in physiology, biomechanics, and psychology, supported by access to USW Sport Park laboratories and applied technologies. Learning is scaffolded across levels to develop critical thinking, research competence, and professional skills aligned with CASES and CIMSPA standards.
Student engagement is fostered through small-group practicals, problem-based case studies, peer collaboration, and formative feedback embedded within each block. Digital platforms support flexible engagement and reflection, encouraging students to take ownership of their learning and monitor progress against professional competencies.
Inclusive design principles ensure accessibility for diverse learners through multiple modes of delivery, adaptive resources, and individualised academic support. The course community promotes belonging and wellbeing through academic coaching and peer mentoring.
By integrating authentic assessment, reflective practice, and industry collaboration, the learning approach develops graduates who are curious, confident, and work-ready practitioners able to apply scientific knowledge to enhance performance, health, and well-being across a range of professional contexts.
Employer Engagement
Engagement with industry partners and Professional, Statutory and Regulatory Bodies (PSRBs) forms an integral part of quality assurance and enhancement. Regular consultation with organisations such as CASES, CIMSPA, the Football Association of Wales, and PureGym ensures that curriculum content, assessment practices, and graduate attributes remain aligned with current and emerging workforce needs. PSRB accreditation and qualification mapping are reviewed on a cyclical basis, providing external validation of professional relevance and informing curriculum updates where required.
Means of Assessment
Assessment within the BSc (Hons) Sport and Exercise Science ensures students demonstrate knowledge, practical competence, and professional behaviours through authentic, applied tasks. Assessments are designed to reflect real-world professional practice, enabling students to integrate and apply scientific principles from physiology, biomechanics, nutrition and psychology to solve complex sport and exercise challenges.
The assessment strategy is progressive and developmental across levels.
Level 4 introduces foundational scientific skills and knowledge through guided assessments such as laboratory reports, reflective portfolios, and presentations.
Level 5 focuses on the integration and application of knowledge to practical and research contexts, including case studies, exercise tests, data analysis tasks, and work-based projects.
Level 6 emphasises autonomy and professional competence through independent research, client-based challenges, and evaluative reports aligned with CASES and CIMSPA standards.
Each seven-week CBC block incorporates a balance of formative and summative assessment. Formative activities, such as peer feedback, quizzes, practical demonstrations, and coaching simulations allow students to receive feedback early and refine their work before final submission. Summative assessments measure the achievement of CLOs through authentic outputs relevant to industry practice.
Academic integrity is supported through transparent marking criteria, digital literacy training, and assessment design that prioritises originality, reflection, and personal engagement. Academic skills are embedded within each module to develop scientific writing, data interpretation, and critical analysis.
Overall, the assessment approach promotes integrity, inclusivity, and professional readiness, equipping students with the ability to evaluate evidence, communicate effectively, and perform confidently within contemporary sport and exercise science settings.
3.2.2 Please fill in the details for the assessment activities for each mod
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 Welcome Fest and Fresher’s events. 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.
Learner Analytics
Engagement and performance are monitored through the University’s Learner Analytics dashboard. Data on attendance, assessment submission and online activity enable early identification of students who may require additional support. Personal Academic Coaches (PACs) and Subject Support Officers use these insights to initiate timely intervention and referrals to relevant services.
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 are interactive sessions that encourage discussion, reflection, and application of theory to practice. 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 assessment and feedback are embedded throughout module implementation plans to prepare students for practical, presentation, simulation, written and test type summative assessments. This approach promotes reflective learning and continuous improvement.
Progress meetings
PAC meetings focus on the student’s personal and professional development, and progress is discussed formally at least once per term between each student and their Personal Academic Coach. Additional progress meetings with module leaders or the course lead can be requested and are welcomed.
Research Supervision
Students are allocated an academic supervisor, ensuring students get a parity of experience. Module handbooks help to communicate these expectations and processes to students.
Students undertaking independent research projects receive structured supervision from academic staff with specialist expertise. Supervisors guide project planning, ethics approval, data collection, and analysis, ensuring adherence to research governance and CASES ethical standards.
Online Resources and Digital Support
All modules are linked to UniLearn, the USW integrated system, which supports assessment, learning and teaching activities through technology. All teaching materials are available through Blackboard Ultra. Students have access to MS Teams for online tutorials, discussion forums, and collaboration. Short video clips will supplement the on-campus face-to-face course delivery, providing context and additional learning to support student’s development. The Digital Support Team and Library Services provide training in digital literacy and academic software, which are embedded into the course curriculum (e.g., SPSS, Excel, motion analysis systems).
Library Services
The USW Library offers extensive print and digital collections, including dedicated sport and exercise science databases. Subject librarians deliver tailored research skills sessions and one-to-one support. A specialist online resource guide is available: libguides.southwales.ac.uk/exercise.
Students also have access to all USW resources both on and off campus. 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. https://library.southwales.ac.uk/
Student Development and Study Skills (SDSS)
The Learner Development Service delivers academic-skills workshops and individual tutorials covering writing, referencing, data analysis, and presentation skills. Support is available in person or online.
https://www.southwales.ac.uk/services/learner-development-service/
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 Advice Team
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) or neurodiversity. 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 and the Course Leader.
https://disability.southwales.ac.uk/
Mental Wellbeing
The Wellbeing Service offers counselling, mental-health advice, workshops, and self-help resources. Staff work closely with academic teams to provide appropriate support and crisis response.
https://www.southwales.ac.uk/current-students/advice-zone/a-z/support-for-students-at-usw/
Progression Advice Team
The?Progression Advice Team?works with students to identify areas of academic concern, for example decisions about transferring courses, changing study modes, or taking temporary withdrawal, and can advise on available options and suggest a holistic support plan.
Careers Service
USW Careers provides support with careers advice, employment, freelancing, work placements, and much more to help students prepare for their future: https://www.southwales.ac.uk/services/careers/
Sport and Exercise Science students also benefit from placements, endorsement by organisations and businesses as well as guest lectures through partnerships with CASES, CIMSPA, and local health boards and sport organisations.
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 | Exit |
| 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 |
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
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