BSc (Hons) Sport and Exercise Therapy
01 Sep 2027 - 31 Aug 2033
| Course Leader | Leighanne Kelly |
|---|---|
| Course Team | Sara Gray, Tom Owens, Christopher Marley |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time |
Document Version
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2033 |
QAA Benchmarks
Educational Aim
The BSc (Hons) Sport and Exercise Therapy programme aims to:
Equip students with the theoretical knowledge and practical skills required to assess, treat, and rehabilitate musculoskeletal injuries in a variety of clinical and sporting contexts.
Develop students’ ability to apply clinical reasoning and evidence-based practice across the domains of prevention, assessment, intervention, rehabilitation, and emergency care.
Foster professional autonomy and multidisciplinary collaboration, while supporting supervised clinical placements that integrate academic learning with real-world experience and develop professional competencies.
Promote ethical, inclusive, and culturally competent practice, ensuring graduates can respond to the diverse needs of individuals and communities.
Encourage lifelong learning, reflective practice, and engagement with research, preparing graduates for continued professional development and leadership in the field of sports therapy.
Learning Outcomes
| A1 | Apply a comprehensive understanding of anatomy, physiology, biomechanics, and pathology to assess, diagnose, and manage musculoskeletal conditions across diverse populations. |
| A2 | Design, implement, and evaluate evidence-informed injury prevention and rehabilitation programmes, tailored to individual and group needs, across all phases of recovery and return to activity. |
| A3 | Demonstrate competence in the safe and effective use of therapeutic modalities, including soft tissue therapy, electrotherapy, and manual therapy, with appropriate clinical reasoning and patient-centred care. |
| A4 | Demonstrate the ability to deliver acute care in prehospital emergency settings, including life support, trauma management, and safe handover to definitive care, in line with current clinical guidelines and ethical standards. |
| A5 | Critically appraise research and reflective practice approaches, applying theoretical models and contemporary evidence to inform clinical decision-making and support ongoing professional development. |
| A6 | Demonstrate the ability to apply professional, equitable, and inclusive approaches to sports therapy practice, recognising the impact of culture, diversity, and structural inequalities on health, while advocating for health justice and sustainability. |
| B1 | Apply a comprehensive understanding of anatomy, physiology, biomechanics, and pathology to assess, diagnose, and manage musculoskeletal conditions across diverse populations. |
| B2 | Design, implement, and evaluate evidence-informed injury prevention and rehabilitation programmes, tailored to individual and group needs, across all phases of recovery and return to activity. |
| B3 | Demonstrate competence in the safe and effective use of therapeutic modalities, including soft tissue therapy, electrotherapy, and manual therapy, with appropriate clinical reasoning and patient-centred care. |
| B4 | Demonstrate the ability to deliver acute care in prehospital emergency settings, including life support, trauma management, and safe handover to definitive care, in line with current clinical guidelines and ethical standards. |
| B5 | Critically appraise research and reflective practice approaches, applying theoretical models and contemporary evidence to inform clinical decision-making and support ongoing professional development. |
| B6 | Demonstrate the ability to apply professional, equitable, and inclusive approaches to sports therapy practice, recognising the impact of culture, diversity, and structural inequalities on health, while advocating for health justice and sustainability. |
| C1 | Apply a comprehensive understanding of anatomy, physiology, biomechanics, and pathology to assess, diagnose, and manage musculoskeletal conditions across diverse populations. |
| C2 | Design, implement, and evaluate evidence-informed injury prevention and rehabilitation programmes, tailored to individual and group needs, across all phases of recovery and return to activity. |
| C3 | Demonstrate competence in the safe and effective use of therapeutic modalities, including soft tissue therapy, electrotherapy, and manual therapy, with appropriate clinical reasoning and patient-centred care. |
| C4 | Demonstrate the ability to deliver acute care in prehospital emergency settings, including life support, trauma management, and safe handover to definitive care, in line with current clinical guidelines and ethical standards. |
| C5 | Critically appraise research and reflective practice approaches, applying theoretical models and contemporary evidence to inform clinical decision-making and support ongoing professional development. |
| C6 | Demonstrate the ability to apply professional, equitable, and inclusive approaches to sports therapy practice, recognising the impact of culture, diversity, and structural inequalities on health, while advocating for health justice and sustainability. |
Course Structure
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 4B082E | MOD014287 | Foundations of Musculoskeletal Anatomy, Kinesiology and Clinical Assessment | Running | 30 | core |
| 4B080E | MOD014288 | Sport Science and Performance | Running | 30 | core |
| 4B022E | MOD013998 | Health and Fitness Foundations | Running | 30 | core |
| 4B083E | MOD014298 | Fundamentals of Sports Injury Management | Running | 30 | core |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 5B097E | MOD014299 | Assessment and Injury Pathology in Sport and Exercise Therapy | Running | 30 | core |
| 5B019E | MOD014311 | Sport and Exercise Rehabilitation | Running | 30 | core |
| 5B026E | MOD014003 | Applied Exercise for Health: Designing for Change | Running | 30 | core |
| 5B034E | MOD014313 | Therapeutic Techniques in Sport and Exercise Therapy | Running | 30 | core |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 6B081E | MOD014315 | Sport Therapy in Practice | Running | 30 | core |
| 6B053E | MOD014064 | Advanced Sports Rehabilitation | Running | 30 | core |
| 6B079E | MOD014316 | Advancing Practice through Research in Sport Therapy | Running | 30 | core |
| 6B080E | MOD014318 | Professional Practice and Placement in Sport and Exercise Therapy | Running | 30 | core |
Teaching and Assessment
Learning and Teaching Methods
The learning and teaching approach for the BSc (Hons) Sport and Exercise Therapy programme is underpinned by institutional strategies and the 2030 Curriculum Design Principles, with a strong emphasis on inclusive, authentic, and transformative learning. The course adopts a challenge-based learning approach, encouraging students to engage with real-world clinical scenarios that develop problem-solving, critical thinking, and professional decision-making skills.
This approach is aligned with the requirements of the Society of Sports Therapists (SST), which sets the standards for education and professional practice in sports therapy. Expectations regarding contact hours are specified by the SST, with all practical competency-carrying modules required to provide a minimum of 24 contact hours per 10 academic credits (e.g. 72 contact hours for a 30-credit module). These minimum contact hour requirements are mandatory and are intended to ensure sufficient supervised practice, feedback, and assessment to support the safe and effective development of practical competency.
The allocation of 72 teaching hours for 30-credit modules is driven by the requirements of the Society of Sports Therapists (SST). This reflects the complex nature of practical competency, which involves the integration of multiple domains, including musculoskeletal (MSK) knowledge, technical clinical skills, professional attitudes (such as ethics, communication, and teamwork), and metacognitive abilities such as reflection and clinical reasoning. Competency is not solely theoretical; it requires structured and repeated practical engagement to enable students to perform clinical tasks safely, effectively, and independently.
Aligning with SST guidance ensures consistency across programmes, supports the development of safe and competent graduates, and maintains public trust in the profession. Increased contact hours provide students with the necessary time to practise, receive feedback, and progressively develop confidence and clinical judgement. To support this structure, core theoretical content will be delivered through structured asynchronous learning, complementing the 72 hours of face-to-face teaching required by the SST for core sport and exercise therapy modules. An additional 10.5 hours of asynchronous digital learning will strengthen students’ theoretical understanding and provide greater flexibility in how foundational knowledge is acquired. This design ensures that in-person teaching is prioritised for the application of knowledge, clinical problem-solving, and, critically, the development and assessment of practical competency. While theoretical knowledge can be effectively developed independently, clinical competency encompassing technical skills, professional behaviours, and clinical reasoning must be demonstrated and assessed in a supervised, face-to-face environment. Prioritising contact time in this way ensures students receive structured guidance, immediate feedback, and robust assessment opportunities, enabling them to perform clinical tasks safely, effectively, and with increasing independence. This model is fully aligned with SST expectations and supports the development of competent, practice-ready graduates.
Student engagement is fostered through a blend of interactive lectures, practical workshops, and applied learning experiences. Practical sessions are central to the programme, providing inclusive, hands-on opportunities for students to develop clinical competencies in a supportive environment. These are complemented by supervised clinical placements, enabling students to apply theoretical knowledge in real-world settings and build confidence in their professional abilities.
The teaching strategy is designed to promote independent learning by encouraging reflection, self-directed study, and engagement with current research. Students are supported to take ownership of their learning through formative feedback, peer collaboration, and problem-based activities.
A diverse range of teaching methods ensures accessibility and supports different learning needs, including workshops, case-based discussions, simulation, and digital learning resources. This inclusive approach enables all students to engage meaningfully with the curriculum, develop as autonomous learners, and graduate as highly employable, globally aware practitioners capable of responding to the evolving demands of sport and exercise therapy practice.
Employer Engagement
The BSc (Hons) Sport and Exercise Therapy programme embeds the 3Es—Enterprise, Employability, and Entrepreneurship—through challenge-based learning, authentic assessment, and strong industry engagement. Students are presented with real-world clinical scenarios, such as designing injury prevention or rehabilitation programmes for diverse populations, which develop critical thinking, problem-solving, and innovative practice. These activities foster enterprise by requiring students to apply creativity, resource management, and evidence-based decision-making in realistic contexts.
Employability is developed through extensive collaboration with strategic partners. The Society of Sport Therapists provides accreditation guidance and ensures alignment with professional standards. Placement opportunities with organisations such as Newport County AFC, alongside a range of sports clubs and healthcare providers, enable students to apply academic learning in supervised clinical environments. There is also planned engagement with the Football Association (FA) and Football Association of Wales (FAW), supporting students in gaining additional pitch-side trauma qualifications, strengthening readiness for employment in sport and community settings.
The 3Es are explicitly embedded within assessment design. Employability is developed through practical assessments such as clinical case evaluations, OSCE-style practical exams, and placement-based competencies that reflect workplace expectations. Enterprise is assessed through applied projects where students design and justify innovative rehabilitation or performance solutions, often addressing real or simulated client needs. Entrepreneurship is developed through reflective and project-based assessments that require students to identify service improvements, propose community health initiatives, or develop independent practice ideas.
Across the programme, students are assessed on their ability to communicate professionally, work collaboratively, and demonstrate initiative in solving complex problems. These authentic assessments ensure graduates are not only clinically competent but also adaptable, innovative, and prepared for diverse career pathways in sport, health, and rehabilitation sectors.
Means of Assessment
Assessment within the BSc (Hons) Sport and Exercise Therapy programme is carefully designed to align with module and programme learning outcomes, ensuring students demonstrate theoretical knowledge, practical competence, and professional skills. Assessments evaluate clinical reasoning, evidence-based decision-making, and the ability to apply knowledge in real-world health, exercise, and sporting contexts, supporting the development of autonomous Graduate Sport Therapists.
Assessment methods progress across levels to reflect increasing complexity and independence. At level 4, students focus on foundational knowledge and basic practical skills, assessed through practical demonstrations, reflective journals, and short written tasks. Level 5 assessments emphasise applied clinical reasoning, problem-solving, and collaborative projects, integrating academic theory with practical scenarios. By level 6, students undertake complex, independent assessments, including research projects, portfolios, and case-based evaluations, demonstrating synthesis of knowledge, autonomous decision-making, and professional competence.
A balance of formative and summative assessment ensures continuous learning and progression. Formative assessments, such as peer feedback, draft submissions, and practical skills feedback, provide students with opportunities to develop and refine their abilities. Summative assessments, including practical examinations, case study reports, and placement evaluations, measure achievement of learning outcomes and readiness for professional practice. Assessment also supports academic integrity and transferable skills development. Clear guidance, evidence-based tasks, and plagiarism detection systems encourage authentic work, while assessments foster critical thinking, professional communication, teamwork, ethical practice, and reflective learning. Collectively, the assessment strategy ensures students not only meet academic standards but also acquire the practical, professional, and reflective skills necessary to succeed in dynamic healthcare, sports, and rehabilitation environments.
Learning Support
Induction
During induction week, students will be supported by lecturing staff to help them settle into the programme and understand academic expectations. Academic support will be provided through dedicated study skills sessions across all levels of study, focusing on key areas such as academic writing, research skills, referencing, and exam preparation. These sessions are designed to build confidence, develop independent learning skills, and support transition into higher education. Ongoing access to academic staff and support services ensures students continue to receive guidance throughout their studies, promoting progression, achievement, and overall success on the programme.
Learner Analytics
Learner analytics will support students by monitoring engagement, progress, and assessment performance through digital learning platforms. This enables staff to identify students who may need additional academic or pastoral support at an early stage. Targeted interventions can then be provided, including feedback, academic skills support, and referrals to library or wellbeing services. It also allows lecturers to adapt teaching based on patterns of student engagement and understanding. For students, this promotes a more personalised learning experience and helps them take ownership of their progress. Overall, learner analytics enhances achievement, retention, and student success through timely, evidence-informed support.
Office hours
Lecturing and support staff will provide regular weekly office hours to support students through drop-in or appointment-based academic guidance, both in person and online.
Tutorials
Tutorials will support learners through small-group or one-to-one sessions that reinforce lecture content, develop academic skills, and provide personalised feedback. They will help students apply theory to practice, prepare for assessments, and reflect on progress, ensuring ongoing academic support, confidence building, and improved understanding throughout the programme.
Seminars
Seminars will support learner development through interactive, group sessions that encourage discussion, critical thinking, and application of theory to practice. Students will explore case studies, debate key concepts, and work collaboratively to deepen understanding. Seminars also provide opportunities for feedback, clarification, and assessment preparation, enhancing engagement and academic confidence.
Formative Assessment
Formative assessment will support learners by providing ongoing opportunities to check understanding and receive feedback before final assessment. This will include quizzes, practical demonstrations, case studies, and draft work. On-going formative assessment enables students to feel supported and identify strengths and areas for improvement, guiding their development, building confidence, and enhancing performance through timely, constructive feedback throughout the programme.
Progress meetings
Progress meetings will support learners through planned one-to-one or small-group discussions with academic staff to review academic performance, engagement, and personal development. These meetings provide opportunities to set goals, address challenges, and identify support needs early. Each student will be provided with an Academic Support tutor who will be their point of contact for progress meetings if required. At L6 the Clinical skills tutor and course lead will provide additional support for the students.
Quality Insurance imput
The Quality Department provides ongoing support through established quality assurance processes, including LOOP, Continuous Monitoring, SSCLG student feedback mechanisms, and module monitoring activities. These processes enable the systematic review of module delivery, student experience, assessment requirements, and academic standards. Regular monitoring, evaluation, and reapproval processes ensure continuous enhancement, regulatory compliance, and the maintenance of high-quality learning provision.
Research Supervision
Research supervision will support learners during the dissertation module through the allocation of an academic supervisor. Students will receive regular one-to-one guidance on research design, methodology, ethics, and academic writing. Supervisors will provide feedback on progress, help refine research questions, and support critical analysis, ensuring students are equipped to complete an independent, evidence-based research project successfully.
Online Resources and Digital Support
Online resources and digital support will enhance learning by providing students with access to lecture materials, recordings, and key readings through the virtual learning environment. Additional digital tools and platforms will support independent study, revision, and skill development. This flexible access ensures students can revisit content, reinforce understanding, and engage with learning at their own pace throughout the programme.
Library Services
Library services will support learners by providing access to a wide range of academic resources, including books, journals, and databases. Study skills sessions will be offered to promote effective research, academic writing, referencing, and information literacy. These services help students develop independent learning skills, strengthen academic confidence, and improve the quality of their assignments and research work throughout the programme.
Learner Development Services
Learner Development Services will support students by providing guidance to enhance academic skills such as writing, numeracy, study strategies, and assessment preparation. Through workshops, one-to-one support, and online resources, students can develop confidence and independence in their learning. This service helps address individual learning needs and promotes successful progression throughout the programme.
Advice Zone
The Advice Zone plays a key role in student support by providing guidance on academic processes and personal circumstances that may affect study. This includes support with Extenuating Circumstances (ECs), extensions, and academic regulations. It also signposts students to appropriate services, ensuring they receive timely, confidential, and consistent advice to help them navigate their studies successfully.
Disability Advice Team
The Disability Advice Team supports students by providing tailored guidance and reasonable adjustments to ensure inclusive access to learning. This may include exam support, assistive technologies, learning plans, and adaptations to teaching or assessment. The team works with students and staff to remove barriers to learning and promote equal opportunity throughout the programme.
Mental Wellbeing
Mental wellbeing support will be available to students to help them manage stress, personal challenges, and emotional health throughout their studies. Services include confidential one-to-one support, counselling, workshops, and self-help resources. This support aims to promote resilience, wellbeing, and a positive learning experience, ensuring students can engage fully and successfully with their programme.
Student Success
A dedicated Student Success Officer within Sport will support learners throughout their programme by providing academic guidance, monitoring engagement, and helping students overcome challenges to progression. The role includes one-to-one support, signposting to relevant services, and working with academic staff to enhance retention and achievement. This ensures students are fully supported to succeed academically and professionally.
Careers Service
The Careers Service will support students by providing guidance on employability, career planning, and progression opportunities within sport and exercise therapy and related fields. This includes CV development, interview preparation, job search support, and access to placements and employer networks. The service helps students develop the skills and confidence needed to progress into graduate-level employment or further study. Careers workshops will be included at the final year modules to enhance these key areas.
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 |
| Bachelor of Science (Unclassified) | 300 credits of which at least 40 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 | 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. | 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
Level 4- Development of foundational knowledge and practical skills in anatomy, physiology, basic assessment techniques, and introduction to professional practice. Students engage in structured learning, guided practical application, and supported reflection.
Level 5- Application and development of clinical reasoning and practical competence in assessment, injury management, and rehabilitation. Increased independence in practical skills, problem-based learning, and engagement with practical experiences.
Level 6- Advanced autonomous practice, critical evaluation of evidence, and integration of complex clinical decision-making. Independent research (dissertation), leadership in practice, and readiness for professional employment as a Graduate Sport Therapist.
Entry Requirements
Admission to the course is typically through the following qualifications:
The programme is designed to fully comply with the requirements of the Society of Sport Therapists, including all pre-admission and admission criteria, and any necessary variations to standard academic regulations to ensure alignment with professional accreditation requirements. The curriculum is explicitly mapped against the competencies required for entry to the Society as a Graduate Sports Therapist, ensuring students demonstrate proficiency across: Prevent, Protect and Promote; Clinical Examination and Assessment; Therapeutic Interventions; Rehabilitation; Professional and Equitable Practice; and Acute Care in the Prehospital Emergency Setting. This ensures full integration of professional competencies across all levels of the programme.
All elements of the Society of Sport Therapists Educational Competencies and the BSc (Hons) framework are embedded and achieved across the curriculum. To ensure academic and professional standards are maintained:
Students must achieve a minimum pass mark of 40% in each assessment component within core Sport and Exercise Therapy modules (Modules 1, 2, 5, 6, 8, 9, 10, 11, and 12).
A minimum attendance requirement of 80% is applied across all modules to ensure engagement with essential practical and theoretical learning.
Practical sessions are delivered with appropriate staff-to-student ratios of 1:20, or 1:18 for higher-risk activities, to ensure safe and effective supervision.
All 30-credit modules include a minimum of 72 teaching hours to meet academic and professional requirements.
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