University of Chester

Programme Specification
Sport & Exercise Sciences BSc (Hons) (Combined Honours)
2015 - 2016

Bachelor of Science (Combined Honours)

Sport & Exercise Sciences

Sport & Exercise Sciences

University of Chester

University of Chester

Chester Campus

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory,

3 years

7 Years

Annual - September

C600

C600

Yes

17a. Faculty

17b. Department

Medicine, Dentistry and Life Sciences Sport and Exercise Sciences

Unit 25: Hospitality, Leisure, Sport and Tourism.

N/A

Department of Sport and Exercise Sciences

Saturday 1st January 2011

The specific aims of the combined honours Sport and Exercise Sciences programme are to enable students to:

  • gain knowledge and understanding in the context of the subject;
  • acquire cognitive skills through synthesising information, applying knowledge to solving problems, formulating and testing hypotheses;
  • develop subject-specific practical and professional skills in a range of laboratory, workshop, coaching, vocational and/or research settings;
  • develop personal and transferable skills;
  • enhance career opportunities for employment in a wide variety of related fields;
  • become equipped with the necessary learning and study skills to progress to postgraduate courses.

Knowledge and Understanding

  1. Principles, terms, definitions, classifications associated with nominated areas of Sport and Exercise Sciences: Exercise Physiology, Sociology of Sport and Exercise, Sports Biomechanics/Performance Analysis, Sports Coaching, Sports Psychology
  2. Processes intrinsic to the areas: laboratory work, experimental methodology, research, discussion, debate, practical and experiential experience as appropriate to sub-areas as above
  3. Concepts associated with subject area, e.g. Exercise Physiology, Sociology of Sport and Exercise, Sports Biomechanics/Performance Analysis, Sports Coaching, Sports Psychology
  4. Techniques – teaching, instruction in Sports Coaching, laboratory and practical work in Sports Biomechanics/Performance Analysis, Sports Psychology, Exercise Physiology to generate data for subsequent data handling, discussion and criticism



 



 



 



 

Thinking or Cognitive Skills

  1. Demonstrate capacity to plan, conduct, report and evaluate own and others’ research in Exercise Physiology, Sociology of Sport and Exercise, Sports Biomechanics/Performance Analysis, Sports Coaching, Sports Psychology
  2. Synthesise information from a variety of sources to answer problems and review material from the sub-areas
  3. Analyse, evaluate, interpret information generated from own practical experiences in Exercise Physiology, Sociology of Sport and Exercise, Sports Biomechanics/Performance Analysis, Sports Coaching, Sports Psychology
  4. Extrapolate and predict from data, information and examples selected from Sport and Exercise Sciences
  5. Formulate, test hypotheses generated from individual experience and experience of others in the fields of Exercise Physiology, Sociology of Sport and Exercise, Sports Biomechanics/Performance Analysis, Sports Coaching, Sports Psychology

Practical Skills

  1. Measure and evaluate performance effectively in the laboratory and field in Exercise Physiology, Sports Biomechanics/Performance Analysis, Sports Psychology
  2. Practical ability related to subject area in Sports Coaching
  3. Observe, record accurately, account for influences, e.g. affecting performance and participation in Exercise Physiology, Sports Biomechanics/Performance Analysis, Sports Coaching, Sports Psychology
  4. Perform, design practical work, e.g. in Exercise Physiology, Sports Biomechanics, Sports Psychology, Sports Coaching
  5. Prepare reports using appropriate skills, e.g. Exercise Physiology, Sociology of Sport and Exercise, Sports Biomechanics/Performance Analysis, Sports Coaching, Sports Psychology
  6. Organise, manage projects eg in Work-based Learning, Experiential Based Learning, Research Dissertations
  7. Interpretative skills concerned with subject area, e.g. from documents, project, case study, performance, practice-based in Exercise Physiology, Sociology of Sport and Exercise, Sports Biomechanics/Performance Analysis, Sports Coaching, Sports Psychology.

Transferable Professional Skills

  1. Pedagogical skills developed through Sports Coaching
  2. Laboratory skills developed in Exercise Physiology, Sports Biomechanics/Performance Analysis, Sports Psychology
  3. Report writing across all aspects of the degree programme

Key Skills

  • Communication
  • Application of Number
  • Information Literacy and Technology
  • Improving own learning and performance
  • Working with others
  • Problem solving
  1. Communicate effectively eg. coaching, teaching in Sports Coaching, presentations in Exercise Physiology, Sociology of Sport and Exercise, Sports Biomechanics/Perormance Analysis, Sports Psychology, seminar and discussion work in Sociology of Sport and Exercise. Report and other assignment writing across the sub-disciplines
  2. Work with numbers in the Exercise Physiology, Sports Biomechanics/Performance Analysis,Sports Psychology fields, and quantitative methods in the Sociology of Sport and Exercise
  3. Use Information Technology competently, e.g.word processing packages, internet, databases, spreadsheets, specialist software/support materials
  4. Work through the levels of study becoming progressively autonomous learners, culminating in a final year research dissertation
  5. Work as part of a team
  6. Problem solving in laboratory, practical and seminar settings

The programme has been designed in accordance with Unit 25 Benchmarking statements. Any Department offering programmes in the field of Sport and Exercise Sciences is bound to take into consideration the contours of that field at regional and national as well as international levels. This is particularly so in the broad field of Sport and Exercise Sciences, where there are three distinct features to the terrain:

  1. a very well-established sub-discipline basis: what amounts to a de facto structure for Sport and Exercise Sciences nationally and internationally;
  2. a very well-established and influential lead-body – the British Association of Sport and Exercise Sciences (BASES); and
  3. a benchmarking process (led by BASES).

The process of benchmarking in Sport and Exercise Sciences reflects the influence of BASES, which in turn reflects the influence of a ‘traditional’ sub-discipline based structure to pretty much every undergraduate programme in the field (ranging from ‘pure’ Sports Science, through Physical Education to Sports Development and Sport and Leisure Management). In shaping programmes delivered by the Department of Sport & Exercise Sciences at University of Chester, it is our intention to ensure coverage of all the necessary constituents of Sport & Exercise Sciences programmes whilst focusing on those that might give us a claim to speciality and distinctiveness. As such, like the single honours programme, the BSc Combined Honours programme is arranged around a framework of ‘Areas’ based upon traditional sub-disciplines: Exercise Physiology, Sociology of Sport and Exercise, Sports Biomechanics, Sports Coaching/Performance Analysis and Sports Psychology. However, due to the nature of combined honours degrees, it is not possible to ensure that all students are exposed to all areas within Sport and Exercise Sciences. As such, all combined honours students will study SS4050 Research Methods and Study Skills in Sport and Exercise Sciences, as this will ensure that all students are, at the very least, aware of the main sub-disciplines that make up Sport and Exercise Sciences. They are also given the opportunity to choose their own specialist areas to focus on from Level 4, which may best complement their degree combination and/or may be of most interest to them academically and in terms of their future career. At Level 4, Areas incorporate introductory concepts and theories that are extended and applied to relevant topics (Level 5). Combined honours students also must study SS5050 as a compulsory module at Level 5, only where they choose to do three modules in SES. Level 6 further develops the necessary skills of critical awareness and evaluation. Level 6 options enable students to study principally within a chosen Area or to follow vocationally focused themes (e.g. PE teaching). All options at Level 5 and 6 are open to all combined honours students, provided they meet the pre-requisites, allowing them to focus on areas of interest to them, whilst maintaining, as much as is possible, a broad coverage of sport and exercise science sub-disciplines. Students that major and do joint honours in Sport and Exercise Sciences will all be given the opportunity to do a Level 6 research dissertation in an area of their choosing.

Students may select full time or part time modes of study. Entry is matriculation or non standard in accordance with admissions policy. Entry can be at Level 4, 5 or 6 in accordance with credit policy. Credit tariff for each module = 20 credits = 200 hours study time.

Combined Honours only
Mod-Code Level Title Credit Major Equal Minor
SS4001 4 Introduction to Exercise Physiology 20 Optional Optional Optional
SS4010 4 Introduction to Sport and Exercise Psychology 20 Optional Optional Optional
SS4020 4 Introduction to the Sociology of Sport and Exercise 20 Optional Optional Optional
SS4030 4 Introduction to Sports Coaching and Pedagogy 20 Optional Optional Optional
SS4040 4 Introduction to Biomechanics and Kinesiology in Sport 20 Optional Optional Optional
SS4050 4 Research Methods and Study Skills in Sport and Exercise Sciences 20 Comp Comp Comp
SS5001 5 Measurement and Evaluation in Sport and Exercise Physiology 20 Optional Optional Optional
SS5010 5 Sport Psychology 20 Optional Optional Optional
SS5020 5 Contemporary Issues in Sport 20 Optional Optional Optional
SS5030 5 Sports Coaching and Pedagogy 20 Optional Optional Optional
SS5040 5 Biomechanics and Notational Analysis in Sport 20 Optional Optional Optional
SS5050 5 Research Methods in Sport and Exercise Sciences 20 Optional Optional Optional
SS5060 5 Applied Experience in Sports Science 20 Optional Optional Optional
WB5101 5 Enhancing your Employability through Work Based Learning 20 Optional Optional Optional
SS6001 6 Issues in Elite Sport Training and Performance 20 Optional Optional Optional
SS6002 6 Sports Nutrition and Performance 20 Optional Optional Optional
SS6003 6 Exercise in Health and Disease 20 Optional Optional Optional
SS6010 6 Exercise Psychology 20 Optional Optional Optional
SS6011 6 Applied Sport Psychology 20 Optional Optional Optional
SS6020 6 Issues in Sport, Health and Exercise 20 Optional Optional Optional
SS6021 6 Issues in Sport Policy, Politics and Development 20 Optional Optional Optional
SS6022 6 Issues in Physical Education and Youth Sport 20 Optional Optional Optional
SS6030 6 Applied Sports Coaching and Pedagogy 20 Optional Optional Optional
SS6040 6 Applied Sports Biomechanics 20 Optional Optional Optional
SS6041 6 Applied Notational Analysis and Coaching in Sport 20 Optional Optional Optional
SS6050 6 Dissertation in Sport and Exercise Sciences 40 Optional N/A N/A

  • Successful completion of Level4 – accumulation of 120 credits – Certificate of HE
  • Successful completion of Level5 – accumulation of 240 credits – Diploma of HE
  • Successful completion of Level6 – accumulation of 360 credits – BSc (Hons) Sport and Exercise Sciences
  • Successful completion of Level4 – accumulation of 120 credits – Certificate of HE
  • Successful completion of Level5 – accumulation of 240 credits – Diploma of HE
  • Successful completion of Level6 – accumulation of 360 credits – BSc (Hons) Sport and Exercise Sciences

  • A minimum of 260 UCAS points, of which 200-260 points must be obtained from GCE and/ or VCE A levels (12 or 6 unit awards), including a grade C in one subject. The remaining points may be achieved from GCE and/ or VCE A/ AS levels, VCE double award, or from level 3 Key Skills certification.
  • BTEC National Diploma: merit / distinction profile.
  • OCR National Extended Diploma / Diploma (Sport): merit / distinction profile
  • Irish Highers/ Scottish Highers: a minimum of B in four subjects
  • International Baccalaureate: 24 points
  • European Baccalaureate: a minimum of 70%
  • QAA recognised Access to Science or Sports Sciences course, Open College Units or Open University Credits
  • The advanced diploma is acceptable in combination with a sport related A Level

The design of the programme has taken account of, and, where appropriate, incorporated the recommendations of the Quality Assurance Agency for Higher Education (QAA) benchmarks for programmes broadly concerned with sport.  Unit 25 benchmarks relating to sport and recreation have been developed in conjunction with the British Association of Sport and Exercise Sciences (BASES), the Leisure Studies Association and the UK Higher Education Standing Conference for Leisure, Recreation and Sport. 

At Level 4 students are expected to be able to:

(A) In the study of human responses to sport and exercise:

(i) Make effective use of knowledge and understanding of the disciplines underpinning human structure and function (SS4001, SS4030, SS4040);

(ii) Appraise and evaluate the effects of sport and exercise intervention on the participant (SS4001, SS4010, SS4030, SS4040);

(iii) Provide a critical appreciation of the relationship between sport and exercise activity and intervention in a variety of participant groups. This will include special populations such as the elderly, disabled and children (SS4001, SS4010, SS4020).

(B) In the study of the performance of sport and its enhancement, monitoring and analysis:

(i) Monitor, analyse, diagnose and prescribe action to enhance the learning and performance of the component elements of sport (SS4010, SS4030);

(ii) Evidence the skills required to monitor and evaluate sports performance in laboratories and/ or field settings (SS4001, SS4010, SS4030, SS4040);

(iii) Display a critical appreciation of the integration of the variables involved in the delivery (teaching, instructing and coaching) of enhanced sport performance (SS4001, SS4010, SS4030, SS4040, SS4050).

(C) In the study of the historical, social, political, economic and cultural diffusion, distribution and impact of sport:

(i) Display a critical insight into the organisations and structures responsible for sport, and the political ramifications arising from these (SS4020, SS4050);

(ii) Employ social, economic, and political theory to explain the development and differentiation of sport throughout society (SS4020, SS4050);

(iii) Demonstrate the application of the social and cultural meanings attached to sport and their impact on participation and regulation (SS4010, SS4020, SS4050).

At Level 5 students are expected to be able to:

(A) In the study of human responses to sport and exercise:

(i) Make effective use of knowledge and understanding of the disciplines underpinning human structure and function (SS5001, SS5040, SS5050, SS5060);

(ii) Appraise and evaluate the effects of sport and exercise intervention on the participant (SS5001, SS5010, SS5030, SS5040, SS5050, SS5060);

(iii) Provide a critical appreciation of the relationship between sport and exercise activity and intervention in a variety of participant groups. This will include special populations such as the elderly, disabled and children (SS5001, SS5010, SS5020, SS5030, SS5050, SS5060).

(B) In the study of the performance of sport and its enhancement, monitoring and analysis:

(i) Monitor, analyse, diagnose and prescribe action to enhance the learning and performance of the component elements of sport (SS5010, SS5030, SS5040, SS5050, SS5060);

(ii) Evidence the skills required to monitor and evaluate sports performance in laboratories and/ or field settings (SS5001, SS5010, SS5030, SS5040, SS5050, SS5060);

(iii) Display a critical appreciation of the integration of the variables involved in the delivery (teaching, instructing and coaching) of enhanced sport performance (SS5010, SS5030, SS5040, SS5050, SS5060).

(C) In the study of the historical, social, political, economic and cultural diffusion, distribution and impact of sport:

(i) Display a critical insight into the organisations and structures responsible for sport, and the political ramifications arising from these (SS5020, SS5050);

(ii) Employ social, economic, and political theory to explain the development and differentiation of sport throughout society (SS5020, SS5050);

(iii) Demonstrate the application of the social and cultural meanings attached to sport and their impact on participation and regulation (SS5020, SS5050).

(D) In the study of the policy, planning, management and delivery of sporting opportunities:

(i) Understand and apply the theories, concepts and principles of practice from the generic management areas of operations, finance, human resources, economics and marketing to sports facilities and events (SS5020);

(ii) Employ strategic planning and development planning skills in analysing, understanding and addressing the development needs and intentions of sport organizations and communities (SS5020);

(iii) Demonstrate a critical appreciation of sport development and facilitation principles in at least one vocational context (SS5020).

At Level 6 students are expected to be able to:

(A) In the study of human responses to sport and exercise:

(i) Make effective use of knowledge and understanding of the disciplines underpinning human structure and function (SS6001-6003, SS6040, SS6041, SS6050);

(ii) Appraise and evaluate the effects of sport and exercise intervention on the participant (SS6001-6003, SS6010-6012, SS6030, SS6031, SS6040, SS6041, SS6050);

(iii) Provide a critical appreciation of the relationship between sport and exercise activity and intervention in a variety of participant groups. This will include special populations such as the elderly, disabled and children (SS6001-6003, SS6010-6012, SS6020-6022, SS6030-6031, SS6050).

(B) In the study of the performance of sport and its enhancement, monitoring and analysis:

(i) Monitor, analyse, diagnose and prescribe action to enhance the learning and performance of the component elements of sport (SS6001, SS6011, SS6012, SS6030, SS6031, SS6041, SS6050);

(ii) Evidence the skills required to monitor and evaluate sports performance in laboratories and/ or field settings (SS6001-6003, SS6010-SS6012, SS6030, SS6031, SS6040, SS6041, SS6050);

(iii) Display a critical appreciation of the integration of the variables involved in the delivery (teaching, instructing and coaching) of enhanced sport performance (SS6001, SS6002, SS6011, SS6012, SS6030, SS6031, SS6040, SS6041, SS6050).

(C) In the study of the historical, social, political, economic and cultural diffusion, distribution and impact of sport:

(i) Display a critical insight into the organisations and structures responsible for sport, and the political ramifications arising from these (SS6020-6022, SS6050);

(ii) Employ social, economic, and political theory to explain the development and differentiation of sport throughout society (SS6020, SS6021, SS6050);

(iii) Demonstrate the application of the social and cultural meanings attached to sport and their impact on participation and regulation (SS6020-6022, SS6031, SS6050).

(D) In the study of the policy, planning, management and delivery of sporting opportunities:

(i) Understand and apply the theories, concepts and principles of practice from the generic management areas of operations, finance, human resources, economics and marketing to sports facilities and events (SS6020, SS6021, SS6050);

(ii) Employ strategic planning and development planning skills in analysing, understanding and addressing the development needs and intentions of sport organizations and communities (SS6020-6022, SS6031, SS6050);

(iii) Demonstrate a critical appreciation of sport development and facilitation principles in at least one vocational context (SS6020-6022, SS6031, SS6050).

There are a variety of learning and teaching methods, ranging through lectures in main topic areas, workbooks to support learning in all areas, practicals, IT based learning, independent student centred learning, practical projects, group-based seminar work across the areas (e.g. anatomy workshops, measuring change in physiological parameters in exercise, examination of efficacy of testing and exercise prescription). There are various opportunities to debate and critically appraise issues in sport and physical education, developing intervention strategies as a coach and/or physical educator. Students are also encouraged to evaluate their performance as a performer and/or coach. Intellectual skills are developed through case studies (e.g. Sports Psychology), group seminars (e.g. Sociology of Sport and Exercise), worked examples to illustrate data gathering (e.g. Exercise Physiology, Sports Biomechanics/Performance Analysis, Sports Psychology), synthesis, evaluation, project planning and execution (e.g. Sports Coaching), experimental design, protocol, discussion and debate.Students are also given the opportunity to develop report writing skills through individual guidance through project work, practical classes, fieldwork, e.g. workshops in fitness training, coaching/teaching placements in the University and /or the community in Sports Coaching. Students are encouraged to develop and maintain Progess Files as part of their learning. This can help in developing self-paced learning strategies with support material, lecture input, demonstrations, support group seminars, mini-presentations, peer group discussion and feedback eg. in dissertations. Work-based learning, research methods and support for dissertation work are specific types of learning methods students may also experience. Work-based learning opportunities in exercise, health related, sports development and coaching/teaching areas are afforded, most notably, at Level 5.Presentation and group work in group projects is an aspect of learning across the disciplines. There are opportunities for involvement in extra-curricular opportunities, e.g. teams, coaching, Student Support and Guidance initiatives, which provide experience and examples to support learning in the curriculum. Students are taught and learn to develop IT skills in research methods, presentations and corresponding support material. Access to IT for research and presentation is provided centrally. The use of specialist software is taught to students, and they learn to use it most notably in Exercise Physiology, Sports Biomechanics/Performance Analysis and Sports Psychology. Key skills are developed through individual and group exercises, e.g. through reflection on learning in group and experiential settings. Teamwork is encouraged through group project work in sub-disciplines and is taught, quite specifically, within Sports Psychology.

The programme utilises a diverse range of assessment methods, which include: multi-choice tests, unseen/seen examinations for introductory knowledge, coursework assignments and essays that require balanced and referenced argument and criticism, case studies examining effects of intervention strategies, self-evaluation and observation of practical coaching and teaching situations. In addition, students on the programme can expect to engage in writing reports, assignments generated by practical classes (e.g. in Exercise Physiology), field work, project work (e.g. teaching and coaching), case studies (e.g. training programmes), coach case studies and practical session delivery assessments.  Essay style questions in unseen examinations, oral presentations, poster presentations, reflective interviews for specific aspects (e.g. work-based learning in exercise and sports specific areas) are also a feature of the assessment methods employed on the programme. There are also problem solving exercises on sports specific training, course-work assignments investigating and criticising current issues, dissertation seminars, presentations and final submission. There are also opportunities for students to engage in group-work projects on data handling collection, poster presentations and individual discussion on validity and reliability in Exercise Physiology and Sports Biomechanics/Notational Analysis.IT use is embedded in written submissions, formal and statistical and graphical presentations across the curriculum. There are also numerous opportunities to do coursework exercises e.g. report writing, presentations, reflective portfolios that are designed to evaluate key skills. The Department has a well implemented Teaching and Learning Strategy, which requires staff to provide extensive oral and written feedback opportunities. Extensive commentary on coursework is provided on feedback sheets and the assignments themselves, and oral feedback is offered through tutorials and seminars. Throughout the programme a variety of formative assessment methods are employed, utilising class discussions, presentations, mock essays, IBIS based multi-choice, interactive assessments and coaching/teaching project work involving observed coaching assessment in Sports Coaching.

It is anticipated that students who complete this programme may seek careers in areas that may have a focus on sport. Students will be expected to work both autonomously or as part of a group, demonstrating effective management of time and resources. The programme particularly emphasises the skills of synthesis, critical analysis and the development of reflective practice. It is expected, therefore, that graduates from this programme will exit with these attributes and, in addition, demonstrate the capacity to transfer them to relevant situations. The generic and subject-specific skills identified above mean that graduates from the programme will be well qualified to meet the growing demand for people with specialist qualifications in many areas of sports-related employment. Typical career paths include: teaching (mostly, though not exclusively, PE); sports development, sports management; health and fitness promotion; exercise prescription; coaching, the armed forces and the emergency services.

The University of Chester is committed to the active promotion of equality of opportunity both as an employer and an education institution, for this purpose it has an Equal Opportunities Policy and appropriate codes of practice.  The University has four approved Equal Opportunities Policies relating to: Freedom of Speech; Multicultural Education; Gender; and Disability.  It also has a code of practice and guidance notes on recruitment.  The Equal Opportunities Committee is responsible for monitoring the operation of the policies.  The aim of the policy is to ensure that all students and all members of staff at the University of Chester have equality of opportunity and are treated solely on the basis of their aptitude, ability and potential to pursue a course of study or to fulfil the requirements of a job.  The policy also aims to eliminate unlawful or unfair discrimination.  In particular, the University will ensure that no member of the community will be disadvantaged or discriminated against on the grounds of: sex; age (subject to University of Chester retirement policy); marital or parental status; sexual orientation; racial group (race, colour, nationality, ethnic or national origins); creed (religious, political or personal beliefs or principles); membership or non-membership of a trade union, or socio-economic background.  It also aims to ensure that disabled people, or those with special needs, do not experience unfair discrimination and are able to achieve their full potential.

The objective of the policy is a University which is open to all sections of the community, where people from all groups in society are represented at all levels, and in whose activities all members of staff and all its students can participate fully and equally for the benefit of the University of Chester.

The programme, specifically, is designed to be open to all who are sufficiently qualified to engage within it. As such, there are support mechanisms in place for students from the moment they enter the programme. The Department instigates a well established system of support, most noticeably, though not exclusively, through the Personal Academic Tutor system. In addition, students are represented on the Undergraduate Programme Team, which meets twice per academic year, where issues regarding diversity and equality can be discussed. In addition, Teaching, Learning and Assessment strategies are deliberately varied in order to be as accessible as possible. Practical work can be appropriately altered to ensure that students of all physical abilities can engage appropriately with the intended learning outcomes. Aspects of the programme are also deliberately designed to discuss the myriad of ways in which race, gender, disability and age impact upon sporting involvement and performance.

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