Sport Development BA (Hons) (Combined Honours)
2015 - 2016
Bachelor of Arts (Combined Honours)
University of Chester
University of Chester
Undergraduate Modular Programme
Full-time and Part-time
Classroom / Laboratory,
Annual - September
Business and Management
Sport and Community Engagement
Unit 25: Hospitality, Leisure, Sport and Tourism
National Occupational Standards (Level 3/4) for Sports Development
Sport & Community Engagement MAB
Saturday 1st January 2011
The Combined Honours BA Sport Development programme endeavours to provide a high quality programme of study which aims to:
stimulate and encourage students to adopt and demonstrate an enquiring, analytical and critical approach to their studies;
develop in students the ability to understand theoretical concepts and their practical application.
develop subject-specific practical and professional skills;
demonstrate an ability to analyse, synthesise, critically evaluate or reflect and communicate findings appropriately;
make informed decisions about future areas of employment within a wide variety of related fields;
acquire the learning and study skills required for progress to postgraduate courses.
At each level dependent on option choices successful students will be able to:
FHEQ Level 4
Understand the role of sport in society and the institutional framework that supports the provision of sport. (SS4103, SS4112)
Appreciate the context and engagement/non engagement in sport from a sociological perspective. (SS4112)
Recognise and understand differences in sport and physical activity participation behaviour. (SS4103, SS4111)
Understand the difference between the development of sport and development through sport. (SS4103)
FHEQ Level 5
Develop a critical awareness of sport and physical activity interventions. (SS5108)
Evaluate community needs in relation to the development of sport or development through sport. SS5109)
Interpret and evaluate the process, principles and practice of coaching. (SS5104, SS5111)
Apply marketing principles to the sport business industry. (SS5105)
Evaluate the relationship between physical activity and health. (SS5110)
Examine the key pedagogical concepts and theories that can be used to inform and enhance sports coaching practice. (SS5104)
Evaluate the ethical, moral and professional implications as they apply to sports coaching and leadership. (SS5104, SS5111)
Understand the theoretical basis for a person/athlete-centered approach to sport. (SS5104, SS5108, SS5111)
FHEQ Level 6
Critically analyse research findings within the context of contemporary themes in sports coaching. (SS6101, SS6113)
Critically analyse key sport and physical activity policy/planning areas. (SS6102)
Critically evaluate the process of encouraging/promoting physical activity and health. SS6104)
Critically analyse sports coaching from a sociological, cultural and educational perspective. (SS6108)
Critically evaluate the role of the coach, pedagogical principles and strategies and the nature of the coach-athlete relationship. (SS6105, SS6107, SS6108)
Critically evaluate the role of the school and physical education and school sport. (SS6105)
Critically analyse the role of marketing communications to the marketing of sport. (SS6110)
At each level, dependent on option choices successful students will be able to:
FHEQ Level 4
Identify, read and evaluate research to inform their understanding of sport development. (All level 4 modules)
Apply relevant theories and empirical evidence to understand the contribution of sport to society and the inequity of participation. (SS4103, SS4111, SS4112)
Utilise and interpret a range of data/information associated with the study of sport. (SS4103)
FHEQ Level 5
Analyse and evaluate contemporary UK sport policies, organisations and practice (SS5108, SS5109, SS5110, SS5111)
Develop awareness and practice of counselling, interpersonal and reflective skills. (SS5108)
Evaluate and apply appropriate research methods to develop and underpin a research proposal. (SS5102)
Critically develop and substantiate arguments by drawing upon a broad range of academic and empirical evidence when evaluating issues in sport. (All level 5 modules)
Apply principle and practice of marketing to sport. (SS5105)
Apply key pedagogical theories and concepts to the planning and delivery of coaching sessions and evaluate coaching practice. (SS5104)
Appraise models of long-term athlete development and talent identification in sport. (SS5111)
FHEQ Level 6
Critically analyse coaching methods when dealing with different populations. (SS6105, SS6107)
Critically evaluate coaching practice and engagement with the mentoring process. (SS6107)
Critically evaluate the role of the school in the context of community youth sport development. (SS6105)
Critically analyse socialisation into coaching roles and coach interaction, philosophy and power. (SS6108)
Critically review and evaluate existing literature within the context of a contemporary issue in sport. (SS6101, SS6113)
Critically evaluate the role of physical activity/exercise in relation to health. (SS6104)
Critically evaluate the strategies and techniques of marketing sport. (SS6110)
Adopt a critical perspective whilst synthesising previous and concurrently gained information in the production of an original piece of research. (SS6101)
Students will demonstrate the ability to manage their time, and to plan, conduct and report findings in a variety of formats, and deal with statistical and textual analysis of data. Students will gain experience in practical and vocational sporting contexts. They will demonstrate numerical skills appropriate to the interpretation of data; use of information technology (including use of specialist software for statistical analysis); the ability to work effectively in a team; the ability to plan and carry out work individually, and adhere to deadlines.
In addition at each level successful students will be able to:
FHEQ Level 4
Understand the professional expectations for a career in sport and related occupations. (SS4103)
FHEQ Level 5
Apply knowledge and skills gained from the sport development and coaching programme to work-based tasks for an approved placement provider. (WB5101)
Use transferrable and work-specific skills and competencies required to enhance performance in the work place. (WB5101)
Identify personal and professional development/learning needs and formulate a personal and professional development plan designed to further enhance employability. (WB5101)
Utilise counselling and reflective skills. (SS5018)
Plan, deliver and evaluate coaching sessions using a range of different pedagogical/coaching styles. (SS5104)
FHEQ Level 6
Plan, deliver and evaluate coaching sessions conducted in a community or developmental setting. (SS6107)
Apply differentiation to coaching sessions and select and interpret the differing leadership skills appropriate to given situations. (SS6107)
Apply methods of notational analysis to evaluate coaching behaviour and athlete/participant performance. (SS6107)
At each level successful students will be able to:
FHEQ Level 4
Demonstrate competence in a range of key written and oral communication skills. (All level 4 modules)
Demonstrate a range of interpersonal skills including cooperation, team working, motivational and organisational skills. (All level 4 modules)
FHEQ Level 5
Use appropriate written and oral communication skills using IT in order to present argument and convey presented information effectively. (All level 5 modules)
Demonstrate ability to manage and coordinate independent learning activity. (SS5102, WB5101)
Demonstrate individual and group skills associated with organising and managing people and resources within a sport context. (SS5104, SS5108, SS5109, WB5101)
FHEQ Level 6
Utilise appropriate communication and IT skills to demonstrate criticality and justify conclusions. (All level 6 modules)
Demonstrate an ability to work autonomously to research and produce a dissertation on a sport topic and employ appropriate methods of analysing and presenting the research findings. (SS6101)
Demonstrate an ability to work in small groups to present information on a contemporary theme in sport and communicate to peers/invited guests a detailed and academically informed workshop. (SS6113)
This degree programme defines sport development as a pro-active intervention which normally involves targeted work with specific sections of the community or with certain sports. The BA (Hons) Sport Development programme is vocational in its philosophy and therefore concerns itself specifically with the community development of sport, as well as community development through sport. The programme allows students to evaluate the evidence base for the strategies for changing and challenging behaviour – a fundamental of sport development.
The programme aims and objectives have been derived to produce a reflective practitioner, who is able to work in diverse sport development settings, and demonstrate an awareness of the importance of continuous professional development in a challenging and changing vocational environment. The programme has been designed in accordance with Unit 25 Benchmarking statements and the National Occupational Standards (Levels 3/4) for Sports Development.
The programme progresses from the wider perspectives of sport and underpinning knowledge at Level four (e.g. SS4112 Sport in Society, SS4111 Sport, Physical Activity & Behaviour Change) to the more specific areas related to Sport Development in Levels Five (e.g. SS5109 Managing The Sport Development Process) and Six (e.g. SS6113 Student Conference: Issues in Sport). The programme team have embraced the core concepts of the Sport Development continuum and provided students with the opportunity to develop a specialism at Level Six in sport development, coaching physical activity or management through selection of appropriate option modules.
Students may choose to take up the industry related experience, during the latter part of Level Five, in sport development. This will allow students to take stock of concepts and theories introduced and developed at Levels Four and Five and contextualize, apply, synthesise and relate the operational nature of such theory in preparation for core modules at Level Six.
Applicatory skills and responsibility for one’s own learning are key features of Level Six. For example, if selected within sport development, the Dissertation gives experience of self-directed study over an extended period, thus demanding substantial involvement on the part of the student.
Students may select full time or part time modes of study.
The programme also incorporates the opportunity for students to undertake the 120 credit WB5007 (International Exchange module) in lieu of the other level V modules. To progress to level VI students will be expected to satisfactorily complete this module as a consequence their degree classification will be derived solely from modules studied at level VI.
Student Conference: Issues in Sport and Physical Activity
Credit tariff for each module = 20 credits Successful completion of LevelFour – accumulation of 120 credits – Certificate of HE Successful completion of LevelFive – accumulation of 240 credits – Diploma of HE Successful completion of LevelSix – accumulation of 360 credits – either BA (Hons) Sport Development with x, BA (Hons) Sport Development and x or BA (Hons) x with Sport Development
• A minimum of 240 UCAS points, of which 200 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 profile.
• Irish Highers/ Scottish Highers: a minimum of B in four subjects
• International Baccalaureate: 24 points
• European Baccalaureate: a minimum of 65%
• Kitemarked Access course, Open College Units or Open University credits
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.
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 (SS4111); (SS5104, SS5108, SS5110); (SS6104, SS6107);
(ii) Appraise and evaluate the effects of sport and exercise intervention on the participant (SS4103); (SS5108, SS5109, SS5110); (SS6104, SS6105);
(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 (SS4103, SS4111, SS4112); (SS55108, SS5109, SS5110, SS5111); (SS6104, SS6105).
(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 (SS4105); (SS5104); (SS6107);
(ii) Evidence the skills required to monitor and evaluate sports performance in laboratories and/ or field settings (SS5104); (SS6107);
(iii) Display a critical appreciation of the integration of the variables involved in the delivery (teaching, instructing and coaching) of enhanced sport performance (SS5104, SS5111); SS6105, SS6107);
(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 ( SS4103, SS4112); (SS5108, SS5109, SS5111, WB5101); (SS6101, SS6102, SS6113)
(ii) Employ social, economic, and political theory to explain the development and differentiation of sport throughout society (SS4103, SS4112, SS4113); (SS5109, SS51111); (SS6101, SS6102, SS6105, SS6113):
(iii) Demonstrate the application of the social and cultural meanings attached to sport and their impact on participation and regulation (SS4103, SS4112); (SS5109, SS5111); (SS6101, SS6102, SS6105, SS6113).
(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 (SS5109, SS5105); (SS6102, SS6110, SS6113);
(ii) Employ strategic planning and development planning skills in analysing, understanding and addressing the development needs and intentions of sport organisations and communities (SS5108, SS5109); (SS6101, SS6102, SS6104, SS6105, SS6113);
(iii) Demonstrate a critical appreciation of sport development and facilitation principles in at least one vocational context (SS4103); (SS5108, SS5109, SS5110); (SS6101, SS6102, SS6104, SS6105, SS6113).
Programme modules will also link to the National Occupational Standards for Sport Development at Levels 3/4.
Learning and teaching on the programme is underpinned by a variety of learning and teaching methods. As the student gains skill and confidence in his/her approaches to learning, higher levels of reflective and critical learning will be facilitated. There will be significant emphasis on student participation and an overriding attempt to relate to everyday experience that students bring with them to the course of study. Teaching and learning, consistent with the Benchmark objectives, will emphasise the shaping of critical thinkers who are able to describe and evaluate relevant philosophies and perspectives.
Lectures are employed for the purpose of orientation and for the transmission of key knowledge and perspectives in a structured form. Lectures also introduce a material for the generation of critical evaluation, a fundamental process in higher education, and provide a basis for self-directed study. Key-note lectures in core modules will be supported by seminars, workshops and tutorials as relevant to the requirements of the programme.
Lectures are often inter-active,wherein the lecturer encourages discussion made during the presentation and interacts with participants by alterations and adaptations to both the content and pace of the lectures.
Discussion to develop critical and evaluative processes by debate regarding perspectives, experiences and outlook. These can be tutor-led and/or student-led.
Workshops which provide experience in collaborative and creative problem solving. Workshops may include relevant case studies, simulation and virtual experiences.
Seminars and presentations provide students with the opportunity to investigate issues and present these to the rest of the group. They have the role of providing the participant and investigatory experience, the sharing of knowledge, the justification to others of the conclusions reached and experience of semi-formal or structured presentation. Finally presentations will be the vehicle by which some summative assessment and feedback is provided.
Tutorials are an effective participatory approach for small groups or individuals share knowledge and experiences and attempt to develop information, which arises from the formal programme or from self-directed study.
Self directed study is regarded as an essential component of any Honours Degree. Participants have a wide range of resources and learning materials at their disposal. These are introduced at the beginning of the course, and their use is encouraged and reinforced through the delivery of modules. These resources may include tutorial support, audio-visual materials and laboratory, library and information technology facilities.
Work-based/Experiential learning - This provides the participant with experience of a work environment that is relevant to the programme of study. In addition it provides a key basis on which to advance the process of reflection.
Assessments are designed to assess student ability to achieve the learning outcomes identified at module level and these contribute to the learning outcomes for the appropriate level of study. The mix of assessment opportunities provided will depend upon the core modules and those relevant through option/specialist stream routes. Assessment will be framed in terms of global/broad criteria and more specific criteria when appropriate.
Types of assessment opportunity provided by the programmes include:
Coursework Assignment which includes traditional essay (with word limit), portfolio work, case study, reflective practice log, project report, seminar paper etc. Therefore coursework can and will include elements of formative process and product as indicated in learning specifications.
Formal Examination, typically represented by examinations of up to 2 hours, usually at the end of a module. Examination is applied in the form of both unseen & seen papers. This could be a multiple choice, short answer, an essay or a combination of these formats.
Presentations; including group project work, poster presentation, and individual presentation based upon assigned and selected topics
Work Based Learning which includes objective setting and reflective practice.
It is anticipated that students who complete this programme will seek careers within the sports industry. The Sport Development programme is a vocationally-oriented degree that concentrates on the acquisition of relevant underpinning knowledge and the development of transferable skills. 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.
Graduates from this programme will have the appropriate academic, technical and professional knowledge to enter careers such as sport development (e.g. community sport development, youth sport development), physical education, health promotion, physical activity consultancy, sports coaching, sports administration and postgraduate studies.
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 suffer unfair discrimination and are enabled 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 to all. Practical work can be modified 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.
Induction for Students:
An induction period is provided during which students are introduced to the expectations of life as an undergraduate in the Department of Sport and Community Engagement. This is followed with an intensive period of work that aims to integrate the new cohort to the department and peers.
Personal Academic Tutors:
The department fully endorses and adheres to the Universities established Personal Academic Tutorial scheme. All students are allocated a personal academic tutor and students are encouraged to see their tutor regularly. This personal tutor (PAT) will provide advice on academic development and progress.
Programme Information and University Regulations:
Students will have access to a student handbook detailing the structure of the programme and relevant information concerning the University’s regulations. All such information is widely available through the SharePoint portal.
Careers and Employability Advice:
The Department has a Careers Link Tutor who maintains contact with students concerning both vocational and educational opportunities.
The Careers & Employability Centre offer information, advice and guidance on career planning to students and graduates of the University of Chester. These services are free to current students and to graduates up to three years after graduating. There is an online Vacancies Portal for part-time jobs and paid placements, to help students earn while they learn and to develop skills for graduate employment.
** DBS checks will be carried out as required * *
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