UDSPPCPE - BSc Sport Psychology, Coaching and Physical Education
|Highest award||Bachelor of Science||Level||Honours|
|Possible interim awards||Bachelor of Science, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Science|
|Total credits for course||360|
|Awarding institution||London Metropolitan University|
|Teaching institutions||London Metropolitan University, Portobello Institute, Dublin|
|School||School of Human Sciences|
|Subject Area||Health Sciences|
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
The course is grounded on the principle that sport psychology and coaching-teaching are inextricably linked. In order to initiate and develop sound degree-qualified students for career futures in teaching or coaching it is inevitable that psychology will play a leading role. Those with a strong ability to teach or coach will naturally employ sport psychology techniques, albeit in a haphazard fashion. This course will deliver the sport psychology skills necessary to, not only help develop a career in coaching-teaching, but also provide the added option of a career in sport psychology itself. This relationship between psychology and teaching-coaching makes the course distinctive.
Holistic principles of coaching and teaching will be uppermost in the development of the student across the three years of the programme.
The course will provide a range of assessment techniques, both formative and summative, which will deliver a strong and varied learning base. This will support development through the course and the great variety of challenges will result in ideal coping strategies which will be used to meet the demands of the working environment to follow.
Throughout the course the student will be supported by numerous tutorial, mentoring, learning resource and academic sources, both online and in person. The course promotes an outcome of holistic coaching-teaching, set in a support network of sport psychology process, so this is the way the course is run. Students will leave the course with a philosophy of running their future careers in the same manner to which their degree programme was run.
During the course students will be encouraged and aided to make links with coaching-teaching bodies outside of university. Options are built into the course where these links can be developed or progressed. This will not only allow students to observe or practice their theoretically learned skills but, together with in-house practical application, they can produce the skill-set needed for the career environment. Once the degree programme is completed students will already have one foot in the career market.
Over the duration of the course students will have a wide range of support options. This will begin with the Module Leader as the first port of call academically. There will also be the Course Leader, Personal Tutor and Academic Mentor, all of whom can deal with issues which are felt to be affecting academic delivery or progress.
In addition to this there will be a Student Course Rep, who will be a peer representative who can carry more widespread group issues forward. Finally, the School Office is here to help with administrative questions and can also direct you to the right location if there are more serious personal issues to discuss (for example, financial matters or student counsellor).
The principal aim for all awards in this pathway is to educate students, from a wide variety of backgrounds, to their full potential at graduate level. The development of potential is viewed as comprising both subject-specific knowledge, as well as a range of transferable skills. The course is designed for those students considering entering professions within the sport, exercise and health industries. Students study a range of modules considering sport psychology, coaching and teaching alongside other important sports science disciplines. Modules such as Principles of Effective Coaching and Teaching and Sport Psychology and the Elite Athlete equip students with practical skills and theoretical knowledge pertinent to effective practice in sport psychology coaching and teaching.
The course furthermore aims to develop students' ability to
• work both independently and in collaboration with others
• develop solutions to problems in a systematic and effective manner
• communicate confidently and clearly both in writing and verbally
• deploy generic work-related skills including time-management and prioritisation of tasks
Students will be encouraged to engage meaningfully with personal development planning (PDP) through the curriculum, to enable them to reflect on, plan and review their own personal and academic skills. PDP will enable students to develop well supported claims to achievements and be able to articulate these to others and the University will enable students to recognise and record their achievements.
Course learning outcomes
The course learning outcomes listed below have been developed in-line with the Level 6 descriptors for Bachelor’s degree with honours as stated in the QAA’s Framework for Higher Education Qualifications (2008)
1. Knowledge and understanding:
On completing the course, students will:
1.1 Have a thorough and systematic knowledge of the various scientific topics studied
1.2 Have a high level of understanding of current research evidence on which knowledge of the principle areas of sport psychology, coaching, physical education and sports science are founded
On completing the course students will be able to:
1.3 Apply scientific and pedagogical knowledge in practical settings
1.4 Execute and critically evaluate research relevant to the areas of sport psychology coaching and teaching
1.5 Facilitate the enhancement of performance through coaching and teaching
2. Cognitive intellectual skills:
On completing the course the student will be able to:
2.1 Understand and develop clear and logical arguments in support or criticism of scientific assertions and theories, incorporating literature-base evidence
2.2 Make informed judgements when exploring research questions
2.3 Show fluency with appropriate quantitative and numerical skills, involving relevant mathematical and statistical methods
2.4 Demonstrate academic and scientific literacy at graduate level
3. Transferable skills including those of employability and professional practice:
On completing the course the student will be able to:
3.1 Communicate, both orally and in writing, in a concise, clear and scholarly manner
3.2 Demonstrate a range of transferable skills including active involvement in learning, exercise of initiative and judgement, use of appropriate resources and technology including IT, the ability to work both independently and with others, and the capacity for self-awareness and self-reflection
3.3 Appreciate the skills necessary to secure and retain employment, including communication, consideration for others, creativity, dedication and self-discipline
3.4 Understand ethical and other professional issues involved in practice as a sport psychologist, coach, teacher and sport scientist.
3.5 Demonstrate confidence, resilience, ambition and creativity and act as inclusive, collaborative and socially responsible practitioners/professionals in their discipline
4. Subject-specific practical skills:
On completing the course the student will be able to:
4.1 Demonstrate an understanding of practical skills relating to work as a sport psychologist, coach, teacher and sports scientist
4.2 Critically evaluate the principles and limitations of measurement and assessment strategies in sport, exercise and physical education
4.3 Propose appropriate methodologies for a variety of measurements in sport, exercise and physical education
4.4 Facilitate the enhancement of sporting performance through effective coaching and teaching
Principle QAA benchmark statements
The Benchmark Statements for ‘Hospitality, Leisure, Sport and Tourism’ were used.
Of the study areas specified as characterising sports-related programmes (p21), the present course focuses principally on 6.17 and 6.18. There is also considerable coverage of 6.19 and to a lesser extent 6.20.
A variety of assessment methods will be used including unseen and seen written examinations, essays, literature searches/reviews, practical reports, oral presentations, oral examinations and the assessment of practical coaching skills. With the exception of written examinations, most assessments have both formative and summative roles. Additional non-assessed formative assessments will be used. Wherever possible this will serve the function of familiarising students with the assessment protocol and to initiate and promote the reflective practice process in both students and tutors, with a view to successful achievement and future course development.
The assessment structure will be laid out clearly for students from the outset of modules and will be discussed in lecture-tutorial times as an ongoing theme. This will enable students to be kept abreast of exactly where they should be with all assessments at any one stage. It will also enable tutors to open discussion with students with regard to how assessed work is graded and quality control is ensured within the grading process.
Ongoing and routine discussion around assessment will also allow tutors to put forward a rationale for assessment planning and how specific assessments will permit students to demonstrate their personal skills, as well as how the nature of the feedback provided will allow them to progress in areas of development. In order to facilitate the value of feedback, the provision of such will be timely, progressive and supportive in nature.
From the outset and throughout the course reflective practice and the ability to link theory to practice are central themes in both teaching and assessments. Dialogue and discussions based on these key themes are seen as essential progressions toward lifelong learning application.
The final year project will provide the opportunity for an extended piece of formal scientific writing in which the student will be able to draw together experience and learning from the course to date and engage in fruitful research in an area of personal interest, which could ultimately be a signpost to a future career.
Organised work experience, work based learning, sandwich year or year abroad
A Work Placement/Business module is taken in the third year, giving students the opportunity to gain specific work or business experience in the specific areas of coaching or teaching, as well as in the more generic areas of sports science and psychology.
Course specific regulations
Part-time students will be programme planned on an individual basis.
Part-time study involves the completion of a maximum of 90 credits per year to maintain their part-time study status. This means that students will complete the full 360 credit programme in between 4 and 6 years. There is, however, flexibility to move to full-time status if personal circumstances change. Pre-requisite modules for each level must be taken as priority to enable progression.
A sample of a 4-year part-time study programme would be:
Year One: Up to 90 credits of Level 4 modules
Year Two: Up to 30 credits of Level 4 modules + up to 60 credits of Level 5 modules
Year Three: 60 credits of Level 5 modules + 30 credits of Level 6 modules
Year Four: Up to 90 credits of Level 6 modules
Default modules in the event of students not selecting module options:
Level 5 (WL5W50 Empowering London: Working with the Community) [Autumn / 15 credits]
Level 6 (ST6064 Clinical Exercise Physiology) [Autumn / 15 credits]
Level 6 (ST6053 Business Developments in Health Sciences) [Spring / 15 credits]
There is an attendance requirement which applies to all practical elements within certain modules as detailed within module specifications where relevant. Failure to meet this requirement will require the attendance component of the module to be re-sat at the earliest opportunity.
Modules required for interim awards
The following core modules must be taken in order to achieve the BSc Sport Psychology, Coaching and Physical Education. Failure to meet these requirements will result in students being granted an award of ‘Sports Health Studies’.
SP4054 Essential Principles of Effective Coaching and Teaching
SP4053 Fundamentals of Musculoskeletal Anatomy
SP4051 Human Physiology
SP4055 Professional Studies
SP4063 Introduction to Biomechanics
SP4062 Foundations of Sport Psychology
SP4061 Physiological Principles of Training
SP4065 Applied Sports Science
SP5051 Exercise Physiology
SP5052 Sport Psychology: Controlling Individual Performance and Exercise
SP5054 Sociology of Effective Coaching and Teaching
SP5061 Environmental Exercise Physiology
SP5064 Advanced Delivery of Coaching Practice
SP5062 Sport Psychology: Group Dynamics and Human Interaction
SP5065 Sports Science Research Methods
SP6P01 Sports Science and Therapy Dissertation
SP6054 Coaching Pedagogy and Practical Application
SP6052 Sport Psychology and the Elite Athlete
SP6064 Personal Development for Coaching and Teaching
SP6062 Sport Psychology: Practical Application in the Real World
Arrangements for promoting reflective learning and personal development
Students on the course will first learn the basic concepts, value and application of reflective practice. This will be delivered within the coaching module (SP4054), sport psychology module (SP4062) and professional studies module (SP4055). Here reflective learning will be built into the material delivered and cemented by emphasis in assessment completion.
At Level 5 the advanced coaching practice module (SP5064) will again include reflection as a key component, with in-depth theoretical knowledge central to delivery. Personal development and reflection opportunities will also be included in the sports science research module (SP5065) and the Spring semester sport psychology module (SP5062). There will also be an option at Level 5 to take a work placement module (WL5W50) which can be tailored to individual needs in terms of personal development.
At Level 6 both the Autumn coaching (SP6054) and Spring coaching (SP6064) modules will offer the opportunity for extensive personal development along with assessment partly based on reflection of experiences in the external environment. There will be a further option to take a tailored work placement module (if not already taken at Level 5).
Over the length of the course there will be a clearly defined thread which will explore and progress both personal development and reflective practice.
Other external links providing expertise and experience
Career, employability and opportunities for continuing professional development
Provided as part of the designated employability modules at each level. A number of employer and alumni led career events are organised by the School and each Cluster Group.
The transferable skills developed throughout the course are relevant to all forms of employment. The degree is particularly suited to students planning a career within the sport, exercise and health industries. Employment opportunities lie in both the public and private sectors.
This degree course will prepare you for a career in any aspect of coaching. Likewise, it is possible to go on to study a postgraduate course in teaching or use coaching experience to enter teaching via a work-based learning scheme.
In addition to the University's standard entry requirements, you should have:
- a minimum of 112 points from A levels including a C in Biology or Human Biology, or a minimum of 112 UCAS points from an equivalent Level 3 qualification eg BTEC Level 3 Extended Diploma/Diploma, Advanced Diploma, Progression Diploma or Access to HE Diploma with 60 credits
- GCSE English Language and Mathematics at grade C/grade or above (or equivalent)
If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Sport Psychology, Coaching and Physical Education (including foundation year) BSc (Hons) degree.
Entry from appropriate foundation and access courses will also be considered.
Official use and codes
|Approved to run from||2017/18||Specification version||1||Specification status||Validated|
|Original validation date||09 Jun 2017||Last validation date||09 Jun 2017|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
Stage 1 Level 04 September start Offered
|SP4053||Fundamentals of Musculoskeletal Anatomy||Core||15||NORTH||AUT||THU||PM|
|SP4054||Essential Principles of Effective Coaching and ...||Core||15||NORTH||AUT||FRI||AM|
|SP4055||Professional and Core Skills||Core||15||NORTH||AUT||THU||AM|
|SP4061||Physiological Principles of Training||Core||15||NORTH||SPR||FRI||AM|
|SP4062||Foundations of Sport Psychology||Core||15||NORTH||SPR||MON||AM|
|SP4063||Introduction to Biomechanics||Core||15||NORTH||SPR||THU||AM|
|SP4065||Applied Sports Science||Core||15||NORTH||SPR||THU||PM|
Stage 2 Level 05 September start Offered
|SP5052||Sport Psychology: Controlling Individual Perfor...||Core||15||NORTH||AUT||WED||AM|
|SP5054||Sociology of Effective Coaching and Teaching||Core||15||NORTH||AUT||TUE||PM|
|SP5061||Environmental Exercise Physiology||Core||15||NORTH||SPR||TUE||AM|
|SP5062||Sport Psychology: Group Dynamics and Human Inte...||Core||15||NORTH||SPR||WED||AM|
|SP5064||Advanced Delivery of Coaching Practice||Core||15||NORTH||SPR||TUE||PM|
|SP5065||Sports Science Research Methods||Core||15||NORTH||SPR||THU||AM|
|SP5053||Biomechanics of Human Movement||Option||15||NORTH||AUT||THU||PM|
|WL5W50||Empowering London: Working within the Community||Option||15||NORTH||AUT+SPR||TUE||EV|
Stage 3 Level 06 September start Offered
|SP6052||Sport Psychology and the Elite Athlete||Core||15|
|SP6054||Coaching Pedagogy and Practical Application||Core||15|
|SP6062||Sport Psychology: Practical Application in the ...||Core||15|
|SP6064||Personal Development for Coaching and Teaching||Core||15|
|SP6P01||Sports Science and Therapy Dissertation||Core||30|
|SP6051||Clinical Exercise Physiology||Option||15|
|SP6065||Business Developments in Sport||Option||15|
|WL6W50||Empowering London: Working within the Community||Option||15||NORTH||AUT+SPR||WED||PM|