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Course Information Form (CIF) The CIF provides core information to students, staff teams and others on a particular course of study.

Section 1 - General Course Information

Course Title BSc (Hons) Sport and Physical Education

BSc (Hons) Sport and Physical Education (with Sandwich Year)

Qualification BSc (Hons)

Intermediate Qualification(s)

Awarding Institution University of Bedfordshire

Location of Delivery AB – Bedford Campus

Mode(s) of Study and Duration Full-time over 3 years Sandwich over 4 years Part-time pathway typically 4-6 years

Core Teaching Pattern Core teaching pattern 1

FHEQ Level 6

Professional, Statutory or Regulatory Body (PSRB) accreditation or endorsement

Not applicable

PSRB Renewal Date Not Applicable

University of Bedfordshire Employability accreditation

Route Code (SITS) BSSPE-S

BSSESABF

Subject Community Sport Science and Physical Activity

UCAS Course Code C601

Relevant External Benchmarking

Both Sport and Education benchmarks (Appendix 1) have been utilised in the construction of appropriate learning outcomes for this Sport and Physical Education degree. These documents can be found at:

http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Hospitality-leisure-sport-tourism-2008.pdf http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Education-studies.pdf

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Section 2 - Published Information

Material in this section will be used on the course web site to promote the course to potential students. The text should be written with this potential audience in mind.

Course Structure

The Units which make up the course are:

Unit Code Level Credits Unit Name Core or option

SPO032-1 4 30 Foundations in Physical Education and Sport Pedagogy

Core

SPOxxx-1 4 15 Working in Sport and Physical Education Core

SPOxxx-1 4 15 Introduction to Sport Sociology Core

SPOxxx-1 4 15 Foundations in Public Health Core

SPO019-1 4 15 Foundations in Sports Psychology Core

SPOxxx-1 4 15 Academic Writing for Sport and Physical Education

Core

SPO030-1-1 4 15 Introduction to Research Methods for Sport and Physical Education

Core

SPOxxx-2 5 30 Pedagogical Models Core

SPO053-2 5 15 Professional Development and Employability Core

SPO0XX-2 5 30 Intervention Policy in Health Core

SPOxxx-2 5 15 Psychology for Physical Educators Core

SPO047-2 5 15 Research Methods for BSc Core

SPOxxx-2 5 15 Dissertation Preparation for Sport and PE Core

SPOxxx-2 - 0 Sandwich Work Experience Year Option

SPOxxx-3 6 30 Critical Sport Pedagogy Core

SPOxxx-3 6 15 Professional Development Core

SPO021-3 6 30 Physical Activity and Health Core

SPO010-3 6 15 Applied Sport and Exercise Psychology Core

SPOxxx-3 6 30 Dissertation for Sport and Physical Education Core

SPOxxx-3 6 15 Performance Coaching Option

SPOxxx-3 6 15 Inclusive Sport Pedagogy Option

Why study this course

This degree presents an exciting opportunity for you to gain the knowledge and transferable skill set required to gain employment and succeed within the Sport and Physical Education sectors.

Course Summary – Educational Aims

Students will enquire into current practices, policies and theories to develop an awareness of past, current, and potential future practices in physical education, physical activity, health and youth sport.

Students will identify partners with whom to work collaboratively with to deliver school/community-based projects, which can include health-based interventions.

Students will develop a professional awareness about the professional and ethical responsibilities of teachers, coaches, volunteers, fitness instructors, health intervention practitioners, or sports development managers.

Through working collaboratively with peers and staff students will develop their interpersonal skills

Students will be able to apply varying pedagogical approaches, practices, and policies to effectively deliver lessons/sessions to young people in a variety of physical activity/physical education contexts.

Entry requirements

UK students – UCAS tariff score of 280 including two A levels (or equivalent). A-levels in sport science, a natural science or psychology preferred.

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Students from the European Union - http://www.beds.ac.uk/howtoapply/eu/guides International students - http://www.beds.ac.uk/howtoapply/international/apply

PSRB details

N/A

Graduate Impact Statements

The course has been designed to develop graduates who are able to:

Utilise a variety of pedagogical strategies, approaches, and policy interventions to engage and motivate youth into the physically active life tailored to different socio and economic demographics.

Plan, deliver, and reflect on lessons and develop appropriate physical activity programs in collaboration with teachers, coaches, and health providers.

Develop the personal skills of leadership, communication, cooperation, time management and reflective thinking; they will be able to think divergently, study independently and critically evaluate their personal development.

Higher Education Achievement Report - Additional Information

NA

Learning and Teaching

You will experience lectures, seminars, practical workshops, laboratory work, tutorials and work based learning. These will involve both individual and group-based learning. You are encouraged to participate in a variety of ways – through classroom and web-based exercises, undertaking research, discussions and presentations. Research-active staff draw on a range of technology to engage you with your learning both during lectures, and while away from the lecture theatre, with dedicated programmes and applications allowing you to download lecture notes and readings, post blogs, debate pertinent issues on discussion boards, and to submit and gain feedback on assignments. For example, the course uses the system of Panopto to provide access to recorded lectures as well as links to websites, videos, and online guides are used to facilitate your learning beyond scheduled learning activities.

Developing your employability

Employability Framework

The BSc in Sport and Physical Education has been designed to provide students with a range of curricular, co-curricular and extra-curricular activities to enhance students’ employability. At a curricular level students will engage in an examination of the policy context and consider the impact on the fields of sport, education and health in which they will seek employment. Furthermore assessments include the application of theory in practice in a setting of students’ choice, allowing students to relate what they are learning to their employability. With a focus on physical activity and health this programme supports students to engage in both their guided and independent learning whilst engaging with the wider public health, physical education and sport networks. Students are provided, within their first week, the opportunity to gain a qualification in teaching Fundamental Movement Skills. The course has a bespoke strand focusing on employability as well as informed material provided by identified national organisations such as Sport England, Public Health England, Youth Sport Trust, Streetgames and Volleyball England. Within the employability strand students are supported to understand policy, programmes, grant funding, partnership working and evidence of need when devising their own programme to be delivered in their final year. The programme is also supported by seminars led by internal and external speakers. The organisation and structure of the course allows students to engage in a wide range of extra-curricular activities to enhance their employability.

Department (s)

Department of Sport Science and Physical Activity, Faculty of Education and Sport

Assessment

The course includes a variety of assessments that enable you to develop a range of academic and professional skills. You will undertake blog writing, essays, reports, presentations and practical-based

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assignments and, at Level 6, a research or documentary dissertation. The assignments will build directly on the teaching sessions and you will be supported by lecturers to complete the assignments. Throughout the three years of the course support is provided in the form of formative assessments. In addition developmental assessment opportunities are offered in the form of peer assessment and individual/group tutorials. Moreover, substantial guidance is provided on how to complete the assignments on the Virtual Learning Environment (VLE) and in detailed assessment briefs.

After Graduation

The course provides a strong foundation for graduates to enter a range of careers relating to sport and physical education including teaching, coaching and sport development. Almost half of graduates from the course progress to posts focussed on teacher training or postgraduate study combined with work.

Student Support during the course

In addition to the general support supplied by the University in relation to e.g. disability advice, international student support, financial support etc., you will work with a network of tutors and University departments that will be on hand to provide professional and personal support in relation to any subject specific, practical and personal issues and concerns that may arise throughout your studies. The supporting role of your course tutors and supporting services can be summarised as follows:

All students will be allocated a Personal Academic Tutor (PAT) at the start of the course. The tutor will provide individual academic guidance through your time at the University and will be able to act as a referee, writing references for voluntary or paid positions that you apply for during and at the end of your degree. Meetings in small groups or one to one will take place each academic year and review your academic progress, career intentions and suggest actions that you can take to improve your learning. The course operates an extended induction programme, starting with pre-course guidance, through an initial induction week and then into the course which is located within core units that all students will follow. We also offer an enhancement programme in level 6 to support students applying into graduate positions such as teacher training or social work.

Lecturers are able to refer to and advise students about a range of support services including PAD (Personal and Academic Development – which offers academic support resources) SID (Student Information Desk – which offers a drop in and online service for academic and non-academic advice, for example on learning support, arrangements for students with disabilities or specific learning difficulties or guidance on mitigating circumstances for assessments). Lecturers will also refer students to the on-line resources that are able to support your learning, for example the Study Hub on-line within the University VLE (Virtual Learning Environment) called BREO (Bedfordshire Resources for Education Online) or the material that can found on the Learning Resources website. Extensive use is made of BREO to provide supporting materials for each unit that you study and to deliver interactive learning experiences.

All students in their first year attend a Peer Assisted Learning (PAL) session each week. This is an informal, structured session that is led by a pair of experienced 2nd/3rd year students. PAL is linked to a named core unit and sessions will have activities for you to do to prepare you for assessments.

Each cohort has an appointed member of staff to liaise with students and student representatives.

Students with disabilities

The course is fully inclusive and welcomes students with disabilities. During the application process disabled students are invited to the university to discuss their needs with the Course co-coordinator, individual members of the academic staff, as well as staff from the Health and Well Being Team. The course should not present any barriers to students with disabilities that cannot be overcome using the university’s policy on support for students with disabilities. All applications identifying disabilities are followed up by letter or at interview to establish the level and type of support required. The Health and Well Being Team will discuss any issues you may have and can give advice on the nature of specific disabilities and the reasonable adjustments which can be made to accommodate disabled students is available from the Disability and Dyslexia Support Team See http://www.beds.ac.uk/studentlife/student-support/health/disabilities and BREO disabilities site -https://breo.beds.ac.uk/webapps/portal/frameset.jsp for general information.

Every effort is made to ensure the course is fully accessible for students with disabilities. Whilst a wide range of support services are provided by the University, course specific support is provided on a case by case

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basis in discussion with tutors to ensure that practical elements are inclusive. Teaching on the course aligns to the safe practice in physical education as promoted by the Association for Physical Education.

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Assessment Map

Unit Code

Weeks

C/O

6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

SPO032-1

C CW-RW

F CW-RW

F CW-Port

F

SPOxxx-1 Working in SPE

C CW-ePort

F CW-Ess

F

SPOxxx-1 Intro to Sport Soc

C CW-Ess

F

SPOxxx-1 F. in PHealth

C EX-PT

F CW-Ess

F

SPO019-1

C CW-ESS/RW

SPOxxx-1 Writing

C PR-ORAL

F CW-Oth

F

SPO030-1

C EX-PT

EX

SPOxxx-2 Ped. Model

C EX-OT

F EX-OT

F

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SPO053-2

C CW-PORT

F WR-BUS

F

SPO0XX-2 Policy

C CW-Port

F WR-I

F

SPO0XX-2 Psych

C EX-PT

F

SPO047-2

C Ex-PT

F WR-Lab

F

SPOxxx-2 P&R prep

C PJ-Proj

SPOxxx-3 Inclusion

O CW-Port

F CW-Ess

F

SPOxxx-3 Diss

C PR-Oral

F PJ-Proj

SPO015-3

C PR-Oral

F EX

SPO010-3

C CW-CS

F

SPO0XX-3 CSP

C CW-ESS

F EX-OT

F

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F=Feedback

Key:

Assessment type Sub-categories

Invigilated exam Unseen examination (Ex), Case study examination (Ex-CS), Computer-based examination (Ex-CB), Summative in-class test or phase test (Ex-PT), Other form of examination e.g. open book, seen exam (Ex-OT)

Written assignment Essay (CW-Ess), Case study (CW-CS), Literature review (CW-LR), Reflective writing (CW-RW), Data exercise (CW-Data)

Portfolio Portfolio (CW-Port), e-portfolio (CW-ePort) , Journal (CW-Jour)

Report Individual report (WR-I), Business report (WR-Bus), Group report (WR-Gr), Laboratory report (WR-Lab), Poster (WR-Post), Problem-based report (WR-Prob), Field work (WR-Field), Work-based report (WR-WB)

Project Project report (PJ-Proj), Dissertation report (PJ-Diss), Exhibition (PJ-Exhib), Artefact (PJ-Art), Collaborative activity such as a wiki (PJ-Coll)

Oral Oral presentation (PR-Oral), Viva (PR-viva)

Practical skills assessment

Laboratory-based (PR-Lab), OSCE (PR-OSCE), Performance (PR-Perf), Placement - where work-based skills are assessed (PR-Plac), Practical skills assessment – not included elsewhere (PR-OT)

SPO0XX-3 PERF COACHING

O CW-PORT

F

SPO041-3

C PJ - Post

F PJ-DISS

F

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Section 3 - Academic Information This section will be used as part of the approval and review process and peer academics are the target audience.

Course Learning Outcomes

In order to qualify for the award of BSc Sport and Physical Education students will need to:

1. Display a critical appreciation of the integration of variables involved in the delivery (teaching, instructing, coaching) of sport and physical activity and be able to plan for the use of pedagogical models in physical education or coaching contexts.

2. Understand the need for both a multidisciplinary and interdisciplinary approach to the study of physical education and youth and community sport and where appropriate, be able to evaluate an issue or question from more than one perspective or discipline.

3. Apply the various quantitative research methods used to create new knowledge relating to physical education, sport, exercise and health.

4. Systematically and critically appraise information that underpins an understanding of participation and performance in physical education, sport, health, exercise and policy.

5. Apply knowledge of physiology and use data reports, statistical analysis, and policy documents to analyze and make informed decisions about physical activity interventions and how physical activity could prevent a number of diseases

6. Take responsibility for your own learning and continuing professional development.

7. Demonstrate how to plan design, execute and report on a research project that focuses on an issue in sport, physical education, exercise or health

In order to qualify for the award of BSc Sport and Physical Education (with sandwich year) students will need to meet all of the outcomes above and:

8. Demonstrate knowledge and analytical understanding of the behaviours associated with the work place by successfully completing an approved placement of at least 720 hours

Course-specific regulations

NA

Teaching, Learning and Assessment

The strategies adopted for learning and teaching in Sport and Physical Education will focus on teaching, learning and context simulatanously as these areas are core to work in both school and youth and community settings. While a proportion of the course is practical, other teaching including lectures, seminar discussion groups (both tutor and student led), workshops, laboratory work and individual and small group tutorials are also used to develop students’ understanding of practice within diverse sporting contexts. Supported independent learning is encouraged throughout with greater emphasis placed on this in Levels 5 and 6 (years 2 and 3). The practical sessions provide opportunities to develop your undertsanding of teaching/coaching and learning around school, youth and community sport. They are directly linked to theoretical knowledge so that it can be applied and reinforced in a practical context. Lectures and seminar/practicals are taught where possible by the same staff to ensure the transfer of knowledge between classroom and sports environments. Organisational and safety issues are also an important feature. Practical sessions are often supported by seminar or lab-based work. In general, lectures are used in most units to provide an overview of a topic. You are expected to undertake considerable directed reading to assist your understanding of the lectures and to develop a more comprehensive knowledge of the field than can be provide through contact time alone. Follow-up work in the form of discussion seminars, labs, or practical sessions enable you to apply the theoretical work taught during lectures and gain a deeper understanding of its uses and contexts.Throughout the degree smaller group learning sessions are used so that you regularly engage in problem solving exercises and analytical discussions with your peers. You will learn to retrieve information from a variety of sources. You are given opportunities to learn, practise, and develop communication skills and methods of presentation. Almost universally across the units on the course you are required to develop skills in academic writing either critical essays or scientific/professional reports. The learning, teaching and

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assessment strategies employed throughout the course are progressive and as such aim to develop your independence as learners during your time at University. You will be required to undertake a variety of group and individual based assessments throughout the programme. The assessments are designed to assess knowledge and understanding, but also to demonstrate a range of transferable skills. There are usually one, two or three assessments per unit, in line with the University Cre8 guidelines. Assessment approaches vary depending upon the learning outcomes of the unit delivered. However you will undertake a wide range of assessment styles including: written essays, critically reflective accounts, oral presentations and examinations (seen and unseen) as well as group-based assignments, poster presentations, case studies, and laboratory reports. Critical reflection upon personal performance or experience plays a key feature in the assessment of some units as this reflects a feature of both research and continuing professional development within the physical education or youth and community sports professions. Assessment of these activities will be based on tasks which develop vocational skills, underpinned by subject knowledge, and requiring higher levels of cognition in the upper levels of the course. Formative assessment will be used to provide feedback to you to support your progress whilst diagnostic assessment will be used to assess your knowledge, understanding and skills. Summative assessments for the majority of units include a combination of coursework and, in some instances, end of unit examinations. All coursework will have an assignment brief, with assessment criteria. The brief will be issued to you at the beginning of the unit, normally in the unit handbook. All graded work will be returned to you, following University guidelines, with written feedback including advice on how you can improve your work in future. All coursework submitted will be subject to University procedures (see http://publications.beds.ac.uk/lrc/help/ ) Annual monitoring of the outcomes of assessments for each unit will be completed and this will provide the opportunity for reflection on and evaluation of assessment approaches and methods.

Additional Academic Information

Peer-assisted learning (PAL) PAL (Peer Assisted Learning) at the University Bedfordshire is "by students, for students". A timetabled, weekly one hour session, PAL is an informal, structured session that is led by a pair of experienced 2nd/3rd year students who have "been there, done it and got the t-shirt". They are on your course and have survived the first year! They don't teach you, rather they help you to work together to work things out for yourselves. PAL has five main aims. It is intended to:

Help you as first years to adjust to university life,

Help you to understand the direction of your course and answer questions you have;

Improve your skills to meet the needs of higher education study;

Enhance your understanding of your subject knowledge by discussing it in groups and with second and third years, and;

Improve your assessed work by helping you better understand the expectations and different approaches to study you can take.

PAL is linked to one of your first year units and sessions will have activities for you to do to prepare you for assessments. It is an informal and safe environment for you to practise, prepare and try things out. You can decide what you work on each week and what you want to discuss. It is also the place for you to ask "stupid questions" that you would not necessarily want to ask your lecturers. Previous 1st year students said how useful PAL has been in terms of helping with assessment planning, where to find appropriate resources and how to make sense of lecture notes. They also said the informality made a change from lectures and enjoyed getting to know their classmates better. PAL is not just a place you go if you are stuck or are not doing well; it is a place for everyone. Previous students have described PAL as a way to have ownership over their learning, make friends and connections and support each other.

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Initial Assessment

Your first assessment point will take place during the following weeks at each level:

Level 4 - Week 5: Writing Skills for Sport and Physical Education. This assessment is an oral presentation.

Level 5 - Week 6: Research Methods (BSc). A phase test based on multiple-choice and short answer questions will be used to test your understanding of quantitative research designs and the interpretation of associated data

Level 6 - Week 6: Dissertation for Sport and Physical Education. You will present your proposed school/community sport project that will be the focus of this unit for the year. This will include identification of setting, partners, content and monitoring/evaluation methods.

Improving students’ learning

During the course you will be encouraged to take lecture notes, use learning resources, engage with online-guided learning tasks and use research to inform critical discussions and debates. To support these processes of learning the ‘Research Skills’ unit will support you in understanding how to engage with these unscheduled learning tasks with sessions from the Sport and Physical Education staff but also the academic librarian the BREO support team. The Professional Development and Employability strand will also support your understandings of how to learn from the professional contexts of schools and sport organisations.

Academic Integrity

A whole strand in the Sport and Physical Education degree ‘Research Skills’ is dedicated to developing academic integrity and academic writing. In the first year, you will be introduced to academic writing, how to perform oral presentations and you will be supported in developing your ability to reference and avoid plagiarism. In the second year, you will develop your ability to apply these research skills in the use of BSc research methods before the final year whereby you complete a dissertation. While academic integrity and writing is supported in the strand of ‘Research Skills’ all other strands will facilitate the development of these key academic skills

Internationalisation

The course team are fully committed to engaging with internationalised approaches to physical education, sport, health and policy and collaborate with colleagues both within Europe and more broadly. The literature on which the course draws reflects the expectation that students engage with both national and international research. The PESP research group has visiting professors from Belgium, Ireland and the United States.

Sustainability

Students gain the skills to examine contemporary policy and the feasibility of implementation to ensure that students are equipped for the contemporary educational context where the rate of change has accelerated over the last decade. Students are required to reflect on their skills and plan for their future professional development to ensure that their pedagogical practice remains current and innovative.

Section 4 - Administrative Information This section will be used as part of the approval and review process and peer academics are the target audience.

Faculty Education and Sport

Portfolio Undergraduate Sport Science and Physical Activity

Department/School/Division Sport Science and Physical Activity

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Course Coordinator Dr Victoria Goodyear

Version Number 2/15

Approved by (cf Quality Handbook ch.2) University approval panel

Date of approval (dd/mm/yyyy) June 2015

Implementation start-date of this version (plus any identified end-date)

October 2015

Form completed by: Name: Helen Ives Date: 05/02/2015 Authorisation on behalf of the Faculty Teaching Quality and Standards Committee (FTQSC) Chair: ………………………………………………………… Date: …..…………………………………….

Course Updates

Date (dd/mm/yyyy)

Nature of Update FTQSC Minute Ref:

2/6/15 Entry requirements corrected to those approved by academic Board