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Course information form (CIF) - 2016 - QAP0164 Page 1 of 18

Course Information Form This Course Information Form provides the definitive record of the designated course

General Course Information

Course Title

BA (Hons) Sport and Physical Education

BA (Hons) Sport and Physical Education (with Professional Practice Year)

BA (Hons) Sport and Physical Education (with Foundation Year)

Qualification BA (Hons)

FHEQ Level Level 6

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

With Professional Practice/foundation year over 4 years

Part-time pathway typically 4-6 years

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

Not applicable

UCAS Course Code C601

External Benchmarking

Both Sport and Education benchmarks 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/SBS-Events-Hospitality-Leisure-Sport-Tourism-16.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-education-studies-15.pdf

FHEQ level 6

Entry Month(s) October, February

Field Code Changed

Field Code Changed





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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.

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 and youth sport.

Students will identify partners with whom to work collaboratively with to deliver school/community-based projects.

Students will develop a professional awareness about the professional and ethical responsibilities of teachers, coaches, volunteers, 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 contexts

Course Structure

The Units which make up the course (including the Professional Practice Year as applicable) are:

Unit Code Level Credits Unit Name Core or option

SPO074-1 4 15 Foundations in Physical Education and Sport Pedagogy

Core

SPO070-1 4 15 Applied Physical Education and Sport Pedagogy

Core

SPO047-1 4 15 Working in Sport and Physical Education Core

SPO048-1 4 15 Academic Writing Skills for Sport and Physical Education

Core

SPO019-1 4 15 Introduction to Sport and Exercise Psychology

Core

SPO052-1 4 15 Introduction to Research Methods for Sport and Physical Education

Core

SPO045-1 4 15 Foundations of Physiology and Health Core

SPO046-1 4 15 Sport Sociology Foundations Core

SPO062-2 5 15 Dissertation Preparation for Sport and PE Core

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SPO030-2 5 15 Qualitative Research Core

SPO053-2 5 15 Professional Development and Employability

Core

SPO061-2 5 15 Psychology for Physical Educators Core

SPO090-2 5 15 Applied Socio-Cultural Analysis for PE Core

SPO084-2 5 15 Sport Sociology: Theory and Research Core

SPO085-2 5 15 Sport Based Pedagogical Models Core

SPO082-2 5 15 Pedagogies for Physical Literacy and Health

Core

SPO067-2 5 60 Study Abroad Option

SPO065-2 5 0 Professional Practice Year (Sport Science and Physical Activity)

Option

SPO042-3 6 30 Dissertation for BA Sport and Physical Education

Core

SPO040-3 6 30 Critical Sport Pedagogy Core

SPO021-3 6 30 Critical Sociological Perspectives of Sport & Physical Activity

Core

SPO060-3 6 15 Inclusive Sport Pedagogy Option

SPO025-3 6 15 Psychology of Physical Activity Option

SPO074-3 6 15 Professional Development (Sport Policy Enactment)

Core

Course-Specific Regulations

There are no course-specific regulations related to this course.

Additional Course Costs

There are no course-specific regulations related to this course.

Entry requirements

At least 112 points with 96 points from at least 2 A level passes. A-levels in sport science, a natural science or psychology preferred.

At least 112 points with Distinction Merit Merit in BTEC Extended Diploma or Distinction* Distinction* in BTEC Diploma

A completed Access to Higher Education Diploma

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Equivalent qualifications such as Irish Leaving Certificate, OCR Nationals, International Baccalaureate and CACHE Level 3 awards.

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

International students - http://www.beds.ac.uk/howtoapply/international/apply

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.

Plan, deliver, and reflect on lessons and be able to evaluate policy interventions and develop appropriate physical activity programs in collaboration with teachers, coaches, and health providers.

Demonstrate 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.

Course Learning Outcomes

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

1. Display a critical appreciation of the integration of variables involved in the delivery (teaching, instructing, and 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 qualitative research methods used to create new knowledge relating to physical education and sport.

4. Systematically and critically appraise information that underpins a theoretical foundation in the main subject disciplines of pedagogy, sociology and psychology of sport which will be directly related to your learning.

5. Display critical insight into the organisations and structures responsible for sport, and the political and educational ramifications arising from these.

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 and physical education.

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

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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

PSRB details

There are no PSRB outcomes related to this course.

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.

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 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.

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Assessment Map

Unit Code

C/O

2 3 4 5 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

SPO047-1 C WR-I

SPO045-1 C CW

-Port

SPO052-1 C WR-I

SPO019-1 C Ex-OT

SPO046-1 C CW

-Ess

SPO0XX-1 C CW

-Port

SPO0XX-1 C CW

-Port

SPO048-1 C EX-PT

CW

-Oth

SPO0XX-2 C CW

-Port

SPO0XX-2 C CW

-Port

SPO061-2 C EX-PT

SPO030-2 C CW

-Port

WR-

Field

SPO062-2 C PJ-Proj

SPO053-2 C CW

-Port

SPO0XX-2 C CW

-RW

SPO0XX-2 C CW-CS

SPO067-2 O

SPO065-2 O

SPO042-3 C PJ-Pos

t

PJ-Diss

SPO040-3 C CW

-Ess

WR-I

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SPO021-3 C EX-PT

CW-CS

SPO0XX-3 O CW

-Port

SPO0XX-3 C PJ-Proj

SPO025-3 O CW

-Ess

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Course Information Form (CIF) - October 2016 Page 8 of 18

Developing your employability

The BA 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. Within both their guided and independent learning students are encouraged to engage in the wider sport, health and physical education network. 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, Youth Sport Trust and Governing Bodies of Sport. 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.

After Graduation

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

Additional 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

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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.

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.

Additional Course costs

There will be no additional course costs.

Course Equality Impact Assessment

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.

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The Health and Wellbeing 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 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.

Question Y/N Anticipatory adjustments/actions

The promotion of the course is open and inclusive in terms of language, images and location?

Y

Are there any aspects of the curriculum that might present difficulties for disabled students? For example, skills and practical tests, use of equipment, use of e-learning, placements, field trips etc.

N

Are there any elements of the content of the course that might have an adverse impact on any of the other groups with protected characteristics1?

N

If the admission process involves interviews, performances or portfolios indicate how you demonstrate fairness and avoid practices that could lead to unlawful discrimination?

N

Confirm that you have considered that the course learning outcomes and Graduate Impact Statements are framed in a non-discriminatory way.

Y

Confirm that the course handbook makes appropriate reference to the support of disabled students.

Y

1 Age, Gender reassignment, Marriage and civil partnership, Pregnancy and maternity, Race, Religion and

belief, Sex, Sexual orientation

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Administrative Information – Faculty completion

Faculty Education and Sport

Portfolio Undergraduate Sport Science and Physical Activity

Department/School School of Sport Science and Physical Activity

Course Coordinator Dr Helen Ives

Trimester pattern of operation Oct (Trimester 1), Feb (Trimester 2)

PSRB renewal date (where recognised)

N/A

Version number 3/17

Approved by (c.f. Quality Handbook ch.2)

FTQSC

Date of approval (dd/mm/yyyy) 20th January 2017

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

Oct 2018

Study model type (e.g. study centre)

Form completed by: Name: ……Helen Ives……………………… Date: …..20th December 2016………………. 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:

04/07/2017 Course Coordinators for BA and BSc Sport and Physical Education propose that Inclusive Sport Pedagogy and Psychology of Physical Activity at Level 6 become optional. Some students may want to study more pedagogy units with a focus on teaching we consider that the BSc students need to

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Administrative Information – Academic Registry completion

Route code (post approval)

JACS / HECoS code (KIS)

SLC code (post approval)

Qualification aim (based on HESA coding framework)

have access to this unit should they so choose. Conversely, the BA students study psychology at year 1 and 2 and may wish to continue this route into year 3. The decision to make this unit SPO060-3 Inclusive Sport Pedagogy and the BSc unit SPO025-3 Psychology of Physical Activity both ‘optional’ as opposed to core will provide students with a choice in their final year. This change will come in to play for October 2018 i.e. students going in to year 2 in October 2017 will have this choice to make at the end of year 2 ready to study this unit choice from October 2018.

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Annexes to the Course Information Form These annexes will be used as part of the approval and review process and peer academics are the target audience. General course information

Course Title


BA (Hons) Sport and Physical Education (with Professional Practice Year)

BA (Hons) Sport and Physical Education (with Foundation Practice Year)

Qualification BA (Hons)

Route Code (SITS) BASPE-SN/BASEFABF/BASESABF

Faculty Education and Sport

Department/School/Division School of Sport Science and Physical Activity

Version Number 2/16

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Annex A: Course mapping of unit learning outcomes to course learning outcomes Level 4

Unit code SPO047-1 SPO048-1 SPO019-1 SPO046-1 SPO052-1 SPO045-1 SPO0XX-1 (S1) SPO0XX-1 (S2)

Level 4 4 4 4 4 4 4 4

Credits 15 15 15 15 15 15 15 15

Core or option Core Core Core Core Core Core Core Core

Course Learning Outcome

Insert LO1 and/or LO2 for each unit into cell corresponding to the course learning outcome

1 LO1 LO1/LO2 LO1/LO2 LO1/LO2

2 LO1/LO2 LO1/LO2 LO1/LO2 LO1/LO2 LO1/LO2 LO1/LO2 LO1/LO2

3 LO1/LO2

4 LO1/LO2 LO1/LO2 LO2 LO1/LO2 LO1/LO2

5 LO1/LO2

6 LO2 LO2

7 LO1/LO2

8 N/A N/A N/A N/A N/A N/A N/A N/A

Level 5

Unit code SPO030-2 SPO062-2

SPO0XX-2 (S1) SPO0XX-2 (S2) SPO0XX-2 (S1) SPO0XX-2 (S2) SPO053-2 SPO061-2 SPO065-2

SPO067-2

Level 5 5 5 5 5 5 5 5 5 5

Credits 15 15 15 15 15 15 15 15 0 60

Core or option

Core Core Core Core Core Core Core Core Option Option

Course Learning Outcome


1 LO1/LO2 LO1/LO2 LO1 LO1

2 LO1/LO2 LO1/LO2 LO1 LO1 LO1 LO1

3 LO1/LO2 LO1/LO2

4 LO1/LO2 LO1/LO2 LO1/LO2 LO1/LO2 LO1 LO2

5 LO1

6 LO2 LO1/LO2 LO2

7 LO2 LO1/LO2

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8 LO1/LO2

Level 6

Unit code SPO042-3 SPO040-3 SPO021-3 SPO0XX-3 SPO0XX-3

Level 5 5 5 5 5

Credits 30 30 30 15 15

Core or option Core Core Core Core Core

Course Learning Outcome (number)


1 LO1/LO2 LO1/LO2

2 LO1/LO2 LO1 LO1/LO2 LO1

3 LO1/LO2 LO1

4 LO1/LO2 LO1/LO2 LO1/LO2 LO1/LO2 LO2

5 LO1 LO2

6 LO1/LO2 LO1/LO2

7 LO1/LO2

8 N/A N/A N/A N/A N/A

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Annex C: Course mapping to FHEQ level descriptor, subject benchmark(s) and professional body or other external reference points One set of mapping tables to be produced for the course and each named intermediate qualification

Course (or intermediate) qualification and title


FHEQ Descriptor for a higher education qualification

FHEQ level 6 Course Learning Outcome(s)

1 2 3 4 5 6 7 8

Bachelor's degrees with honours are awarded to students who have demonstrated:

A systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline

An ability to deploy accurately established techniques of analysis and enquiry within

a discipline

Conceptual understanding that enables the student:

- to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline

- to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

An appreciation of the uncertainty, ambiguity and limits of knowledge

The ability to manage their own learning, and to make use of scholarly reviews and

primary sources (for example, refereed research articles and/or original materials

appropriate to the discipline).

Holders of the qualification will be able to:

Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects

Critically evaluate arguments, assumptions, abstract concepts and data (that may be

incomplete), to make judgements, and to frame appropriate questions to achieve a

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solution - or identify a range of solutions - to a problem

Communicate information, ideas, problems and solutions to both specialist and

non-specialist audiences.

The qualities and transferable skills necessary for employment requiring:

The exercise of initiative and personal responsibility

Decision-making in complex and unpredictable contexts

The learning ability needed to undertake appropriate further training of a

professional or equivalent nature.

Subject Benchmark Statement(s) QAA Subject Benchmark Statement for Events, Hospitality, Leisure Sport and Tourism, November 2016 QAA Subject Benchmark Statement for Education Studies, 2015

Evidence and/or Course Learning Outcome(s)

How the course takes account of relevant subject benchmark statements

Generic Skills and Behaviours

Research and assess paradigms, theories, principles, concepts and data, and apply such skills creatively in explaining and solving familiar and unfamiliar problems, challenging previously held assumptions or answering research questions.

CLO1, CLO2, CLO3, CLO5

Describe, synthesise, interpret, analyse and evaluate information and data of an applied nature All CLO’s

Creatively plan, design, lead, manage and execute practical activities using appropriate techniques and procedures while demonstrating high levels of relevant skills

CLO1

Complete a sustained piece of independent intellectual work (such as a long project or dissertation) which plans, designs, critically assesses and evaluates evidence in the context of appropriate research methodologies and data sources

CLO3, CLO6, CLO7

Demonstrate literacy and communication skills in a range of contexts including verbal, auditory, performance, digital and multi-media forms

All CLO’s

Demonstrate the numeracy skills required to analyse quantitative data CLO3

Recognise and respond to moral, ethical, sustainability and safety issues which directly pertain to the context of study including relevant legislation and professional codes of conduct

CLO1, CLO6

Work effectively independently and with others, as both a team member and a leader, recognising and CLO1

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respecting the values of equality and diversity

Take and demonstrate proactive responsibility for their own learning and continuing personal and professional development through self-appraisal and reflecting on practice in academic and professional contexts

CLO6

Organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary.

All CLO’s

Students should be able to use technology effectively to enhance critical and reflective study. CLO1, CLO4, CLO5

Interpret and present relevant numerical information CLO3

Ability to collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities.

CLO1

Articulate their own approaches to learning and organise an effective work pattern including working to deadlines.

CLO1

Process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives.

CLO3, CLO6, CLO7

Assess the extent to which participants (including learners and teachers) can influence the learning process

CLO1

Subject Specific benchmarks

Demonstrate a critical insight into the organisations and structures responsible for sport, and the political ramifications arising from these.

CLO2, CLO4, CLO5

Employ social, economic and political theory to explain the development and differentiation of sport throughout society.

CLO4, CLO5

Demonstrate the application of the social and cultural meanings attached to sport and their impact on participation and regulation.

CLO1, CLO2, CLO4, CLO5

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

CLO3, CLO6, CLO7

Employ strategic planning and development planning skills in analysing, understanding and addressing the development needs and intentions of sport organisations and communities.

All CLO’s

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

CLO1, CLO3, CLO4, CLO5, CL07