FOUNDATION DEGREE IN SPORT (COACHING)

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1 FOUNDATION DEGREE IN SPORT (COACHING) PROGRAMME SPECIFICATION GENERAL INFORMATION Awarding Institution/Body: Teaching Institution: Validated/franchised: Programme accredited by: (inc. date of accreditation) Programme approved by: (inc. date & min. no. of Dept, BoS, QAC, Senate) Interim Award: Final Award: Programme Title: UCAS Code (if applicable): Subject Benchmark Statement: Intended level of completed programme: (in line with FHEQ) Duration of programme and mode of study: University of Bath Approved Partner Institution Franchised N/A Teaching & Quality Committee: Programme Approvals Panel: Senate: Certificate of Higher Education Foundation Degree (FdSc) Foundation Degree in Sport (Coaching) CX61 The programme has been developed taking account of the QAA Foundation Degree: qualification benchmark statement. The Sector Skills Council for Sport and Recreation is SkillsActive. Working with partner organisations, they are in the process of developing national frameworks for Foundation Degrees. These emerging frameworks have informed the development of this programme. Intermediate, Level I Two years full-time Three years part-time Date of Specification preparation/ May 2009 Page 1 of 11

2 revision: Applicable to cohort: Full-time: 2009/ /11 SYNOPSIS OF THE PROGRAMME: This programme will provide students with an opportunity to study, train and further develop their knowledge, skills and qualifications to a high standard. The programme will be taught partly by the University, which is a nationally recognised centre of sporting excellence, and partly by a partner college. Delivery of the University-taught elements will take place at the main University campus in Bath. This programme will appeal to those who have an interest in sports coaching, or would like the opportunity to further develop and enhance their understanding of the coaching process from existing qualifications or courses of study. The programme aims to provide students with a sound understanding to develop their studies, which will explore the key components of the coaching process, coaching behaviour and coaching practice. In addition to this, students will develop or further enhance their ability and knowledge of sport coaching throughout the programme. A clear understanding of human structure and function, appropriate lifestyle management issues and effective planning and practice, along with key coaching principles and techniques will ensure a smooth transition from year to year whether qualified and experienced in the field of coaching, or entering this field of coaching for the first time. With the progression of knowledge from the core and pathway units across the duration of the programme, students will gain the necessary tools and information to maximise their potential and have the ability to describe and analyse the coaching process, coaching behaviour and coaching practice, through observational, evaluative and analytical processes. The Foundation Degree in Sport (Coaching) will be a pathway within the suite of Foundation Degrees in Sport offered by the University through the Foundation Degree Consortium (FDC). The Foundation Degree in Sport (Coaching) will be offered as a full-time and part-time route, and will comprise 3 elements: The Common Curriculum (30 credits),: Introduction to HE Study Skills Application of HE study to the Workplace Learning in the Workplace 2 Work Based Learning The Common Sport Curriculum (30 credits), a component of all FDC Foundation degrees involving sport: Exercise, Nutrition and Lifestyle Management Ethics and Safety Planning and Practice Sports Development Human Structure and Function Mental Skill Development The Coaching Pathway Curriculum (60 credits), which is unique to this programme: Introduction to Sports Coaching Intermediate Sports Coaching Safety and Injury for Coaching Page 2 of 11

3 Skill Acquisition and Motor Learning Coaching Special Populations Advanced Sports Coaching Analysis of Sports Performance EDUCATIONAL AIMS OF THE PROGRAMME: The FdSc Sport (Coaching) is designed to meet the following aims: to enable students to understand key principles that contribute to sport coaching to provide students with the essential skills that will allow them to analyse critically their own performance and reflect on areas for improvement to develop students ability to plan effectively to empower students to take responsibility for their own personal learning and development to ensure that students are provided with the key subject specific and generic skills that will allow them to develop as independent learners within their sport to develop an understanding of the coaching process, coaching behaviour and coaching practice, through observational, evaluative and analytical learning to develop students appreciation of working effectively within a sport coaching environment to enable students to communicate with interested parties and national sporting organisations such as National Governing Bodies, coaching organisations, Regional Sports Development Units and qualified coaches within chosen fields to develop and appreciate employment opportunities within the coaching industry. INTENDED LEARNING OUTCOMES (specifying those applicable for interim awards where appropriate): On successful completion of the Certificate of Higher Education it is expected that the student will be able to: Knowledge and Understanding: Intellectual Skills: demonstrate basic knowledge of the underlying concerns and principles associated with the study of sport coaching apply theoretical underpinning knowledge to practical situations and scenarios relevant to sport coaching. demonstrate an ability to evaluate and interpret knowledge and principles within the context of the study of sport coaching show awareness of relevant information using appropriate sports coaching sources show ability to select appropriate and relevant sports coaching information, and develop clear and logical arguments with guidance, undertake analysis and organisation of relevant information to support arguments and justify conclusions identify, and make judgements about, alternative approaches, opinions and options in sports coaching. Professional Practical Skills: demonstrate practical professional skills relevant to sport coaching contribute positively to individual and group activities relevant to sport coaching. Page 3 of 11

4 Transferable/Key Skills: develop appropriate problem based learning skills utilise key communication skills ability to use numerical skills, in particular in the gathering and use of data and information and in their statistical analysis utilise a range of key skills in a working environment communicate effectively in a format appropriate to sport coaching demonstrate an ability to use clear and concise language and or graphs/ tables/ data etc to communicate ideas present, evaluate and interpret data, to develop lines of argument and make appropriate judgements in accordance with basic theories and concepts of sport coaching. On successful completion of the FdSc Sport (Coaching) it is expected that the student will be able to: Knowledge and Understanding: Intellectual Skills: provide a clear and multi-disciplinary analysis of the factors contributing to success in sports coaching apply subject specific knowledge to working as a coach within a sporting context demonstrate an understanding of what is required to work in the sport coaching industry. review and synthesise appropriate research within the coaching context evaluate their own and others coaching performance in order to identify the key components that contribute to successful coaching engage in academic study related to the principles of effective planning. Professional Practical Skills: demonstrate practical professional skills relevant to sport coaching contribute positively to individual and group activities relevant to sport coaching plan effective strategies to become better coaches propose evaluative judgement on the ability to plan effectively assess how effective they are as coaches and reflect and provide appropriate strategies to become better coaches. Page 4 of 11

5 Transferable/Key Skills: develop appropriate problem based learning skills to identify key areas for improvement utilise key communication skills required to guide effectively and inform participants provide students with the ability to communicate effectively with others ensure communication, information technology, management skills and application of number are embedded within the subject context using case studies, class exercises, group work, problem based exercises and role play demonstrate how subject specific and generic skills are utilised within sport coaching using case studies, class exercises, group work, problem based exercises and role play. TEACHING, LEARNING AND ASSESSMENT METHODS: A variety of teaching, learning and assessment methods are used on the programme. These include methods that encourage experiential learning through group discussion, practical workshops and student-led discussion forums as well as lectures and seminars. Students will be encouraged to reflect upon their work-based learning. Evidence of individual achievement of learning outcomes is assessed using a variety of assessment methods, including written reports, essays, practical coaching sessions (planning, analysing and evaluating), open book examinations, presentations, producing coaching log books and development plans, student led workshops and critical analysis / appraisals of performance. Key skills are taught and assessed across a range of units, integrated into assessments and monitored by students over the two years. These key skills will be monitored by the tutor and identified on the assignment handout and assessment feedback sheets. Key skills acquired will be recorded by the student in their Professional Development Plan. STRUCTURE AND CONTENT OF THE PROGRAMME (incl. potential interim awards): The University credit framework conforms to the European Credit Transfer System, whereby 5 ECTS credits are equal to 10 CATS credits. Candidates for the Foundation Degree must have achieved 120 ECTS credits (equivalent to 240 CATS credits), of which at least 60 must be at level I. Candidates for the Certificate of Higher Education must have achieved 60 ECTS credits. Full-time mode Students take the following units: Unit code Year 1 Semester 1 Unit title Credits Level AS10293 Introduction to HE Study Skills (V1) 5 C AS10087 Sports Development version 2 5 C AS10086 Human Structure and Function version 2 5 C Page 5 of 11

6 AS20161 Skill Acquisition and Motor Learning version 1 5 I Semester 2 AS10292 Application of HE study to the Workplace (V1) 5 C AS10089 Planning and Practice version 4 5 C AS10088 Exercise, Nutrition and Lifestyle Management version 2 5 C AS10157 Coaching Special Populations version 1 5 C Semester 1 & 2 AS10156 Introduction to Sports Coaching version 1 10 C AS20159 Safety and Injury for Coaching version 2 10 I Years 1 & 2 AS20085 Work-based Learning version 3 10 I Year 2 Semester 1 AS10090 Ethics and Safety version 2 5 C AS10091 Mental Skill Development version 2 5 C AS20160 Intermediate Sports Coaching version 1 10 I Semester 2 AS20162 Advanced Sports Coaching version 1 10 I Semester 1 & 2 AS20084 Learning in the Workplace 2 version 3 10 I AS20158 Analysis of Sports Performance version 1 10 I Part-time mode Students take the following units: Unit code Year 1 Semester 1 Unit title Credits Level AS10086 Human Structure and Function version 2 5 C AS10293 Introduction to HE Study Skills (V1) 5 C AS20161 Skill Acquisition and Motor Learning version 1 5 I Semester 2 AS10088 Exercise, Nutrition and Lifestyle Management version 2 5 C AS10292 Application of HE study to the Workplace (V1) 5 C AS10157 Coaching Special Populations version 1 5 C Semester 1 and 2 AS10156 Introduction to Sports Coaching version 1 10 C Page 6 of 11

7 Years 1, 2 and 3 AS20085 Work-based Learning version 3 10 I Year 2 Semester 1 AS10090 Ethics and Safety version 2 5 C Semester 2 AS10089 Planning and Practice version 4 5 C Semester 1 & 2 AS20160 Intermediate Sports Coaching version 1 10 I AS20159 Safety and Injury for Coaching version 2 10 I AS20084 Learning in the Workplace 2 version 3 10 I Year 3 Semester 1 AS10087 Sports Development version 2 5 C Semester 2 AS10091 Mental Skill Development version 2 5 C Semester 1 & 2 AS20158 Analysis of Sports Performance version 1 10 I AS20162 Advanced Sports Coaching version 1 10 I DETAILS OF WORK PLACEMENTS/WORK BASED LEARNING/INDUSTRIAL TRAINING/STUDY ABROAD REQUIREMENTS: Work-based learning is an integral part of the FdSc Sport (Coaching). A total of 30 credits (25%) of total course credits are devoted to units: Introduction to HE Study Skills, Application of HE Study to the Workplace, Learning in the Workplace 2, and Work-based Learning. When students apply for the programme, discussions will be held as part of the interview process with each individual student so that their chosen sport for coaching development can be achieved through organised employer links and student requirements. This will form part of the admissions criteria, and any student who wishes to seek coaching opportunities that are not realistic within the local area and environment would be advised accordingly. Since the Work-based Learning, Introduction to HE Study Skills, Application of HE Study to the Workplace, and Learning in the Workplace 2 units are fundamental components of the programme, it is essential that students have a realistic opportunity to complete their 200 hours work placement requirement. This will be achieved by the tutor assessing the needs, current qualifications and progression requirements of students during the initial weeks of the course, and establishing with students suitable work-based learning experiences. Depending on the qualifications of each student there will be opportunities for students to gain or enhance, if appropriate and achievable, their knowledge base and engage in professional coaching practice in the workplace. Placements could take the form of voluntary work with local sports teams, coaching in schools (extra curricular sessions), attending coaching workshops / qualifications, or arranging placements with Page 7 of 11

8 development officers. Students may be required to arrange placement opportunities independently, with support and guidance from tutors, when and if required. DETAILS OF THE SUPPORT AVAILABLE TO STUDENTS (e.g. induction programmes, course information, resources): Support will follow the arrangements made by the teaching institution, and detailed in their Programme Handbook. In particular, the following arrangements will apply: induction to the teaching institution, its services and facilities, and to the programme access to the institution s learning resources (Library, IT facilities etc.) access to the institution s central support services, including counselling, learning support, careers, financial guidance, etc. information on the units to be studied, including content, delivery and assessment a Programme Handbook, including details of the full assessment schedule and programme regulations personal tutorial system for the provision of academic and pastoral support Additional Learning Support available for students with specialist learning difficulties. In addition, students will receive support from the University of Bath according to the partnership arrangement between the two institutions, including: an initial induction to the University of Bath and its facilities and learning resources access to Library resources and IT facilities at the University the allocation of a Link Tutor from the University to the programme University of Bath Student Handbook, including details of the University s regulations membership of the University of Bath Students Union, including access to BUSU support services and training. ADMISSIONS CRITERIA: Applications are welcomed from candidates: with a level 3 course such as a National Award/Certificate/Diploma, Advanced Diploma, GCE A level, Access to Higher Education Course, or a work-based course such as NVQ 3 or Advanced Apprenticeship. Where these qualifications are recognised on the UCAS tariff, candidates should normally have achieved a minimum tariff of 80 points. (More information about the tariff can be found at without formal qualifications but who have a minimum of two years relevant work experience and are able to demonstrate that they have developed the necessary skills to succeed on the course. All applicants will normally also require at least 4 GCSE passes (at grade C or above), including Maths and English or their level 2 equivalents. Applications may be subject to successful interview completion. NB in addition to the recommended entry requirements a documented interest in the field of sports coaching would be desirable. Any student who wishes to seek coaching opportunities that are not available to them, or are unrealistic to the local area will be advised accordingly. Page 8 of 11

9 Where English is not the applicant s first language an IELTS score of 6 or TOEFL score of 580 (paper-based) or 237 (computer-based) or equivalent qualification, will normally be required. Full details of the different routes into the qualification can be found at All students must have Criminal Records Bureau enhanced clearance and absence of offences which would preclude practice for this programme. This will only be pursued once an offer of a place has been made and accepted. The Criminal Records check should be completed within 3 months of starting the Programme. SUMMARY OF ASSESSMENT AND PROGRESSION REGULATIONS: The assessment regulations for the programme will be the University of Bath s Assessment and Progression regulations for Foundation Degree programmes. Summary 1. In order to be eligible for the award of the Foundation Degree candidates must achieve 120 credits, 60 of which must be at level I. In order to be eligible for the award of the Certificate of Higher Education candidates must achieve 60 credits, at level C or above. 2. Credit is gained by passing a unit. 3. Marks shall be awarded on a percentage basis, with the exception of those units termed the Common Module units (Introduction to HE Study Skills, Application of HE study to the Workplace, Learning in the Workplace 2, Work-based Learning), units for which AP(E)L has been granted, and units which have been specifically exempted from this requirement (which will be marked on a Pass/Fail basis). 4. The pass mark is 40%. A candidate will be deemed to have passed a unit where an overall mark of 40% or above has been achieved taking all components of assessment into account and where a significant attempt has normally been made to complete all components of assessment. 5. Candidates may progress to the next year of study provided they achieve a Pass in all units undertaken and have fulfilled any other requirements as prescribed in the programme regulations for the year of study under consideration. 6. Candidates who are not in their final year and who, at the initial attempt, have not achieved the requirements for progression may be permitted to undertake reassessment in failed units as recommended by the Board of Examiners. This may take the form of retrieval of a unit or units, or repeating a unit or units. Candidates who fail in units contributing to more than two-thirds of the total credits for the year of study will be required to withdraw from the programme. 7. Retrieval of a unit means that the candidate will be required to submit additional work/or sit a further examination in those components of assessment which have been failed at the initial attempt. The Board of Examiners will have the discretion to decide on the nature of the additional work required, which may mean submitting a new piece of work, Page 9 of 11

10 resubmitting the original work, or completing outstanding work, depending on the nature of the assessment. 8. Retrieval is undertaken prior to the next year of study. Repeating a unit means retaking the unit and all associated assessment with attendance. 9. Candidates who fail units in their final year may be allowed to undertake retrieval where the failed units constitute up to and including one-third of the total credits for the year of study. Candidates failing units constituting more than this will be required to withdraw from the programme. 10. The weighting of individual components of assessment is laid down in the unit descriptions. Students are advised to consult the full assessment regulations for the programme, which are provided in the programme handbook. INDICATORS OF QUALITY AND STANDARDS (e.g. professional accreditation): The University is committed to bringing together and re-aligning quality assurance and quality enhancement in its mechanisms for the management of quality of its programmes. The University s approach to quality management is underpinned by three principles: the reliance on sound pedagogical principles in the design and delivery of learning and teaching; the key role of academic peer review; the importance of informed student voice, recognising the role of the student as a citizen in the academic community. The University s Quality assurance Code of Practice is the key reference point that describes the academic processes and principles, roles and responsibilities through which the University develops and implements an effective and efficient quality management framework, assuring itself and external bodies of the quality and standards of its provision. It is also one of the channels of communication via which good practice in learning and teaching is encouraged and disseminated. Responsibility for the oversight of quality management is located with the following bodies: Teaching and Quality Committee is responsible to Quality Assurance Committee for the detailed scrutiny of the academic standards and quality of the Division s undergraduate provision. Standing Committee is responsible to Senate for all matters relating to the organisation of education, teaching and research in the Division, including all examination matters. Quality Assurance Committee is responsible to Senate for ensuring that the University has a rigorous and responsive quality assurance framework in place. Senate is the supreme academic decision-making body of the University. Further arrangements with partner organisations are defined in collaborative agreements and quality assured via annual examination of standards by External Examiners, annual monitoring and periodic review and the University of Bath link tutor system. Page 10 of 11

11 SOURCES OF OTHER INFORMATION INCLUDING URL OF PROGRAMME SPECIFICATION: Programme Specification URL: UCAS Website: University of Bath Learning Partnership Website: Teaching institutions websites: and Teaching institution publicity (e.g. prospectus, course leaflet, open days) Programme Handbook. Chair of Programme Approval Panel/Dean Date Page 11 of 11

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