This document is available in alternative formats on request. Page 2 of 10

In the day to day context, whilst every endeavour will be made to provide the courses and services described in the Programme Specification, Blackpool and The Fylde College reserves the right to make such changes as may be appropriate for reasons of operational efficiency or due to circumstances including industrial action beyond its control. This document is available in alternative formats on request. Page 2 of 10

CONTENTS 1. Introduction... 4 2. Key programme Information... 4 3. Programme Overview... 5 4. Admission Criteria... 6 5. Progression Opportunities... 6 6. Contextualised Benchmark Statements... 6 7. Programme Aims... 7 8. Programme Outcomes... 7 9. Programme Content... 8 10. Teaching, Learning & Assessment Strategy... 8 11. Integration of Work Based Learning... 9 12. Summary of Relevant Academic Guidelines... 9 13. Indicators of Quality and Standards... 10 Page 3 of 10

1. INTRODUCTION The Programme Specification provides a summary of the main features of the Sports Studies and Development programme, and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate on successful completion of the programme. Further detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module is available in the following documents: Programme handbook B&FC Student handbook B&FC Admissions Policy Work Based Learning handbook (Foundation Degrees) Student guide to assessment and feedback www.blackpool.ac.uk 2. KEY PROGRAMME INFORMATION Name of the final award Programme title Teaching institution Name of awarding body/institution Details of Professional/Statutory body accreditation Length of programme/mode of study Foundation Degree Fd Sports Studies and Development Blackpool and The Fylde College University of Salford N/A 2 years full time 3 years part time Subject Benchmark statements QAA, FD Qualification Benchmarks, 2010 UCAS code Language of Study C600 English Date of Validation 2012/2013 Date of most recent review Date programme specification written/revised N/A 2013/2014 Page 4 of 10

3. PROGRAMME OVERVIEW Blackpool and the Fylde College remains committed to providing a highly responsive curriculum that is employment and future-focused and will enable students to develop the essential knowledge and skills that will prepare them for future success in work and life. Employability and Widening Participation remain central to the College s HE Strategy as it continues to develop a sustainable, Higher Education provision that supports the economic, social and cultural development of Blackpool, and the wider North West Region. The FD in Sports Development was first delivered in 2004 in order to satisfy a demand from our own internally progressing students on Level-3 (QCF) sports programmes. The BA (Hons) in Sports Development was validated for delivery by Lancaster University in 2006. The two programmes of study provide a balance of provision that meets the demands of a predominantly local market for HE sports programmes. The demand for a top-up year was evident from the outset; it was seen as a natural progression for many of the first cohort of students on the FD programme. This market response is still consistently strong. The FD & BA programmes changed their titles during revalidation in 2011 from Sports Development to Sports Studies & Development. This change reflects a change in Government funding and their key sporting priorities. This foundation degree is designed to provide a specialist vocational programme linked to professional body requirements and National Occupational Standards where appropriate, with a strong work related emphasis. The qualifications provide a thorough grounding in the key concepts and practical skills required in their sector and their national recognition by employers allows progression directly into employment. The FdA in Sports Studies and Development will offer a strong emphasis on practical skills development alongside the development of requisite knowledge and understanding in the skills sector. Current recruitment patterns to the programmes are subject to local conditions based upon: a) the number of progressing students at Level-3 within our own FE sector and, b) the number of late applications from local mature students. The sports development sector is represented in every North West community and the profile of the workforce is expected to remain relatively stable until 2017 ( Working Futures 3, 2009). The sector is currently well positioned in terms of employment due to the Golden Decade of Sport, 2010-2019 (Olympic Games Impact Study, Pricewaterhousecoopers/DCMS, 2005). The UK Commission for Employment and Skills (2012) report on the sector skills assessment for Hospitality, Tourism and Sport presented evidence on the sector s skill needs and priorities. The report concluded that the future skills needs could be categorised under seven key areas: Regulation and Governance (reductions in public expenditure), Demographic Changes (aging population, health & fitness), Environmental Changes (resources), Economics & Globalisation (emerging world markets), Technological Changes (workforce competencies), Values & Identities (customer service), and Consumer Demand (projected 11% growth, 2010-2020). Added to this projection, the latest Sport England (2012) Active People Survey 6 report suggests that its current series of sports participation initiatives are producing statistically significant increases in participation rates. Since the first survey in 2006 there has been an increase of 1.6 million adults participating in sport at least once a week for 30 minutes at moderate intensity. There are now 15.5 million adults taking regular physical activity each week at sports facilities managed by those in the SkillsActive sector industry workforce. The demand for approved and qualified sports development officers, coaches and fitness instructors has its origins in a national strategy to up-skill the coaching and exercise workforce who may be employed on a voluntary, full- or part-time basis. The Department for Culture, Media and Sport (DCMS, 2013) has focused its priorities on creating a sporting legacy from the Olympic and Paralympic Games. Page 5 of 10

Their priorities include encouraging competitive sport in schools through the Sainsbury s School Games initiative (2012) and the delivery of mass participation through the Places, People, Play strategy (2010). Research by Skills Active indicates that there is still a 20% shortfall in the number of sports volunteers needed by the sector (Sport, Fitness and Outdoors Employment and Skills Survey, SkillsActive, 2005). Thus, the promotion of sports development, coaching and exercise instruction is seen by the present Government to be a key driver in achieving participation and customer satisfaction. The module profiles for the FD in Sports Studies and Development reflect the current demands of the sport and leisure industries. 4. ADMISSION CRITERIA Entrance requirements for the foundation degree are based upon a minimum of 120 UCAS tariff points or appropriately experienced applicants will be considered in line with the University s APL procedure. Applicants whose first language is not English are required to demonstrate that they meet both the University s minimum English language requirements as well as that stated for their programme of study. For entry to level 4 such a qualification must equate to a minimum average IELTS score of 6 or above (and for each component 5.5 or above). 5. PROGRESSION OPPORTUNITIES On completion of level-5 graduates will have the necessary skills and knowledge to gain employment within the sports development sector. These graduates will meet the demand for approved and qualified sports development officers and community-based coaches as identified in the national strategy to upskill the coaching and exercise workforce. The Department for Culture, Media and Sport (DCMS, 2013) has focused its priorities on creating a sporting legacy from the Olympic and Paralympic Games. Their priorities include encouraging competitive sport in schools through the Sainsbury s School Games initiative (2012) and the delivery of mass participation through the Places, People, Play strategy (2010). 6. CONTEXTUALISED BENCHMARK STATEMENTS A: Students will be able to apply knowledge and critical understanding at the appropriate level that will allow them to demonstrate: 1. Knowledge and critical understanding of the well-established principles in sports coaching and exercise instruction and the way in which those principles have developed. 2. Successful application in the workplace of the range of knowledge and skills learnt throughout the programme. 3. The ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context. 4. Knowledge of the main methods of enquiry in sports studies and development, and ability to evaluate critically the appropriateness of different approaches to solving problems in this area of study in order to apply them in a work context. 5. An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in this area of study in order to apply them in a work context. B: Students will be able to demonstrate at the appropriate level the following critical intellectual and transferable skills that will allow them to: Page 6 of 10

1. Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in this area of study and in a work context. 2. Effectively communicate information, arguments, and analysis in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively in this area of study in order to apply them in a work context. 3. Undertake further training, develop existing skills, and acquire new competencies that will enable them to assume responsibility within sports organisations. 4. Show qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making. 5. Utilise opportunities for lifelong learning. C: Students will be able to demonstrate at the appropriate level, practical skills which will enable them to: 1. Demonstrate safe and effective laboratory and field based practise to include risk assessment and the identification of emergency procedures. 2. Demonstrate technical proficiency with the fitness testing equipment and whilst supervising a coaching session. 3. Demonstrate effective communication with athletes where appropriate. 7. PROGRAMME AIMS The aim of the Foundation Degree in Sports Studies & Development programme is based upon preparing the student for employment within the broad areas of sports development including health and wellness. However, the sport and leisure industry requires its workforce to be adaptable with the potential to develop their knowledge and understanding in such general areas as sports administration and management (skills at Level-5 leading potentially to Level-6). Holders of the Foundation Degree in Sports Studies & Development will have gained a sound knowledge and critical understanding of the well-established principles of sports development and of the way in which those principles have developed. It also aims to enable students to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. In line with the QAA FD benchmark statements, students on the FdA degree in Sports Studies & Development will typically be expected to: 1. Display an insight into sports development at the local and national levels of participation. 2. Gain an appreciation of the physiological mechanisms that govern human performance. 3. Apply theoretical knowledge to industry practices within sports development through work based learning. 4. Develop vocational skills required in the promotion of sports development initiatives and the assessment of health and wellness. 5. Evaluate the social, economic, political and technological impact of sport. 8. PROGRAMME OUTCOMES Page 7 of 10

The programmes intended learning outcomes indicate the range and level of capabilities, which all Foundation Degree Sports Studies and Development students should have achieved upon completion of their programme. The modules have been designed to ensure that the students have the opportunity to be assessed by both formative and summative methods covering a variety of skills throughout the programme. Specific information about learning outcomes for each module is provided in the module descriptors. 9. PROGRAMME CONTENT All Higher Education programmes delivered at Blackpool and The Fylde College consist of modules. A module is a coherent unit of subject material, which is complete with its own learning outcomes and assessments. More detailed information on module content is available in the programme handbook. Level 4 120 Credits Module Code Title Level Credits SSD4.1 Our Sporting Heritage: Meeting Local Needs 4 20 SSD4.2 Introduction to Anatomy & Exercise Physiology 4 20 SSD4.3 Coaching & Exercise in the Community 4 20 SSD4.4 Strategies Developments in Sport & Exercise 4 20 SSD4.5 Physical Activity & Health Promotion 4 20 SSD4.6 Sports Teaching & Coaching: Children & Pedagogy 4 20 Level 5 120 Credits Module Code Title Level Credits SSD5.1 Sports, Sponsorship and the Media 5 20 SSD5.2 Nutrition, Physical Activity & Health 5 20 SSD5.3 Industry Based Learning & Professional Practice 5 20 SSD5.4 Global Sporting Issues 5 20 SSD5.5 Physiological Assessment in Sport, Exercise & Health 5 20 SSD5.6 Independent Research Project 5 20 10. TEACHING, LEARNING & ASSESSMENT STRATEGY A variety of appropriate learning and teaching strategies have been planned at each level of the programme. At both levels-4&5 the modules reflect the nature of the Foundation Degree as a subjectspecific area of study with a predominantly vocational flavour to the module content. The taught modules at level-4 enable learners to examine the wide variety of disciplines and career opportunities available to them through the delivery of modules that reflect: a) historical, social, cultural and economic aspects; b) foundations to physiology; and c) teaching and instructing career opportunities. By the end of year one student s will have achieved a working knowledge and understanding of the sports development, coaching and exercise career opportunities open to them. The taught modules at level-5 provide learners with the underpinning knowledge necessary for a career as a sports development officer, community coach or private sector instructor. The focus is placed upon the individual in terms of enriching their subject-specific skills within the sport development management, Page 8 of 10

or coaching/teaching, or instructing career pathways. The modules promote sports development as a multi-disciplinary profession with a strong emphasis being placed upon sports heritage and strategic developments. Opportunities to specialise in sports strategic developments within the community are offered within individual module content and in terms of industry based learning and professional practice (SSD5.3 (34784)) and the independent research project (SSD5.6 (34787)) which enables students the freedom to drill down into a topic of their own choice. The assessment of each module attempts to offer the student a variety of appropriate assessment methods in order to develop their communication and problem-solving skills. Many of the formative assessment methods reflect the industries expectations of its employees skills set. 11. INTEGRATION OF WORK BASED LEARNING All students on the FD programme are required to undertake two assessed work-based learning opportunities. In year one students will participate in a local sports participation initiative organised by either the public, private or voluntary sector; in year two students are expected to carry out a minimum of 36 hours work based learning in sports coaching or exercise instruction. Potential employers within the area have been consulted about the programme structure; many of them employ current and past students. The annual Careers in Sport Symposium will for the first time this year (2013) consist of guest speakers who are or have been students at this institution. Support for placements has been gained from: Blackpool Leisure Services (KM sits on their School Sports Partnership Committee). Wyre Leisure Services (one of our ex-students is their chief sports development officer). Fylde Coast YMCA (one of our current students manages their community health programme). Blackpool Scorpions Cheerleaders Co. (one of our current student s coaches on their programmes). Blackpool FC Kickz Community Football Programme (Partners using our students to deliver the programme). The work based learning experience is fully supported by a comprehensive PDP programme further details can be found within the IBL Handbook 12. SUMMARY OF RELEVANT ACADEMIC GUIDELINES UK Quality Code for Higher Education QAA Subject Benchmark Statements QAA Framework for Higher Education Qualifications (FHEQ) B&FC Teaching Learning and Assessment Strategy B&FC Undergraduate Regulatory Framework Validating Partner s Undergraduate Regulatory Framework B&FC Undergraduate Assessment Regulations Page 9 of 10

13. INDICATORS OF QUALITY AND STANDARDS (QAA Review May 2013) QAA's judgements about Blackpool and The Fylde College The QAA review team formed the following judgements about the higher education provision at Blackpool and The Fylde College. The academic standards that the College offers on behalf of its awarding bodies meet UK expectations for threshold standards. The quality of student learning opportunities at the College meets UK expectations. The quality of information produced by the College about its learning opportunities is commended. The enhancement of student learning opportunities at the College is commended. Good practice The QAA review team identified the following features of good practice at Blackpool and The Fylde College: the clear link between the College's commitment to inclusivity and employability, and the resulting innovative assessment tasks the variety of assessment tasks and their relevance to the world of work, which was valued by students and employers the College's anticipatory approach to the consideration of and investment in learning resources the extensive and valuable contribution of students to the quality assurance and enhancement activities of the College the integrated approach to the provision of learning opportunities to enable the entitlements of disabled students to be met in the wider context of a College ethos of inclusivity the integrated and innovative approach to the provision of blended learning opportunities and e- resources using the virtual learning environment, which is both comprehensive and reliable the high-quality website, which provides a user-friendly point of contact for the College's intended audiences the positive contribution made by the role of the Higher Education Development Manager to the development and production of high-quality and accessible course data and management information the comprehensive and continuing development of the virtual learning environment that facilitates effective dissemination of information, providing a 'one-stop shop' for students and staff the positive contribution of the College's equality and diversity agenda to the enhancement of learning opportunities across its higher education provision the embedded culture of enhancement, as exemplified by the strategic leadership provided by the Higher Education Directorate and the complementary high levels of awareness among, and involvement of, staff and students across the College Page 10 of 10