sports science data analysis equipment and a trainer show in front of a laptop

Available with:

  • Foundation Year


Course Summary

The Department of Sport and Exercise Sciences prides itself on its approachable staff and varied teaching strategies, which external examiners and current students praise highly. In using a student-centred approach, we produce graduates with subject expertise and career potential. The practical and applied nature of the course is a major feature. 

In recent years, the sports, recreation and leisure industries have shown continued growth. International success and the growing health agenda have ensured that investment and interest in sport and exercise in the UK continues to increase substantially. 

Therefore, the course is designed with two core principles in mind. Firstly, the development of knowledge, applied skills and analytical techniques in the conventional subdisciplines of sport and exercise sciences. Secondly, the orientation of studies around vocational opportunities and practices, including PE, sports management, development, coaching, health promotion, leisure and recreation, as well as sport science support and sport and exercise sciences generally. 

We have a wide range of facilities including Performance Analysis, Muscle Function and Sports Biomechanics laboratories. Exton Park also boasts gyms, swimming pool, a floodlit 3G MUGA pitch, sprint track, floodlit tennis courts and more. 

Curriculum support materials for post-16 A Level PE and BTEC Sports students. Visit Sports Week Subject Activities.

Why you’ll Love it


What you’llStudy

This Foundation Year will provide you with a broad subject knowledge base that will introduce you to the key themes and perspectives relating to your chosen degree. You will also develop the academic skills needed to succeed in your degree area, such as academic writing, referencing and public speaking.

Module content:

  • Reading and writing critically.
  • Constructing and evaluating an argument.
  • Note-taking techniques for reading and listening.
  • Understanding plagiarism and academic integrity.
  • Introduction to reflective practice.
  • Preparing for, and delivering, powerpoint presentations.
  • Referencing and citation.
  • Summarising and paraphrasing written sources.
  • Literature searching.
  • Report writing.
  • The culture and expectations of higher education.
  • The assessment process including the role of assessment criteria and feedback.
  • The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.


Module aims:

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

Module content:

  • Research and planning skills.
  • Becoming familiar with topics that comprise their undergraduate degree subject.
  • Developing a knowledge base for a discipline of study.
  • Identifying areas of interest.
  • Application and development of critical analytical skills.
  • Development of self-directed study.
  • Use of learning resources.

Module aims:

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

Module content:

  • Defining health in the 21st century
  • Culture and health 
  • The biomedical, social and biopsychosocial models of health
  • Health inequality: definition, examples and impact
  • Current health issues
  • The emergence of the UK National Health Service
  • Health promotion 
  • Individual Health behaviours 
  • Introduction to reflective theories (Nurses and Social Workers only)
  • Introduction to big data (Life Sciences)

Module aims:

1. To introduce students to the social, biomedical and biopsychosocial models of health.

2. To explore contemporary issues in health care.

3. To consider the impact of inequality on health.

4. To explore examples of health promotion.

 

 

Module content:

  • Fractions, ratios and percentages
  • Standard form, significant figures and scientific units and notation
  • Errors and inaccuracies
  • Basic algebra and its use in units and indices
  • Shapes, volumes and area
  • Graphs and equations of a line
  • Using arithmetical functions in laboratory applications
  • Statistics – variation and averages
  • Statistical tests and their uses in the life sciences
  • Symmetry in living systems
  • Logs, exponential growth and rates of change

Module aims:

1. To provide a foundation-level knowledge of mathematics in preparation for progression to Level 4 of a Life Science degree.

2. To introduce students to fundamental concepts within maths using a selection of applications relevant to Life Sciences.

 

Module content:

Key anatomical terms

Organisation of the body - cells, tissues and organs

The role of selected biological molecules (e.g. hormones, enzymes and DNA)

Human organ systems, an overview with a focus on specific systems

Homeostasis

Cell biology and cancer

Genetics and inherited conditions

The role of microorganisms in human health and disease, with reference to specific pathogens and commensals and immunity


Module aims:

On completion of this module students will be equipped to:

1. Use key anatomical terms when describing human anatomy

2. Recognize the central importance of biomolecules and cells in human body function

3. Describe some of the main organ systems in the human body, identify conditions affecting them and discuss available treatments

4. Provide an overview of the role of genetics in human health and disease

5. Identify the causes of selected infectious human diseases and their treatment

6. Provide an overview of human immunity and the role of lifestyle in health and disease

Module content:

  • The role and historical context of Psychology
  • Social Psychology in human interaction
  • Development across the lifespan
  • Biological Psychology: the basics of the brain and behaviour
  • Introduction to mental health
  • Stress and stress management 


Module aims:

1. To introduce students to some of the perspectives in Psychology

2. To enable students to apply Psychology to professional practice

3. To explore a current issue in Psychology

Students undertake numerous modules, creating foundations of knowledge and theory, whilst exploring children’s holistic development, and the factors which impact their ability to learn. For the Early Years pathway, assessed placements prepare you with a Level 3 Early Years Educator licence, to practice alongside your degree.

Module content:

  • An introduction to metabolic processes;
  • Bioenergetics and energy metabolism;
  • Cardiovascular response to exercise;
  • The pulmonary system and exercise;
  • The neuromuscular system and exercise;
  • The endocrine system during exercise;
  • A balanced diet and nutrition for exercise.

Module aims:

The fundamental aim of this module is to stimulate interest and enjoyment in the study and application of exercise physiology. In doing this, students should develop a sound understanding of the physiological responses of the body's systems to both acute and chronic exercise., whilst also developing an understanding of the research process within exercise physiology; including information and literature retrieval, evaluation and summary. Finally, students should develop key transferable skills, including information searching, individual study, group work, learning strategies and communication skills (written and oral).

Module content:

  • Personality;
  • Mood;
  • Motivation in sport;
  • Skill classification;
  • Skill learning and transfer;
  • Feedback;
  • Memory;
  • Psychological benefits of exercise;
  • Exercise and mental health;
  • Motivation in exercise.

Module aims:

The aim of the module enables students to develop a knowledge and understanding of the key principles of sport and exercise psychology through the examination of motor learning and social/personal issues and theories and also develop a knowledge and understanding of how these key issues and theories relate to sport and exercise in practical settings. The module allows students to examine the relevance of key theories to performance through group practical work and ultimatley develop an interest in the field of sport and exercise psychology. The students will develop a knowledge and understanding of the key principles of exercise psychology through examination of social/personal issues and theories and identify how key psychological issues and theories relate to exercise in practical settings.

Module content:

  • What is Sociology?;
  • Definitions: Play, Games, Sport, Leisure, Recreation, PE;
  • Concepts in the Sociology of Sport;
  • Social Development of Sport;
  • Social Divisions in sport and leisure: Gender, Social Class, Disability, Ethnicity, Age;
  • Sport and political ideology;
  • Sport and the media;
  • Sport and religion;
  • Sport and cultural identity;
  • Sport and popular culture.

Module aims:

To develop in students:

  • an understanding of the central definitions and concepts in the sociology of sport and exercise;
  • an understanding of the processes involved in the development of sport;
  • an understanding of the major trends in young people’s and adults’ participation in sport and physical activity both in PE and leisure;
  • an appreciation of how participation is structured according to gender, social class, ethnicity and disability.
  • an appreciation of the relationships and interactions between sport, society and culture.

Module content:

Introduction to fundamental theoretical pedagogical principles including:

  • Teaching and learning styles;
  • Planning, structuring and controlling a session;
  • Methods of communication;
  • Effective questioning, use of effective feedback;
  • Health and safety and risk assessment.

The application of these principles to the practice of sports coaching/teaching will be illustrated through examples drawn from selected activities (the following are illustrative only of some of the activity areas that might be included: invasion games/athletics/net games/governing body awards).

This will culminate in a three week teaching experience with local primary schools where students are able to apply their knowledge and understanding to a real life teaching environment. 

 


Module aims:

The aim of the module is to introduce students to the fundamental theoretical concepts and principles relating to effective practice within sports teaching and coaching. The module will provide an introduction to the teaching/coaching process and develop knowledge and understanding of the basic principles underpinning effective planning and delivery. This will enable the student to develop a knowledge and conceptual base which fosters understanding of pedagogical principles, which will, in turn, enable the students to recognise how these principles can be applied to enhance practice within contexts commonly experienced by physical education and coaching practitioners. Students will have the opportunity to apply the theoretical content covered within theory and practical lectures through the teaching/coaching of peers and pupils from local primary schools.

Module content:

Anatomy and Kinesiology          

  • Anatomical terminology;
  • Planes/axes of motion;
  • The skeletal and muscular systems;
  • Joint actions;
  • Assessing range of motion;
  • Methods of assessing muscular actions during movement;
  • Electromyography (EMG).

Linear Kinematics - description of objects in motion:

  • Distance;
  • Displacement;
  • Speed;
  • Velocity;
  • Vectors;
  • Scalars;
  • Uniformly Accelerated Motion;
  • Projectiles Motion.

Angular Kinematics - description of objects in angular motion:

  • Angular distance and angular displacement;
  • Angular speed and angular velocity;
  • Acceleration and angular acceleration;
  • Application of mechanical principles;
  • Qualitative analysis
  • Quantitative analysis;
  • 2D video capture and analysis.

Module aims:

To enable students to:

  • develop knowledge and understanding of the human muscular and skeletal systems and their relationship with sporting movements;
  • develop knowledge and understanding of the biomechanical concepts of linear kinematics;
  • develop knowledge and understanding of the biomechanical concepts of angular kinematics;
  • develop skills in the scientific analysis and reporting of motion relating to human movement in sport.

Module content:

  • Referencing in appropriate APA format;
  • Literature search skills, forms and types of available literature;
  • Summarising and comparing literature within a given topic area.
  • Forms of academic writing within sport and exercise sciences.
  • Communication and presentation skills in a range of formats (e.g. powerpoint/poster).
  • Why and how (skill-base) sport scientists conduct research.
  • Awareness and understanding of different research methods and philosophies within sport and exercise sciences.
  • Data entry and statistical analysis on SPSS.
  • Data entry and spreadsheet design, descriptive statistics, graphing and presentation of results.
  • Interpretation of statistical analysis.

Module aims:

This module aims to provide students with an opportunity to acquire the necessary skills required to undertake assignments within the area of Sport and Exercise Sciences and Physical Education. Specifically, how to write and present in a scientific format. The module provides students with opportunities to acquire skills that will ultimately form a platform for further autonomous learning at Levels 5 and 6. The main aim of this module is to introduce and develop study skills that are pertinent to Sport and Exercise Sciences and Physical Education; with a specific focus on the following areas: independent learning, referencing, writing skills, presentation skills and statistical skills.

You will become critical in your knowledge and understanding of social, political, and cultural perspectives on childhood learning, choosing a pathway that focuses on either Primary Education or Early Childhood. Modules are carefully tailored to deepen and widen your knowledge. Placements continue.

Module content:

The following areas will be covered from both a theoretical and practical perspective: 

  • Measurement issues in sport and exercise physiology (validity and reliability);
  • Assessment of body composition;
  • Assessment of aerobic capacity;
  • Sub-maximal markers of exercise intensity (including: blood lactate, RPE, heart rate);
  • Assessment of maximal intensity exercise;
  • Assessment of neuromuscular function;
  • Field and lab-based assessment of maximal intensity intermittent exercise;
  • Physiological principles of improving sport training and performance.

Module aims:

This module aims to further develop students’ understanding of exercise physiology. This will be achieved through exposing students to a variety of assessment techniques currently in use within exercise physiology, both laboratory and field-based. In conjunction, students will be introduced to the concepts of validity and reliability within exercise physiology and thus should be able to critically evaluate the suitability of assessment techniques for a specific population. Students should also further develop their practical laboratory measurement skills.

Module content:

Emotion and performance:

  • Basic concepts in emotion and sport: mood, stress, arousal and anxiety;
  • Prominent theories of anxiety in the sport domain;
  • The measurement of emotions: theory and practice;
  • Coping, emotional intelligence and stress management strategies in sport.

Social psychology/group aspects:

  • Group dynamics and group processes;
  • Cohesion, leadership and communication;
  • Social loafing and social facilitation;
  • Attributions and self handicapping in sport;

Individual Differences:

  • Aggression and passion in competitive sport;
  • Sensation seeking and risk taking;
  • The 2D:4D ratio;
  • Personality and perfectionism.

Module aims:

The aims of the module are to develop students' appropriate knowledge and understanding of key conceptual issues regarding the nature of mood, stress, anxiety and arousal and their ability to appraise the strengths and weaknesses of theoretical models that attempt to describe the relationship between anxiety and sport performance. The student will also develop their ability to critically evaluate the suitability of stress management and coping strategies used in sport, with reference to relevant theory and research; as well as develop appropriate knowledge and understanding of the psychological and performance effects of being part of a group or crowd, or performing in front of an audience, on an individual/team. Students will develop appropriate knowledge and understanding of the role leaders and communication, and attributions and self-handicapping play in sport and the ability to identify the links between social psychological theory and practice (group dynamics and processes) in relation to the role and function of a range of sports personnel (e.g. coach, manager), as well as demonstrate a critical awareness when using theory to provide solutions to group-related problems. Students will develop appropriate knowledge and understanding of the role aggression and passion play in sport in general and competitive sport in particular;and their ability to identify the links between personality characteristics (e.g. perfectionism, 2D:4D ratio, sensation seeking) and sport practices/performances; and ultimately provide coherent, structured critical analyses of individual-related, group-related and anxiety-related issues in sport.

Module content:

  • Sociological theories of sport
  • Deviance and sport (pain and injury; violence; drugs)
  • Sport and health (mental illness; eating disorders; abuse and welfare)
  • Masculinity, femininity, sexual identity and sport
  • Commercialisation, globalisation and sport
  • National identity, nationalism and sport

 


Module aims:

The aims of the module are to enable students to develop:

  • Knowledge and understanding of key contemporary issues in sport
  • An appreciation of the need to be more 'detached' in analysis and to base views or 'opinions' on evidence
  • An appreciation of the contribution of different sociological perspectives to our understanding of sport
  • An appreciation of how significant, in explaining people's sporting behaviours, is the realisation that people are interdependent and that understanding the networks people form in society is crucial to understanding their behaviours.

.

Module content:

  • Critical approach to the coaching and teaching processes
  • Introduction to key contemporary topics in PE/Pedagogy including working with
    SEND pupils, identifying and supported talented pupils, the role of FMS and physical literacy in lifelong participation.
  • Teaching intermediate adult performers and young novice performers.
  • Practical teaching experience through a range of National Curriculum sports design to enable students to develop subject knowledge and applying theoretical content to a practical environment, selected from: invasion games, volleyball, net games.
  • Completion of 'introduction to' governing body award ahead of teaching experience with local primary school pupils.

Module aims:

The purpose of this module is to encourage students to build on their fundamental knowledge of the components of the teaching and coaching processes, and apply and analyse the theory behind their constituent parts.  The specific content will enable students to apply aspects of theory in response to the actual teaching/coaching environment.  This will therefore encourage students to not only critically analyse existing coaching and teaching literature, but also appraise the application of this within the fluid coaching and teaching environment;

Students will be expected to critically engage with literature relevant to the illustrative content of the module, and use that to underpin or challenge their own practice, as well as that of others.  The emphasis throughout the module will be on 'theory through practice' whereby students will contextualise the implications of the theoretical suggestions made within literature and sport-driven policy, such as the National Curriculum and Coach Education programmes;

This module will enable students to gain primary experience of the practical environment whilst responding to the environment and demands of 'their' performers, and organising/reorganising their sessions and components of the teaching and coaching processes accordingly.

Module content:

  • Notational/performance analysis: theoretical rationale of objective analysis, performance indicators, hand and computer analysis, real-time and post-event analysis, focus of notation/performance analysis (inc. the influence of situational variables, performance profiling, perturbations, coach behaviour, technical/tactical performance, time-motion analysis, referee analysis).
  • Electromyography (EMG): practical/ research applications, underpinning physiology, the neuromuscular system, muscle activation, preparation, factors affecting EMG signals, normalization.
  • Linear Kinetics: inertia, mass, force (internal and external), ground reaction force, Newton’s laws, momentum, friction, impulse, conservation of momentum, impact, coefficient of restitution, pressure, work, power, energy.
  • Fluid mechanics: projectile motion, buoyancy and buoyant forces, components of fluid forces, drag forces, lift force, Bernoulli’s principle, Magnus effect, fluid mechanics in sports performance.
  • Angular kinetics: angular forces, torques and levers, centre of gravity, stability and balance, moment of inertia and linear velocity relationship, angular momentum, angular interpretation of Newton’s laws of motion.
  • Biomechanical measurement techniques: force platform, 2D video capture and analysis, video digitisation, electromyography (EMG).

Module aims:

To enable students to:

  • Develop knowledge and understanding of:
    • notational/performance analysis
    • electromyography
    • the biomechanical concepts of linear kinetics
    • the effects of fluids (air and water) on objects in motion
    • the biomechanical concepts of angular kinetics
    • suitable strategies for enhancing performance, based on the systematic observation and analysis of individuals and/or a team.

Module content:

  • Developing the research problem: identifying research topics, reading research, types of empirical study, devising specific questions, discovering what is already known, reviewing and critiquing the literature;
  • The building blocks of scientific research: types of research (quantitative versus qualitative; experimental versus non-experimental), scientific parlance, sampling procedures, and measurement issues;
  • Quantitative Research: Data collection methods and research designs, analytical research, historical (documentary) and reviews, Descriptive research: correlation studies, Experimental research: developing hypotheses, independent/dependent variables, control, sample selection, research designs, and experimental validity;
  • Qualitative Research: beyond pure experiments: Qualitative issues, Observational methods, Interviews, Focus groups, Triangulation of methods, Alternative research methods, Quality in qualitative research;
  • Developing a research idea and writing the Research Proposal;
  • Principles of ethics in Sport and Exercise Sciences research;
  • Common research designs and data analysis/statistics: Hypothesis testing, ‘significance’, descriptive and inferential statistics, parametric vs. non-parametric statistics; statistical ‘rules’ and diagnostic tests.

Module aims:

1. To build upon the knowledge and skills developed at Level 4 (Research & Study Skills), enabling a greater appreciation and understanding of the complexities of research.
2. To highlight key issues regarding research strategy, design and methods as they pertain to Sport and Exercise Sciences.
3. To utilise sociological, physiological, psychological, performance analysis, biomechanical and coaching examples to further understanding of qualitative and quantitative research methods in sport and exercise sciences.
4. To familiarise students with of the types of research designs adopted in quantitative and qualitative SES research.
5. To demonstrate the link between research design and statistical analyses.
6. To develop an appreciation of how to formulate a workable research proposal for a
Dissertation
7. To develop scientific, analytical and communicative skills.

Module content:

In the first week of the module students will develop an understanding of the roles of the applied research scientist and develop core competency skills and knowledge; including research principles, code of conduct and ethical implications of conducting applied research in the sport and exercise science domain. Thereafter, students will work in their chosen area of sports science (i.e., psychology, physiology, nutrition, performance analysis/biomechanics or sociology) undertaking applied research work as directed by the relevant tutor. On completion of the project, students will then present and discuss the findings of their applied research project.


Module aims:

The aims of the module are:

  • To allow students to gain practical experience of applied sports science research through experiential learning;
  • To develop in students an understanding of the roles and functions of the applied sports scientist;
  • To develop the core practical skills necessary for working in field and/or laboratory settings;
  • To develop transferable work placement skills (team work, communication, report writing).

Module content:

Pre-placement:

  • Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
  • Writing an effective CV. Constructing a letter of application.*
  • Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

  • The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
  • Devising a strategy for integrating into the workplace and work based teams
  • Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

  • Devising and implementing strategies to improve own approach and performance
  • Critical analysis/evaluation of approach to skill development and performance in the workplace;
  • Influencing the Placement Provider’s appraisal;
  • Devising an action plan to develop gaps in transferable skills based on the placement experiences;

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

  • Develop their understanding of workplace practice and lifelong learning;
  • Enhance their work readiness and employability prospects through development of transferable skills;
  • Take responsibility for their own learning and acquisition of workplace employability skills;
  • Articulate, in writing, their employability skills.

You are now a more independent learner and will be able to approach modules and assessments as a critical thinker. You will be a well-rounded student, able to consider theory and practice in a nursery or school setting, and we will help you to confidently author your personal research project.

Module content:

  • Developing strength and power for athletes
  • Conditioning for endurance sports;
  • Conditioning for team sports;
  • Concurrent training – implications for athletic performance;
  • Pre-conditioning strategies for athletic performance
  • Acute responses to training and competition, and approaches to promoting recovery;
  • Performance in extreme environments;
  • The travelling athlete
  • The child athlete;
  • Ageing and athletic performance;
  • The female athlete.

Module aims:

  • To develop a critical awareness of the principles applied to aerobic, anaerobic and resistance based training to improve sport performance;
  • To develop an understanding of the implications of concurrent training on sport performance;
  • To be critically aware of the mechanisms of fatigue responsible for limiting performance in extreme environments (e.g. heat, cold, altitude);
  • To understand the responses of the human body after training and competition, and approaches for promoting recovery;
  • To be aware of the symptoms and causes of underperformance syndrome, and implications for sporting performance;
  • To be critically aware of factors affecting performance in special athletic populations (e.g. children, veterans, female athletes).

Module content:

  • Energy balance, a healthy balanced diet
  • The role of macro- and micro-nutrients in the body
  • The athlete’s diet
  • Carbohydrate loading
  • The efficacy of sports drinks
  • Dietary manipulation
  • Supplements and performance
  • Nutrition and the immune system
  • Nutrition for competition and optimising recovery of performance
  • The aetiology of fatigue and the role of nutrition in delaying this process
  • Nutrition and training adaptation

Module aims:

  • To understand the role of nutrition in health and sport
  • To be critically aware of the different nutritional strategies used to enhance performance
  • To develop a critical awareness of the aetiology of fatigue and how nutrition can delay its onset
  • To be critically aware of the effects of supplements on performance
  • To understand nutritional strategies to enhance recovery
  • To understand the effect of nutrition on the immune system
  • To understand the role of nutrition in potentiating training adaptations

Module content:

• Epidemiology of disease and the relationship in which lifestyle factors such as physical activity, exercise and diet have a significant impact;

• The assessment of physical activity and the risk of cardiovascular disease;

• The role of physical activity in ageing and in children’s health;

• Methods of assessing physical activity in healthy and unhealthy populations;

• Methods of prescribing exercise for various populations.


Module aims:

1. To develop a critical awareness of the epidemiology of chronic diseases in which lifestyle factors such as physical activity, exercise and diet have a significant impact.
2. To develop a critical knowledge of the assessment of physical activity and the risk of cardiovascular disease.
3. To develop an awareness of the role of physical activity in ageing and children’s health.
4. To develop knowledge and skills to critically evaluate the preventative and beneficial effects of physical activity on disease.
5. To understand the principles and methods of exercise prescription in healthy and unhealthy populations.

Module content:

  • Theoretical foundations of exercise psychology;
  • Exercise issues and physical activity mediators within the general population;
  • Exercise and eating disorders;
  • Exercise, social physique anxiety and body image disturbance;
  • Exercise addiction, bigorexia and body dysmorphia;
  • Exercise and effects on mental health (anxiety, stress and depression);
  • Theories of exercise behaviour and change including Social Cognitive Theory, Self-Efficacy Theory & Stage Theories;
  • Intervention planning key principles and guidelines for working with different populations.

Module aims:

To develop in students:

  • The ability to critically evaluate previous and current literature relating to exercise participation;
  • An understanding of the strategies and approaches required to encourage involvement in and/or a return to exercise and fitness;
  • Knowledge of the theories and psychological factors that affect engagement in exercise, culminating in the production of evidence based interventions;
  • An appreciation of the psychological skills, which can be used by the exercise psychologist;
  • The ability to critically discuss the potential negative impact of over involvement in exercise and fitness regimes.

Module content:

  • Practice and philosophy of the applied practitioner;
  • Mental training core principles and application;
  • Psychological issues and the young competitor, the role of the family and parental support;
  • Coaching roles and working with coaches;
  • Leadership styles, including the application of leader member exchange;
  • Cohesion and the development of task and social cohesion;
  • Stress and burnout, psychological implications and recovery;
  • Injury – psychological effects and social support;
  • Performance enhancement;
  • Career termination.

Module aims:

To develop in students:

  • An understanding of the key principles when working as an applied practitioner in sport psychology;
  • The ability to examine theoretical issues and models pertinent to developing a working philosophy;
  • An understanding of the key psychological theories known to impact upon sport performance;
  • The ability to analyse theoretical issues through synthesising research material;
  • The ability to develop core practical skills necessary for working with different populations;
  • The ability to formulate solutions to real world sports psychology problems based upon theoretical knowledge and current research.

Module content:

  • Defining health;
  • Physical, mental and social health;
  • Politics of health promotion and public health;
  • The medicalisation of life;
  • Moral panics, media and health;
  • Social dynamics and health;
  • Sport-health ideology.

Module aims:

  • To develop student understanding of the complexities of health;
  • To develop student understanding and critical appraisal of health promotion strategies;
  • To enable students to recognise the crucial impact of social dynamics on health;
  • To develop student understanding and use of the sociological perspective in making sense of the relationships between sport, health and exercise.

Module content:

  • The sports development and policy process;
  • The policy process;
  • National governing bodies, county sports partnerships and local authority involvement in sports development;
  • Youth sports development;
  • Sports development and social inclusion;
  • Sports development and public health;
  • Elite sports development;
  • Political ideology and sport policy;
  • Sport in the Post-Modern world;
  • Sport-in-development;
  • The Olympics and mega-events: London 2012;
  • Anti-doping policy.

Module aims:

The module encourages students to:

  • demonstrate an appreciation of the development of sports development strategies and policies in the UK;
  • make sense of the importance of analyzing and explaining these strategies and policies from a sociological perspective;
  • explain and identify some of the policy issues and problems surrounding the complex interrelationships that exist among PE, sport, health, drugs and crime;
  • identify the realities of 'doing' sports development and policy in practice;
  • critically analyse the political influence on sport in relation to various different political ideologies in a comparative setting;
  • critically analyse the role, function and import of sport in a post-modern, globalised world,
  • critically analyse policies concerning key international areas of focus such as mega-events, anti-doping policy, international sport-in-development programmes.

Module content:

  • Defining PE;
  • PE and sport;
  • PE policy and National Curriculum PE;
  • PE, sport and health;
  • Health-related exercise;
  • Youth sport;
  • Exams in PE;
  • Equal opportunities in PE;
  • Lifelong participation and PE;
  • Initial teacher training;
  • Continuing professional development.

Module aims:

This module attempts to develop in students an appreciation of contemporary issues in physical education
(PE) and the related topic of youth sport – such as competing justifications for PE, health-related exercise, trends in youth sport and equal opportunities – from a sociological perspective. In this regard, the aims of the module are to help students make sense of competing conceptions of PE as well as the contentious nature of the relationship between health and PE, recognize the crucial impact of gender and ethnicity on the PE process and examine recent trends in youth sport, particularly as they relate to PE.

Module content:

  • The applied coaching and teaching process
  • Coaching/teaching practice with peers and primary school children
  • Reflection of the applied coaching/teaching process (planning, methods, reflection, contextual factors)
  • Contemporary issues in the area of PE/Pedagogy including working with students with EAL, incorporating ICT into lessons/sessions, interpreting the current PE curriculum, and incorporating cross-curricular links in your teaching.
  • Application of coaching and pedgaogy theory to practical experiences and settings
  • Review and consolidation of coaching/teaching process;
  • Tutor led practical.

Module aims:

The aim of the module is develop students application of theory to practical teaching and learning. The module encourages students to explore the applied coaching/teaching process through a critical approach to current issues within the process and, for students to be able to apply this knowledge within a coaching/teaching environment. Students will develop a critical understanding of the process of coaching/teaching by applying theory through practice during professional coaching/teaching practice. Students will therefore be more adequately prepared for a career in either teaching or coaching. This module will stimulate an evaluative grounding of students' practice within the practice-influenced theory of coaching and teaching processes.

Module content:

  • The application of principles of biomechanics to the understanding and analysis of selected sport and exercise activities: Impulse-momentum relationship; Newton’s laws of motion; angular momentum; inertia measures for human subjects; inverse dynamic analyses of human movement;
  • Measurement techniques in sports biomechanics: Three-dimensional video analysis; gait analysis; electromyography (EMG);
  • Sources of error in biomechanical measurement: Differentiation and integration; data filtering in biomechanics;
  • Use of kinematic and kinetic analyses for enhancing understanding of technique in sport and exercise activities: Descriptive and analytical studies of techniques in running, jumping, striking and acrobatic movements; indirect determination of muscle function in sport and exercise movements;
  • Current and future trends in sports biomechanics: Modelling and computer stimulation; injury prevention; elite sports performance; the mechanics of the stretch-shortening cycle.

Module aims:

To enable students to:

  • Understand and apply scientific concepts in biomechanics to the analysis of sport and exercise movements;
  • Appreciate the contribution of recent methodological advances in analysing human motion;
  • Collect and interpret data in a way that is useful to sport and exercise scientists and professionals.

Module content:

Performance Analysis:

  • Taylor the 'Needs analysis' process to different sporting situations 
  • Developing manual notational systems;
  • Developing video and computerised match analysis systems;
  • Analysing match performance. Analysis and presentation of results;
  • Motion analysis and consequences for training;
  • What match analysis tells us about successful strategy and tactics in sport;
  • The future of performance analysis.

Sports Coaching:

  • Critical approach to the coaching processes;
  • Methods of conversing with, and reporting to, coaches;
  • Application of performance analysis techniques to implement strategies to improve coaching behaviour and team/individual performance.
  • Evaluating the effectiveness of applied interventions

Module aims:

To enable students to: 

  • Develop knowledge and understanding of the concept of notational analysis in sports analysis;
  • Develop knowledge and understanding of the specific considerations and protocols followed when developing notational models;
  • Develop knowledge and understanding of different data collection techniques;
  • Effectively interpret and use data collected from observation and analysis of individuals and/or groups of players;
  • Develop knowledge and understanding of methods of presenting data in various formats;
  • Develop a critical understanding of the process of improving coaching behaviour, by applying performance analysis techniques through observing professional coaching practice.
  • Develop the ability to work independently and in a team within the applied sports setting
  • Develop effective communication, influencing and self reflection  

Module content:

  • Injury epidemiology and aetiology in sports.
  • The anatomy of sports injuries.
  • Injury prevention.
  • Health and well-being in the elite athlete.
  • Effective assessment of sporting injuries.
  • First aid and pitch-side management of injury.
  • Injury rehabilitation.
  • Return-to-play guidelines.
  • Doping in sport.

Module aims:

To enable students to develop knowledge and understanding of:

  • Injury epidemiology and aetiology in sports.
  • The anatomy of sports injuries.
  • Injury prevention.
  • Health and well-being in the elite athlete.
  • Effective assessment of sporting injuries.
  • First aid and pitch-side management of injury.
  • Injury rehabilitation.
  • Return-to-play guidelines.
  • Doping in sport.

Develop the practical abilities to:

  • Calculate the prevalence of injury
  • Identify and assess injury
  • Prevent and manage injury
  • Maintain the health and well-being of elite athletes.
  • Rehabilitate the athlete following sports-related injuries.

Module content:

  • Student-arranged tutorials with assigned supervisor to monitor the progress of the study;
  • Seminars/workshops/progress presentations (where appropriate) pertaining to ethics issues, follow-up sessions on data analysis, writing the Dissertation.

Module aims:

The module aims to enable students to develop the ability to undertake an independent inquiry into a defined problem; apply their knowledge of sport and exercise sciences in a research capacity and develop scientific, analytical and communicative skills. The module untimatley aims to provide students to acquire the skills necessary to complete a scientific dissertation.

Sport Thumbnail

BSc (Hons) Sport and Exercise Sciences

Who you’ll Learn from

Dr Carmel Edwards

Senior Lecturer
Dr Carmel Edwards

Professor Daniel Bloyce

Head of Public Health, Sport and Wellbeing
Professor  Daniel Bloyce

Dr Edd Thomson

Senior Lecturer
Dr Edd Thomson

Dr Nollaig McEvilly

Senior Lecturer
Dr Nollaig McEvilly

Dr Nicola McWhannell

Senior Lecturer
Dr Nicola McWhannell

Suzy Twist

Lecturer
Suzy Twist

Paul Humphries

Senior Lecturer
Paul Humphries

Jason Clare

Senior Lecturer
Jason Clare

Dr Grace Smith

Senior Lecturer
A dark grey silhouette on a light grey background

Gareth Williams

Senior Lecturer
Gareth Williams

How you’ll Learn

Teaching is in specialist laboratories, lecture rooms, and various sports facilities. Our assessment methods are designed to assess both academic knowledge and prepare you for specific, relevant vocations. 

Beyond the Classroom

On this course, you have the opportunity to spend five weeks working for a host organisation via our innovative Work Based Learning module. You’ll have the chance to test-drive a future career, boost your CV and gain real work experience. 

On this course, you’ll have the opportunity to undertake an Experiential Learning module, where you’ll apply what you’ve learnt on the course to real life scenarios and projects. 

Currently, the Department facilitates an ‘in-house’ Experiential Learning project in Year 2, aimed at developing potential researchers and future sport and exercise science professionals. It consists of a full-time research placement over seven weeks, and will require you to work independently in a chosen area of applied sports science research and directed by relevant tutors. 

Entry Requirements

120 UCAS Points

UCAS Tariff 120 points
GCE A Level Typical offer – BBC - BBB
BTEC BTEC Extended Diploma (Sport): DDM
International Baccalaureate 28 points
Irish / Scottish Highers Irish Highers: H3 H3 H3 H3 H4
Scottish Highers: BBBB
Access requirements Access to HE Diploma (Science or Sport Science), to include 45 credits at level 3, of which 30 must be at Merit or above
T Level T Level - Merit
OCR Cambridge Technicals OCR Extended Diploma (Sport): DDM
Extra Information Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs.

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

English Language Requirements

  • IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
  • Postgraduate: 6.5 (minimum 5.5 in each band)

For more information on our English Language requirements, please visit International Entry Requirements.

 

72 UCAS Points

UCAS Tariff 72 points
GCE A level 72 points overall, including grade D at A Level
BTEC BTEC Extended Diploma: MMP
International Baccalaureate 24 points
Irish / Scottish Highers Irish Highers: H4 H4 H4 H4 H4
Scottish Highers: CCDD
Access requirements Access to HE Diploma – Pass overall
T Level T Level: Pass (D or E on the core)
OCR Cambridge Technicals OCR Extended Diploma: MMP
Extra Information Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs. If you are a mature student (21 or over) and have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A Levels), then our Foundation Year courses will help you to develop the skills and knowledge you will need to succeed in your chosen degree. 

Where you'll Study Exton Park, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Following the UK’s exit from the EU, students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. 

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.  

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes.

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. 

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships.

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

Your future Career

Job prospects

We have a very good track record in terms of our graduates gaining suitable graduate employment in the sport and exercise employment sector. The applied focus of the degree is most useful when it comes to gaining employment. Previous graduates work in professional sports clubs and organisations as sport science support staff, others have gone into health promotion, sport management, teaching amongst other areas. Many of our graduates have also gone on to do further study upon completion of their undergraduate course. 

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.