Partner Details

Coleg Cambria

Awards

Target Award

Award Description:Foundation Degree Science - FDSC
Alternative Exit

Programme Offerings

Full-Time

F2F-CCB-SEP

Educational Aims of the Course

The programme aims to develop individuals with a critical understanding of Sport Coaching through theoretical, practical and work related learning experiences and will: Provide learning experiences that facilitate and encourage personal and professional development to enhance student employability. Enhance students capacity to reflect upon their performance to improve their self awareness, progression and development. Encourage a critical appreciation of the interdisciplinary nature of the subject area of sport coaching with particular reference to theories, principles, applications and methodologies. Develop a critical understanding of pedagogical theories and practice that relevant to sport coaching. Develop critical understanding of the coaching process, and an appreciation of the contextual and individual influences upon the process. Develop students ability to understand, evaluate and critically apply scientific principles to the physical and psychological preparation of the participant along the sport pathway. Students will gain a comprehensive perspective on sports coaching opportunities in contemporary society, reflecting key trends and the relevant national benchmarks. To encourage students to engage with the development of employability skills by completing a self-awareness statement.

Learning Outcomes

1.
Explain and evaluate principles, concepts and appropriate theories used within sport coaching.
2.
Work and act responsible, safely, and ethically within sport coaching contexts.
3.
Reflect on the role that each individual plays in shaping the landscape of sport coaching and the contribution that we can make to transforming our own and other people’s experience(s).
4.
Reflect upon and develop personal and professional skills and self-awareness in the context of fundamental employability skills.
5.
Analyse and apply pedagogical theories, approaches, and skills central to sport coaching.
6.
Develop personal and professional practice with engagement in work-based learning and work-related environments in the context of sport coaching.
7.
Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from a diverse landscape within sport coaching.
8.
Take responsibility for your own learning and reflect on academic, personal, and professional development and practice.
9.
Explain the principle concepts and theories and conduct analytical techniques of qualitative and quantitative research approaches and methods as applied to the field of sport coaching.
10.
Effectively communicate information, arguments, and analysis in a variety of form to specialist and non-specialist audiences and deploy key techniques of the discipline of Sport Coaching effectively.
11.
Communicate information, ideas, problems, and solutions in sport coaching to different audiences.
12.
Work independently and with others, as both a team member and a leader, recognising and respecting the values of equality and diversity.

Teaching, Learning and Assessment

Teaching and assessment on the programme is underpinned using a set of educational practices that have been shown to have most impact on student learning. This includes active learning strategies, use of formative feedback, collaborative and peer-to-peer learning, research-based teaching, and use of authentic tasks. Such practices are weaved into the various teaching methods including lectures, workshops, practical activities, seminars, and online activities. Certain aspects are foregrounded at different points throughout the programme. For example, at Level 4 collaborative learning and formative feedback are a focus to help with transition into the programme. Assessment on the programme is through a range of different methods including portfolios, reports/essays, examinations, presentations, reports, case studies, portfolios, podcast, and a dissertation. These have been mapped to ensure that there is progression in terms of both the subject content and the form of assessment. Therefore, feedback on a particular assessment will help students to develop their skills to enhance their work for a similar type of assessment in a subsequent module. Within the assessment methods identified a range of novel and authentic strategies are used by including case studies, live briefs, and empirical data collection. A commitment to Decolonising the curriculum has been addressed to provide a more accurate, more inclusive, and more interculturally responsive curriculum and learning space for students. Equity, diversity and inclusion (EDI) is an increasingly important focus for LJMU School of Sport and Exercise Sciences but also the Coleg Cambria. The institution recognize that to embed EDI into the fabric of the subject and student experience a number of key principles are acknowledged. 1. Inclusive curriculum central to teaching and learning. 2. Co-collaboration of learning. 3. Consideration of inclusive principles. 4.How we teach and 5. How we assess. This process has both provided broader insights into issues around equality, diversity and inclusion within the curricula, both in relation to content and inclusive delivery. Outcomes from this have informed programme development and have led to the creation of a programme-level learning outcome. Furthermore, module content acknowledges EDI to ensure appropriate coverage of key themes including: (1) a diverse curriculum, (2) representation, (3) critical thinking, (4) discussing perspectives, (5) historical context, (6) bias in real world outcomes, (7) active learning, (8) EDI assessment. Ultimately, this has resulted in diversification of our module/programme design, delivery, and assessments.

Opportunities for work related learning

There is a strong work-related/work-based learning focus of Foundation degrees and this programme reflects this. WRL strand on the programme supports the development of employability skills and understanding of professional conduct within the Sport Coaching landscape. To that end, we ensure that work-related learning opportunities and work-based learning placements are an integral part of the course. There is a work-related learning module at Level 4 Professional Practice in Sport Coaching (4911SPSCC ), where students are exposed to contextualised sport coaching experiences through a range of UK Coaching resources, training and education allowing practical soft skill development. This culminates in a further two applied, work-based earning placements at Level 5 (5911SPSCC ) Professional Practice in Sport Coaching 2). These work-based learning placements not only provide students with the opportunity to gain first-hand experience in a sport coaching setting but also enable students to develop their professional identities, soft skills and networks which informs their employment moving forward. As these modules are mandatory, every effort is made to source opportunities. Self-sourcing is also considered; however, these placements must be quality assured. A DBS may be required for modules where there is a work based learning placement option. Work based learning placements that do not require a DBS check are available.

Programme Structure

Programme Structure Description

The course is studied over two years full time. Modules are semesterised and are 20 credits. Each module credit represents 10 hours of study; therefore a 20 credit module would be equivalent to 200 hours of study. At each level of study 120 credits are required to complete the year. … For more content click the Read More button below.

Entry Requirements

A levels
Alternative qualifications considered
BTECs
International Baccalaureate
NVQ
Other international requirements

HECoS Code(s)

(CAH03-02) sport and exercise sciences