Awards
Target Award
Award Description:Bachelor of Science with Honours - BSH
Alternative Exit
Recruitable Target
Alternative Exit
Alternative Exit
Alternative Exit
Alternative Exit
Programme Offerings
Full-Time
F2F-JMU-SEP
Sandwich Year Out
F2F-JMU-SEP
Educational Aims of the Course
Develop graduates with intellectual, transferable, scientific, reflective, and practical skills to make improvements to professional practice across the landscape of sport coaching application. Develop students' critical appreciation of the importance and influence of sport coaching in the promotion of lifelong participation in physical activity and sport whilst addressing a range of challenges the landscape brings. Develop scientific thinking and practice in relation to using and undertaking empirical research in the context of sport coaching. Provide opportunities for students to engage in peer-to-peer co-operative learning thereby cultivating and participating in communities of practice thereby enhancing personal and academic confidence and competence and development of their professional identities through engagement in communities of practice. Encourage an appreciation and reflection on how protected characteristics (such as ethnicity, gender, religion, sexuality, socioeconomic status),and intersections thereof, contribute to experiences in sport coaching and what action can be taken to promote a more equitable society. Develop employability skills and mindset throughout the programme that are aligned to the LJMU Employability Strategy. Transform student employability skills, self-awareness, agency and aspirations to be able to make a difference to professional practice in the field of sport coaching. In addition to the aims for the main target award, the sandwich programme aims to provide students with an extended period of work experience at an approved partner that will complement their programme of study at LJMU. This will give the students the opportunity to develop professional skills relevant to their programme of study, as well as attitude and behaviours necessary for employment in a diverse and changing environment.
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. Research informed teaching is a significant strength of the programme. A range of staff research outputs and live projects/applied work have supported the development of the curriculum and teaching on the programme. There are clear links between staff research activity and specific modules; particularly the Level 5 core module Effective Coaching in Paralympic and Disability Sport 5402SPS that has been created around the Para Coach project and the expertise the team holds which spans from inclusive practice to para sport experience. This is also evident in Interdisciplinary Coaching Science 6403SPS which involves staff research from research and consultancy experience to reflect the interdisciplinary nature. Level 5 Contemporary Issues module also covers recently published work by staff members around ‘Myths in Coaching’ and ‘This Girl Can’. We also have experts within module area to provide key context to students from the applied world to enhance learning and networking such as 5403 Strength and Conditioning with Speed and Power workshops and Learning in PE and Sport Coaching context 4202 and 5202 with another intervention practical with an external expert. 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 including case studies, live briefs, and empirical data collection. In 2021, an ‘inclusive curricula team’ was formed and this working group successfully secured internal funding to enable student interns to lead an audit of our programmes in relation to decolonising the curriculum, with the support of our academic team. We recognise that a colonial curriculum is an inaccurate curriculum, characterized by an unrepresentative, inaccessible, and privileged nature. Decolonising the curriculum is about being more accurate, more inclusive, and more interculturally responsive. Equity, diversity and inclusion (EDI) is an increasingly important focus for our School (the school also have Athena SWAN bronze status). We recognize that to truly embed EDI into the fabric of what we do, we need to focus our curricula. The curricula are, truly, the heart of our School and involves everyone, all our staff and students. As a project team, we agreed very quickly that this needs to be considered in three ways- i) what we teach, ii) how we teach and iii) 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 teams have audited module content on EDI topics to ensure appropriate coverage of this theme including: (1) a diverse curriculum, (2) representation, (3) critical thinking, (4) discuss
Programme Structure
Programme Structure Description
Core modules within Level 4 and 5 will align to the professional standard set out by CIMPSA Role of a Coach and in addition, CIMPSA context settings. There are three strands on the programme to structure the content into cognate areas: Professional Practice; Coaching Pedagogy; Research Methods/ Dissertation. Study Abroad … For more content click the Read More button below.
Structure
Level 4
Level 5
Level 6
Entry Requirements
A levels
Access awards
Alternative qualifications considered
BTECs
GCSEs and equivalents
IELTS
International Baccalaureate
Irish awards
Reduced offer scheme
T levels
UCAS points
Welsh awards
HECoS Code(s)
(CAH03-02) sport and exercise sciences