Partner Details
Portobello Institute
Awards
Target Award
Alternative Exit
Alternative Exit
Programme Offerings
Full-Time
B-PTB-FEB
B-PTB-OCT
Educational Aims of the Course
The MSc in Sports Performance Analysis aims to develop the students’ theoretical knowledge and practical skills in sport(s) performance analysis. It will provide a contemporary theoretical and practical performance analysis curriculum that develops ‘evidence informed practitioners’ with transferable skills necessary for employment in sports performance roles requiring initiative and personal responsibility, decision-making in complex situations, the interpersonal skills to disseminate complex information in an understandable format to professional and lay audiences. It embeds across the curriculum independent learning-ability required for continuing professional development in their sports performance analysis careers to provide innovative and contemporary solutions to sports performance analysis across individual and/or team sport settings.
Specific Course Aims.
- Offer an opportunity to develop and progress a career by providing a rigorous, in-depth, and relevant focus on applied and academic sports performance analysis skills.
- Develop students’ understanding, and their ability to apply knowledge and analysis to various contexts through a range of opportunities, including the use of their own work experience, case studies, performance analysis scenarios, presentations, and problem- based learning exercises.
- Provide a framework that supports students to develop their confidence and capabilities in using appropriate techniques and research methodologies to pursue their chosen
- Promote a lively, creative, and collaborative learning environment, where dialogue and exchange are supported and students from a broad range of backgrounds are encouraged to engage in experimentation and heuristic learning.
- Foster a critical, analytical, and reflective approach that enables students to determine their research ambitions and identify and test appropriate methods to achieve them.
- Enable students to develop and present a substantial body of practical and theoretical work, demonstrating an appropriate level of professional and intellectual attainment that supports further study or professional practice.
- Develop the students’ understanding of recent/up to date sports performance analysis technologies and practices.
Learning Outcomes
Teaching, Learning and Assessment
In Semester 1 and 2 (October to May) students will engage with a blended-learning approach which includes online asynchronous material (readings, tasks, lectures, discussion boards) which students can engage with at their own time and pace; scheduled synchronous (live) sessions online, and scheduled classroom-based synchronous live sessions (workshops, guest lectures). Scheduled activities will be combined with individual support from the module tutor. Lectures and tutorial/seminars constitute the formal elements of the course and are essential activities that will support achievement of learning outcomes. The live sessions are action-oriented and student-centred to encourage ‘deep’ as opposed to ‘surface’ learning and give students the opportunity to apply their understanding to various performance analysis scenarios. There will be one scheduled live classroom-based session in Terms 1 and 2.
In Semester Three, students will work both face-to-face and online with their individual supervisor on their research dissertation.
The assessment strategy ensures that students’ coursework is assessed through a variety of tasks and encourages application of theoretical knowledge in practice. Developing students’ soft and transferable skills is also very important, and the assessment tools require that students learn and use a range of methods, such as written essays and reports, case studies oral presentations. This helps to develop students’ skills and competencies to transmit and communicate knowledge effectively.
Feedback given to the students is comprehensive, individualised and contains feedforward, i.e., provides clear guidance as to how students can improve their result. In cases where a student did not pass an assessment component, very detailed feedback is required to ensure the student understands how to address the gaps in knowledge and skills that were demonstrated.