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Teaching

The knowledge, understanding and skills associated with the FdSc Sports Performance Coaching course are delivered through a dynamic and innovative range of strategies to reflect the diversity of learners' needs. For students on this course teaching will be face to face with a mixture of lectures, seminars, interactive practical's, group discussions, problem-based learning and directed individual study which enable you to apply theory to practice. Lectures will be used to communicate key theoretical concepts, offering opportunities for further discussion and reflection in seminars. The practical sessions will develop practical skills and techniques needed to practice in the field of sports coaching. The ability to solve problems both independently and in groups will be developed across the course.

In addition to the supportive teaching sessions each student will also be allocated a Personal Academic Tutor who will provide advice on academic issues or personal support. The purpose of these meetings is to support your progress and enhance your learning through a personalised approach to meet individual student needs.

Vocational placements are utilised within the course, work-based learning hours are 200 hours per year, at both Level 4 and 5, through placements and course activities. Students are required to independently secure a work placement in an area of vocational interest within the sports industry. This supports the application of theory into practice and provides you with relevant vocational/industry-based experience. Working in the field of sports coaching and performance sport within the placement module, will strengthen students' employability skills including problem solving, negotiation skills, ability to communicate effectively and collaboration with different organisations. The vocational placement also supports the transition of students to articulated degree programmes or employability.

³ÉÈËBÕ¾ time

In a typical week students will have around 13 contact hours of teaching.

Typically, class contact time will be structured around:

• Theoretical Lectures
• Practical Lessons
• Group Seminars (including Discussion Workshops to develop critical thinking)
• Specific Course Tutorials

Independent self-study

You are expected to invest in approximately 19 hours of personal self-study per week in addition to the contact time. Usually, this involves working on assessments, reading books and journal articles, working on individual as well as collaborative projects, performing research in the library and online, producing written assessments and presentations, and getting ready for exams.

At BMet, a variety of outstanding learning resources are available to promote independent learning, including the LRC, the College HE Student Centre, the virtual learning environment powered by MS TEAMS, and a wealth of electronic learning resources.

Several outstanding learning tools are also available the ³ÉÈËBÕ¾ to facilitate independent learning, including The Hive and library materials, the virtual learning environment Blackboard, and a vast array of electronic learning resources.

Duration

Possible patterns:

• 2 years full-time
• 4 years part-time

Timetables

Timetables are normally available one month before registration. Teaching is scheduled to take place over 3 days a week, enabling students to engage with placements, Sports Academies, and general college enrichment activities.

Teaching staff

Your learning will be delivered by a teaching team whose skills and knowledge closely align with the course's module material. Within the fields of sport & exercise science, sports coaching, and inclusive practice, the team comprises senior academics, qualified professionals, and technical demonstrators.

All lecturers on the course have a higher education teaching qualifications, and teaching is guided by research and consultation.

Assessment

The assessment structure promotes effective learning and allows students to track their progress throughout the course while ensuring that their overall performance is evaluated comprehensively. This is provided through both ‘formative’ and ‘summative’ assessment methods with feedback given to provide a more holistic view of student performance.

Assessment methods include essays, reports, portfolios, presentations, and practical delivery.

The specific assessment details in an academic year will vary according to the mandatory modules. There will be a schedule for when these assessments take place, spread out over the academic year to ensure a balanced workload for students. For each year of the course, a typical pattern of summative assessment is as follows:

Year 1: Written assessments such as reflective journals or essays, presentations, practical assessments.

Year 2: Written assessments such as projects, research proposals, presentations, and practical coaching episodes.

Feedback

You will receive feedback on both formative and summative assessments to offer opportunities for continuous improvement. The aim of feedback is to enhance learning, and you are encouraged to discuss it with your academic tutor and with the module tutors.

Within 20 working days of the submission date, we will give you feedback on summative assessments.

Programme specification

For comprehensive details on the aims and intended learning outcomes of the course, and the means by which these are achieved through learning, teaching and assessment, please