To lead, inspire and shape the future of sport.
This course allows you to analyse the role which sport plays in society, and consider ways in which sporting opportunities are developed and managed. It fosters the academic and professional skills needed to find employment in the sport and leisure industry. Social science modules (e.g. sociology of sport, politics of sport, sports policy & planning) alongside other modules (e.g. physical education, sports coaching, sports development and management, performance analysis and psychology of sport & exercise) combine to offer you a rich and diverse coverage of the academic study of sport.
Sign up to register an interest in the course.
In this section
Are you interested in sport? If so this course is for you - Sport Studies examines both the theoreticial and practical application of: Sociology, Politics, Sports Development, Sports Management, Physical Education, Sports Coaching, Performance Analysis and Health and Fitness. Sport continues to play an important and an increasingly recognised role in society. Throughout the UK and beyond, it is viewed as a tool for addressing a range of individual and societal agendas including improving health, building social capital, enhancing community relations and acting as an economic stimulus. The BSc (Hons) Sport Studies course will provide students with an academically sound tertiary-level education within the area of sport that allows you to develop your academic and professional potential. It will develop a students’ knowledge and critical understanding of the social sciences within the area of sport. It will also provide students with a balance between the development of vocational skills necessary for employment and the knowledge necessary for postgraduate study and lifelong learning. The programme will promote independent as well as group – based study opportunities directed in sport and provide a sound knowledge base in selected disciplines allied to the academic study of sport. All students will be given the opportunity to promote their intellectual qualities, professional and transferable skills that will facilitate learning, employability and engagement within Northern Ireland and across the globe.
Diploma in Professional Practice DPP
Diploma in International Academic Studies DIAS
Diploma in Professional Practice International DPPI
Find out more about placement awards
BSc Hons Sport Studies FULL-TIME: Normally three years (six semesters of study)
BSc Hons Sport Studies with DPP/DPPI FULL-TIME SANDWICH: Normally four years (6 semesters of study and placement year)
BSc Hons Sport Studies with DIAS FULL-TIME: Normally four years (six semesters of study including year of study abroad) Students are expected to attend all classes associated with their programme and be punctual and regular in attendance.
Full-Time (with slow-tracking option) Slow-tracking only applies to students who are elite athletes and need to alter their mode of attendance due to training and/or competitive opportunities. These students are permitted to take modules up to the value of 40 credits per semester from modules being offered after they have completed level 4 (year 1) as full-time students. The requirements for the degree, conditions of progress and regulations remain the same as the full-time version of the course.
The practices of the School of Sport around teaching, learning and assessment are directly informed and underpinned by Ulster’s Teaching and Learning Strategy and the Principles of Assessment and Feedback. The Sport Studies programme aims to deliver an appropriately wide range of learning experiences that will enable students to develop their knowledge, understanding and skills in multi-disciplinary and vocational areas of sport, exercise, physical education, sports development, sports coaching, sports management, sports psychology, policy and planning as well as enhancing transferable skills in critical reasoning, interpersonal understanding and verbal and non-verbal communication. To assist in this process all module coordinators keep an attendance register to ensure students are fully engaged in their learning. The primary aim is to encourage students to become competent and conscious learners who can evaluate their own and others’ practices. This is directly aligned to Ulster’s vision to be the leading provider of ‘a professional education for professional life’. To that end, the School’s teaching and learning objectives mirror Ulster’s strategic aims. The Sport Studies programme promotes and fosters creativity and innovation in curriculum design and delivery. Here, creativity includes critically informed approaches to existing ‘problems’ or issues in sports development and coaching or in athletic performance, as well as innovative ways of monitoring, delivering and evaluating practice in these and other sports-related fields. Thus, it has direct relevance for the development and enhancement of professional and vocational practice. This programmes foregrounds the theory-practice nexus in sport, through the progression of scholarship- and research-informed content across all years. The assessment methods employed in the programme are directly underpinned by: 1) the programme team’s awareness of the kinds of knowledge and skills which graduates need in the vocational and professional practice of sport. These are demonstrated through a diverse assessment portfolio ; 2) the University’s Assessment strategy which recommends for students to engage in a range of processes through which to demonstrate their relative intellectual capabilities and aptitudes. This is reflected in the variety and diversity of coursework assessments that students will engage with on the course; 3) the University’s Principles of Assessment and Feedback for Learning. Modules are assessed by a combination of coursework (a generic term to include all non-exam based assessments) and exams, on the basis of the pedagogic position taken by the programme team towards learning. In this case, we believe that exam-based assessments are appropriate in certain situations where this mode of assessment can provide evidence of that learning. Equally, the dissemination of summative exam feedback through one-to-one meetings with students and class overviews of, and reflections on, exam performance also become important as a feed-forward mechanism from level four for more effective exam and study skills strategies. In order to reflect and assess the reality of ‘practicing’ sport, all coursework assessments have been designed with professional, vocational or practical relevance in mind. This ensures that coursework assessments align with the University’s corporate goal of providing a professional education for professional life. Assessment tasks also aim to encourage students to apply their experience and expertise to real-life case studies, scenarios and problems in different sports related contexts.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
Calculation of the Final Award
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2019-2020.
The largest of Ulster's campuses.
Jordanstown is our biggest campus in an idyllic setting surrounded by lush lawns and trees. It's just a few hundred metres from Loughshore Park and promenade, and just seven miles from Belfast city centre.
Find out more - information about accommodation
At our Jordanstown Campus we have world class facilities that are open all year round to our students and members of the public.
Find out more - information about sport
At Student Support we provide many services to help students through their time at Ulster University.
Find out more - information about student support
Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
Year: 1
Status: C
The purpose of this module is introduce the students a range of the disciplinary and practical areas of study and to extend their thinking about sport and fitness both practically and theorectically adn with a specific focus on developing understanding of gender issues/bias in sport
Year: 1
Status: C
This module will assist first-year students to prepare for success in their university studies and success in the planning of their future careers.
Year: 1
Status: C
The module introduces the students to the social sciences of sport and to the key skills required of a social scientist taking a more detached approach to how sports practice and society interrelate in different societies around the world.
Year: 1
Status: C
This module will provide students with a clear understanding of how sport is managed, administered and delivered and will underpin teaching in a number of related modules that students will encounter in the second and final year of the programme. It will examine fundamental concepts of sports management, strategic planning and sports development and will highlight the key role of government in the implementation of sports policy.
Year: 1
Status: C
This module will introduce students to the best practice principles of teaching, instructing, coaching in relevant contexts. It will involve the examination of basic theory into basic coaching/teaching practice and the optional acquisition of formal sports/fitness coaching qualifications at UKCC level 1 or equivalent.
Year: 1
Status: C
Through a series of lectures and tutor-led seminar sessions, students will understand the theoretical and practical importance of sport and exercise psychology to enhancing performance.
Year: 2
Status: C
This module is designed to introduce both the practical and conceptual understanding of research methodologies within sport, exercise and leisure research.
Year: 2
Status: C
This module examines the relationship between sport and politics. It begins by defining politics and sport and by characterising the general relationship between them. The module explores the role of states in decision making about sport and assesses the linkages between sports and a selection of key contemporary social issues.
Year: 2
Status: C
This module allows students to develop a sociological imagination when analysing the social significance of sport. It enables students to apply sociological theory to sport and to critically evaluate the utility of competing theoretical perspectives on the relationship between sport, society and the individual. The module also assesses how advocates of particular perspectives view and characterise work in paradigms other than their own.
Status: O
Year: 2
This module is optional
This module provides students with theoretical knowledge of the sports industry as well as case study examples and guest lectures to allow the students to appreciate the management of sports development work in practice.
Status: O
Year: 2
This module is optional
This module provides students with a grounding in the theoretical constructs underlying contemporary issues in the domain of sport and exercise psychology. Students are encouraged to critically evaluate competing theoretical accounts of psychological phenomenon. They also gain an understanding of the measurement of different concepts and constructs. ?
Status: O
Year: 2
This module is optional
Through a series of lectures and tutor-led practical sessions, students will be able to critically reflect on the theoretical and practical importance of motor learning and performance. Students will also develop experience delivering a movement skills programme to their peers.
Status: O
Year: 2
This module is optional
This module introduces the student to the factors and policies which impact the design and delivery of physical education in schools at home and aborad and theories that underpin effective learning and teaching in key stages 1 and 2 and 3. Students are given the opportunity to discuss and apply theory to practice in practical teaching scenarios in seminars, workshops and micro teaches/practicals.
Status: O
Year: 2
This module is optional
This module will provide students with a basic understanding of the concepts underlying notational analysis systems .It will also provide practical skills to help them provide analysis that can be applied to a practical coaching and service provider environment to enhance the coaching process.
Status: O
Year: 2
This module is optional
This module develops some of the main concepts relating to resources management in the Sport and Leisure setting introduced in Year 1, as part of the Sports Policy and Planning module. In the sport and leisure industry, the manager must be have an appreciation of the different resources, human, financial and plant, at his/her disposal and how best to manage them in order to maximise their expense. A review of the theories and concepts present in resource management will enable the student to gain an underpinning knowledge of this subject area and thus equip he/she to make informed decisions within the workplace. This module provides students with a strong grounding in the area of Sports resource and facilities management, enabling students to progress with knowledge and confidence to undertake an Industrial Placement or alternatively advance directly to a final year module entitled Sports Strategic Management.
Status: O
Year: 3
This module is optional
Through a series of lectures, workshops, tutor-led and participant led practical sessions students will develop a clear understanding of the essential components of the coaching process in addition, develop competence in planning, implementing and evaluating effective coaching sessions.
Status: O
Year: 3
This module is optional
Structured work experience helps students to appreciate the discipline and demands of the workplace and consolidate knowledge and skills acquired during the first two years of the course. The work placement also provides the opportunity for the development of personal attributes to enhance a student's employability.
Status: O
Year: 3
This module is optional
In this module, students may undertake a study programme in a university abroad to develop their academic, professional, cultural awareness, global mobility, personal capabilities and future employability.
Year: 4
Status: C
This module enables students to enhance their theoretical and empirical understanding of the research process as it applies to sport. In so doing, it demonstrates the critical relevance of evidence-based practice to sport.
Status: O
Year: 4
This module is optional
This module explores the background, principles and practices of the strategic management process, which sports and leisure organisations employ to ensure competitive advantage over their competitors. The module is designed to ensure the students gain the underpinning knowledge and competencies to become potential managers in the fastest growing global industry of the 21st Century.
Status: O
Year: 4
This module is optional
This module combines creative and critical thinking skills from sociology (and cognate disciplines) and their application to an understanding of sport and health, sport and policy (including development, physical education and coaching) and the relationship between sport and identity (individual and group).
Status: O
Year: 4
This module is optional
This module is primarily concerned with investigating the evolution of sports development and examining the many different strands of the profession. The module will also highlight the role of government and key agencies in the formulation of policy and strategies that impact upon the sports development domain and seek to develop key vocational and entrepreneurial skills.
Status: O
Year: 4
This module is optional
This module will involve students in the critical appraisal of recent research and educational policy and initiatives and their impact on the subject area of physical education and school sport and its effective delivery in the school context.
Status: O
Year: 4
This module is optional
This module provides students with an in-depth knowledge and understanding of theory, research and practice in the field of applied sport psychology. Students will develop an understanding of the sport psychology consultancy process and ethical principles and guidelines relevant to working in the field. This module takes students beyond understanding what is done in 'Applied Sport Psychology' to understanding how sport psychology service is delivered.
Status: O
Year: 4
This module is optional
This module will provide students with an in-depth knowledge and the practical skills required to evaluate the impact of performance analysis theories, principles and concepts on sporting performance and how these can be applied to a coaching, teaching and service provider environment.
Status: O
Year: 4
This module is optional
This module allows students to develop a critical understanding of the capacity of sport to contribute to a range of 'development' agendas and peacebuilding. It enables students to apply social scientific theory to sport for development and peace and to critically evaluate the value of competing theoretical perspectives. The module equips students with an understanding of how to become reflective practitioners and/or volunteers in the field of sport for development and peace.
Status: O
Year: 4
This module is optional
This module will explore the link between research- and science-based concepts of athlete monitoring with practical strategies to use with athletes and clients.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
In this section
The A Level requirement for this course is AAB to include a grade A from one of the following: History, Geography, Psychology, PE, Politics, Sociology, Sport Studies or Sports Science & Leisure Industry.
Overall BTEC Level 3 QCF award profile D*DD in a sport or science based BTEC
OR
BTEC Level 3 RQF National Extended Diploma with DDD
You may also meet the course entry requirements with combinations of different qualifications to the same standard (provided subject requirements are met). Examples of combinations include:
A levels with BTEC Level 3 QCF Subsidiary Diploma or BTEC RQF National Extended Certificate.
A level with BTEC Level 3 QCF Diploma or BTEC Level 3 RQF National Diploma.
For further information on the entry requirements for this course please contact the administrator as listed in Contact details
136 UCAS Tariff points to include a minimum of four subjects at Higher Level and one subject at Ordinary Level. Higher Level subjects must include two of the following subjects at Grade H2: History, Geography, Economics, Religious Education or Physical Education. The overall profile must also incude English and Mathematics at H6 Higher Level or O4 Ordinary Level.
The Scottish Highers requirement for this course is grades ABBBC to include a grade A from one of the following: History, Geography, Psychology, PE, Politics, Sociology, Sport Studies or Sports Science & Leisure Industry.
The Scottish Advanced Highers requirement for this course is grades BBC to include a grade B from one of the following History, Geography, Psychology, PE, Politics, Sociology, Sport Studies or Sports Science & Leisure Industry.
Overall Access profile pass with an overall mark of 73% in each level three module. To include two level three modules from the following: History, Psychology, English, PE, Politics, Sociology, Sport Studies, Geography. NICATS maths (25 credits) or Maths 1 and 2 or GCSE grade C Maths is also required.
GCSE Profile to include English Language, Mathematics and a Science at grade C/4. Essential/Key Skills in Application of Number is not regarded as an acceptable alternative to GCSE Mathematics.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Successful completion of the Foundation Degree in Sport Science, Coaching & Fitness (previously known as the Foundation Degree in Sport, Exercise & Fitness) with an overall mark of 65% in level 5 modules allows advanced entry to Year 2 to be considered.
Applicants should note that, as they will be engaged in 'regulated activity' involving children or vulnerable adults as part of their course, there is a compulsory, legal requirement to obtain an Enhanced Disclosure from AccessNI. The cost for this is payable by the applicant. More information on Enhanced Disclosures may be accessed by http://www.accessni.gov.uk
In addition to the AccessNI check, all candidates are required to undergo a health screening check undertaken by their own doctor.
HND (sport/science related) entry requirement:
Pass HND with overall Distinction to include 90 distinctions in level 5 credits/units
HNC(sport/science related)entry requirement:
Pass HNC with overall Distinction to include 120 distinctions in level 4/5 credits/units
You may also meet the course entry requirements with combinations of the different qualifications to the same standard as recognised by the University (provided subject requirements as noted above are met). Examples of acceptable combinations include:
2 A Levels and BTEC Subsidiary Diploma/National Extended Certificate
OCR National Diploma and BTEC Subsidiary Diploma/National Extended Certificate
2 A Levels and Cambridge Technical Introductory Diploma
A Level and BTEC National Diploma
For further information regarding combination offer requirements, please contact Faculty Office staff on T: +44 (0)28 9036 6098 or E: facljn@ulster.ac.uk
While the majority of students on the BSc (Hons) Sport Studies enter Year 1 with GCE ‘A’ levels, BTEC or equivalent, there are opportunities for advanced entry to Year 2 for students who possess the appropriate qualifications (as outlined in the course regulations). Studies pursued and examinations passed in respect of other qualifications awarded by the University or by another university or other educational institution, or evidence from the accreditation of prior experiential learning, may be accepted as exempting candidates from part of an approved programme provided that they shall register as students of Ulster for modules amounting to at least the final third of the credit value of the award at the highest level. Exemptions for BSc (Hons) Sport Studies The Dip HE/Foundation Degree in Sport Exercise and Fitness (Sports Studies pathway) completed at one of our partner institutions; allow advanced entry application to year 2 to be considered subject to achieving the initial offer standard which may vary from year to year. This provides an articulation route for the FdSc Sport Exercise & Fitness (Sports Studies).
Undergraduate
Each programme will have slightly different requirements, both in terms of overall points and certain subjects, so please check the relevant subject in the undergraduate on-line prospectus.
Normally Ulster University welcomes applications from students with:
Generally, for undergraduate courses for international applicants we require equivalent to A-Level CCC, for these courses the entry requirements will be one of the following:
Please note that some courses will have subject specific entry requirements, please check the relevant course entry requirements in the undergraduate on-line prospectus. If there is a subject specific requirement you will be required to get 580 in the Subject Specific SAT or Grade 3 in the Subject Specific AP test.
Some courses may also have additional entry criteria, such as a Skype interview, submission of a satisfactory portfolio, criminal record check or health check, please check the relevant course entry requirements in the undergraduate on-line prospectus.
For courses that require GCSE Mathematics Grade C, you will be required to successfully complete Grade 12 in High School Diploma Mathematics.
Some courses have higher entry requirements, please see list below;
(A-level ABB to include 2 science subjects from Biology, Chemistry, Mathematics and Physics or equivalent)
To include one of the following:
(A-Level BBB to include Chemistry and 1 science from Mathematics, Physics or Biology or equivalent)
To include one of the following:
(A-Level BBC or equivalent)
To include one of the following:
In addition to the scholarships and bursaries open to all international students, US students may apply for Federal and Private US loans
English Language
Qualification |
---|
Level 12 English Lang in HSD |
View more information for students from United States of America
In this section
Graduates from this course are now working for:
With this degree you could become:
Career Destination Statistics indicate a significant number of sports graduates go on to study the PGCE in Physical Education or other postgraduate qualifications both at the University of Ulster and at other institutions in the UK and abroad. A growing number of graduates gain employment in the leisure industry, with a significant proportion of each cohort embarking on careers in areas unrelated to sport. The extensive placement programme allows the course team to remain in touch with the needs of employers. Students completing this degree would be well equipped to undertake a growing number of postgraduate courses. Opportunities for MPhil/DPhil level studies may be available for those who demonstrate the requisite abilities. A range of career options can be viewed on the School of Sport's careers website www.ulster.ac.uk/careersin/sport
This degree programme offers students the opportunity to complete a Diploma in Professional Practice (DPP) or Diploma in Professional Practice (International). This is an optional one-year placement opportunity offered to all students who successfully complete Year 2. Placement is considered an important component of the professional preparation of students for careers in the areas of Sports Development, Sport and Leisure Management, and Physical Education. Placement opportunities currently exist in a range of areas in Northern Ireland, the rest of the UK and further afield, for example: local schools, local authorities, national governing bodies and sports teams. The school-based placement has been popular with students hoping to pursue a career as Physical Education teachers. In addition to the work of the placement coordinator and staff team in developing placement opportunities, students are encouraged to actively pursue new placement opportunities each year. The School of Sport also offers all undergraduate honours students the option of studying abroad for a year in their third year (DIAS). Modules currently offered within and through the degree programme have worked based aspects connected to the curriculum, with a number of assessments applied to work-based scenarios.
Applications to full-time undergraduate degrees at Ulster are made through UCAS
The student with the highest mark within Sport Studies is awarded the Professor Eric Saunders memorial trophy.
Additional Cost - Sports Kit, Access NI fee, Coaching Awards
As part of entry to your course, you will be required to purchase a sports kit (approx £160) and access to a suitable laptop/desktop PC.
Tuition fees and costs associated with accommodation, travel (including car parking charges), and normal living are a part of university life.
Where a course has additional mandatory expenses we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering) inoculations, security checks, computer equipment, uniforms, professional memberships etc.
We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi is also available on each of the campuses.
There will be some additional costs to being a student which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.
Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.
Please contact the course team for more information.
Course Director: Rachael Telford
Admissions Contact: Amber Crozier
Admissions Service
Stephen Shannon - Graduate (2015); I completed an OCR National Diploma in Sport at St.Mary’s CBGS and during this time I began to build up experience in coaching GAA and delivering Physical Education in Primary Schools. I moved forward to study Sport Studies in Jordanstown for four years, including a year’s work placement in Rathmore Grammar School. I am now enrolled on a PhD researching Physical Activity in Primary School Children. Why did I choose Ulster? I made contact with the University and also some current and past students to seek advice and enquire about the Sports Studies course. I made the decision to choose Ulster having found good reports about University life, and knowledge on how the course would allow me to tailor my studies to my interests. How the Sport Studies programme has prepared me for your future career. Studying at Ulster gave me a great blend of experience in applying theory to practice. Particularly, modules including Physical Education and Sports Psychology championed this approach. Moreover, the course promoted and also provided helpful support to students in completing a year’s work placement. You might want to know what support I received at Ulster. (e.g. from lecturers, fellow students, support services, Students’ Union). I found that before, during and after assessments lecturers’ ensured adequate guidance and feedback to foster independent learning. Furthermore, the Sport Outreach Unit were supportive and reassuring in our year’s work placement by providing us with teaching resources and regular contact. Resources within the School of Sport were excellent and I availed a lot of the online teaching resources to access journals, Powerpoints and benefited from the interactive tasks that were set to guide my learning. I found these resources helpful for keeping up to date with modules and also they provided convenient access in that they allowed me to work from the UU library in Belfast and from home. Why I would recommend you study at Ulster and specifically the Sport Studies degree. The staff at Ulster supported me in achieving academic and work-based qualifications. The course was challenging but also flexible enough to continue to enjoy playing sport and enjoying University life. Resources and facilities were also affordable and comprehensive enough during each step of my journey.