Sport Studies with optional placement year
BSc (Hons)

About this course

About

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.

Associate awards

Diploma in Professional Practice DPP

Diploma in International Academic Studies DIAS

Diploma in Professional Practice International DPPI

Attendance

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.

Start dates

• September 2022

Teaching, Learning and Assessment

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.

Content

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:

• the relevant generic national Qualification Descriptor
• the applicable Subject Benchmark Statement
• the requirements of any professional, regulatory, statutory and accrediting bodies.

Attendance and Independent Study

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.

Academic profile

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.

Modules

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.

Year one

Sports Applications

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

Foundations for Future Success

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.

Sport and Society

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.

Sports Policy and Planning

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.

Principles of Coaching, Teaching and Instructing

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.

Introduction to Sport and Exercise Psychology

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 two

Research Methods and Statistics

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.

Politics of Sport

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.

Sociology of Sport

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.

Sports Development

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.

Sport & Exercise Psychology

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. ?

Motor Learning and Performance

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.

Physical Education: Theory and Practice

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.

Performance Analysis

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.

Sports Management

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.

Year three

Applied Coaching Principles

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.

Diploma in Professional Practice (International) (DPP/DPPI)

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.

Diploma in International Academic Studies (DIAS)

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 four

Sport Research and Practice

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.

Sports Strategic Management

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.

Give Sport a Free Pass?

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).

Advanced Sports Development

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.

Advanced Physical Education and School Sport

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.

Applied Sport Psychology and Contemporary Issues

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.

Applied Performance Analysis

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.

Sport For Development and Peace

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.

Athlete and Performance Monitoring

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.

Standard entry conditions

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.

A level

Grades AAB to include a grade A from one of the following: History, Geography, Psychology, PE, Politics, Sociology, Sport Studies or Sports Science & Leisure Industry.

Applied General Qualifications

QCF Pearson BTEC Level 3 Extended Diploma/ OCR Cambridge Technical Level 3 Extended Diploma(2012 Suite)

Award profile of D*DD in Sport

RQF Pearson BTEC Level 3 National Extended Diploma/ OCR Cambridge Technical Level 3 Extended Diploma(2016 Suite)

Award profile of DDD in Sport

QCF Pearson BTEC Level 3 Diploma / OCR Cambridge Technical Level 3 Diploma (2012 Suite)

Award profile of D*D in Sport plus A Level Grade A

RQF Pearson BTEC Level 3 National Diploma/ OCR Cambridge Technical Level 3 Diploma (2016 Suite)

Award profile of DD in Sport plus A Level Grade B

QCF Pearson BTEC Level 3 Subsidiary Diploma / OCR Cambridge Technical Level 3 Introductory Diploma (2012 Suite)

Award profile of D* in Sport plus A Level Grades AB (where only the BTEC/OCR can cover the subject requirement)

OR

Award profile of D in a non Sport subject plus A Level Grades AA (where one of the A Levels must meet the A level subject requirement as shown in the A Level section above)

RQF Pearson BTEC Level 3 National Extended Certificate/ OCR Cambridge Technical Level 3 Extended Certificate(2016 Suite)

Award profile of D in Sport plus A Level Grades AB (where only the BTEC/OCR can cover the subject requirement)

OR

Award profile of D in a non Sport subject plus A Level Grades AA (where one of the A Levels must meet the A level subject requirement as shown in the A Level section above)

Irish Leaving Certificate

136 UCAS tariff points to include a minimum of five subjects (four of which must be at higher level) to include English and Maths at H6 if studied at Higher level or O4 if studied at Ordinary Level.

Course Specific Subject requirements:

This course also requires you to achieve H2 in two of the following subjects: History, Geography, Economics, Religious Education or Physical Education.

Irish Leaving Certificate UCAS Equivalency

• View tariff point chart

Tariff point chart

Scottish Highers

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.

Scottish Advanced Highers

Grades ABC to include a grade A from one of the following History, Geography, Psychology, PE, Politics, Sociology, Sport Studies or Sports Science & Leisure Industry.

Access to Higher Education (HE)

Overall average of 73% plus 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. (120 credit NI Access course)

GCSE

For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above in English Languag Mathematics and one Science subject.

Level 2 Certificate in Essential Skills - Communication will be accepted as equivalent to GCSE English.

Please note however that for purposes of entry to this course the Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Maths.

English Language Requirements

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.

• English language requirements
• Your country

Additional Entry Requirements

Acceptable alternative qualifications include:

Pass HND in Sport (as accepted by the University) with overall Distinction to include 90 distinctions in level 5 credits

Pass HNC in Sport (as accpeted by the University) with overall Distinction to include distinctions in ALL level 4 credits

Successful completion of the Foundation Degree in Sport, 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.

Exemptions and transferability

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).

Careers & opportunities

Graduate employers

Graduates from this course are now working for:

• National Governing Bodies of Sport
• Local Council Sports Development Departments
• International Governing Bodies of Sport
• Schools

Job roles

With this degree you could become:

• Sports Development
• Sports Management
• PE teacher
• Recreational Sports Coach
• Primary Schools Coach

Career options

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

Work placement / study abroad

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.

Apply

Start dates

• September 2022

Contact

Course Director: Rachael Telford

T: +44 (0)28 9036 8236

E: rmj.telford@ulster.ac.uk

Admissions: Amber Crozier

T: +44 (0)28 9536 7043

E: a.crozier@ulster.ac.uk

International Admissions

T: +44 (0)28 7012 3333

E: internationaladmissions@ulster.ac.uk

For more information visit

• Faculty of Life and Health Sciences
• School of Sport

Disclaimer

1. The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
2. Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
3. If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
4. The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
5. The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.

Testimonials

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.