This top-up programme is only available to those who have completed a foundation degree, or in employment as a high-performing full-time coach.
This programme is only available as a full-time top-up option at Level 6 - final year only.
Routes onto programme :
(i) Anyone applying for this programme must have completed a foundation degree in one of the regional colleges.
or
(ii) For students who would be considered to be high performing coaches and working full time in a sports coaching or development role may apel onto the programme. Mature students applying for the programme via this route must demonstrate through a portfolio of evidence that they have the pre requisite underpinning knowledge to gain entry onto Level 6.
This programme aims to develop the thinking of those who would like to either pursue a career in the sports industry or further develop their knowledge and skills in the area.
In this programme we will challenge your thinking about (a) what is the coaching process and (b) how theory applies in practice.
The specific areas taught in this programme are; sports coaching, performance analysis, teaching, sports development, sport and exercise science, athlete monitoring and/or management.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
In this section
The programme is delivered through theory and practically applied sessions underpinned by three key strands: Coaching Pedagogy, Subject Matter and Professional Practice.
By the end of the year you will be able to;
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
Foundations for Future Success
Year: 1
This module will assist first-year students to prepare for success in their university studies and success in the planning of their future careers.
Coaching in Context
Year: 1
This work-based learning placement is designed to facilitate opportunities for students to plan, deliver and evaluate coaching sessions and programmes. Students will be introduced to reflective practice and the importance of this in their coaching.
Fundamentals of Movement
Year: 1
Through a series of lectures, workshops and practical sessions, students will develop both the skills and understanding required to structure and deliver coaching sessions designed to develop FOM skills.
Introduction to Coaching Practice
Year: 1
This module will introduce students to the best practice principles of coaching in relevant contexts. It will involve the application of basic theory into a practical context.
Introduction to Sport and Exercise Psychology
Year: 1
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.
Introduction to Sports Development
Year: 1
Overall, this module will provide students with the introductory knowledge and understanding of the key issues and debates in real world sports development practice on the island of Ireland and the UK. This module will also details the skills needed to design, deliver and implement a range of sports development interventions/initiatives, which are central to students future employability.
Year two
Motor Learning and Performance
Year: 2
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.
Applied Coaching Principles
Year: 2
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 while developing competence in planning, implementing and evaluating effective coaching sessions.
Coaching Practice
Year: 2
This work-based learning placement is designed to facilitate opportunities for students to plan, deliver and evaluate coaching sessions and programmes. It will also require them to prepare an action research proposal in preparation for the final research project.
Research Skills in Practice
Year: 2
Formative and summative feedback will be provided to the student via written and oral communication within four weeks of submission.
Sports Development
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
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.
Physical Education: Theory and Practice
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 in Sport
Year: 2
This module is optional
Students will gain an understanding of the importance of the performance analysis process within sport and how to utilise technology and integrate performance analysis software to assist them in completing these tasks.
Year three
Coaching Process
Year: 3
Sports Coaching is a facet of the sports industry which has exhibited exceptional growth in recent times and something that has come under increasing academic scrutiny. Professionalisation of coaching is of paramount importance and an understanding of Coaching Processes is vital to ensure this development.
Applied Research Project in Sports Coaching
Year: 3
This module provides students with the opportunity to conduct an independent research project in an area of their choosing within the cognitive field of sports coaching. They will present their findings and engage in critical assessment of their work by way of a written applied in practice research project of between 12,000 and 14,000 words in total.
Advanced Sports Development
Year: 3
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
Year: 3
This module is optional
This module will involve students in the critical appraisal of recent research, educational policy and education initiatives and their impact on the subject area of physical education and school sport and its effective delivery in the school context.
Sport and Exercise Nutrition
Year: 3
This module is optional
This module considers the relationship between nutrition and exercise performance. The module provides the student with the opportunity to further develop an understanding of the human body and how appropriate nutritional practices can be effective for exercise performance and overall health and wellbeing.
Applied Sport Performance Analysis
Year: 3
This module is optional
This module will provide students with an in-depth knowledge and the practical skills required to use data science and technological tools to evaluate the performance of individuals/teams in an objective way.
Performance Analysis in Sports Coaching
Year: 3
Effective coaching in sport requires an understanding of performance analysis which can help improve levels of performance. This module will establish the role performance analysis plays in assisting the coach to develop the performer and/or team.
You will attend on a full-time basis studying 120 credits in your year of study.
In Semester one you will complete two compulsory modules - Coaching Process and Performance Analysis and in Semester 2 students will study two additional optional modules.
Throughout the year you will also complete a 40 credit Applied in Practice Research project in a workbased learning environment of your choice.
Each module will seek to expose students to a variety of teaching and learning methods including:
Formal lectures – These are a core activity in teaching within the School of Sport and Exercise Science and will constitute a major part of the teaching programme across a number of modules. Lectures are a foundation of the teaching and many sessions are taught in the form of workshops and with interactive activities contained within them. Lecture sessions will be supported through the development of online learning materials and Blackboard Learn.
Practical classes – Given the nature of sports coaching and the need to apply theory to a practical setting these will also be a key teaching method. Practical work will be conducted in groups and will involve sports participation, laboratory, computer and analytical work. Attendance at practical classes will be compulsory and these activities will in some modules form the basis of assessment.
Seminars – Many modules have seminar sessions where students are expected, in small groups, to discuss ideas raised in lectures. Students will be required to review research topics and make oral presentations.
Tutorials – A series of compulsory tutorials will be run by advisers of study during the course of the year. They will cover a range of subjects and will be designed to help students develop study skills, organise their time, and generally provide support for them.
Work based learning – Students will be required to complete a work-based placement in the programme. This placement opportunity will involve the compilation of a reflective diary, a placement provider's report, an academic supervisor's report and an action research project.
Independent work – Students are expected to read widely for all modules and to learn to manage their time in order to do so. Independent learning is also closely associated with preparation for assessment. The requirements of self directed study will have been covered at induction. In addition, clear guidelines on independent study will be contained within the student and module handbooks.
Group work - This is an important element of the learning regime within the school. Sports Coaching is both an interdisciplinary and multidisciplinary subject and as such requires the integration of activities from a wide variety of individuals and disciplines. Group and collaborative working within the school tries to encourage this approach to assessment tasks and problem solving. Where group work is used students will be guided on completion of self and peer evaluation.
E-learning – A system of web-based support within the School of Sport and Exercise Science. It is anticipated that significant progress on the provision of web based materials will be made in the near future.
Assessment
Modules will have a range of assessments associated with them. These will be designed to test both knowledge and skills and will vary from essays, literature reviews, practical / project / fieldwork reports, class tests and dissertations.
Modules may also be assessed by examinations. These will be of a two hour unseen format. Class tests may have a variety of formats including computer based testing, seen papers, data based tests or timed essays.
The means of assessment of the Applied Research Project will be specific to and reflect professional practice in a selected worked based learning area. Students will be assessed via a 10,000-12,000 word written reflective piece and also present their learning via a presentation.
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, 20, or 40 credit modules (more usually 20) and postgraduate courses 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. Teaching and learning activities will be in-person and/or online depending on the nature of the course. 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 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 assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
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, the assessment timetable and the assessment brief. 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. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
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 Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
Members of our staff team all continue to develop themselves professionally in the world of coaching. Staff members engage in CPD to ensure they are up to date with the current coaching trends and all of the teaching team are engaged in applied research to support the growth and development of coaching within the Island of Ireland and beyond.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) 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 and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - 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 from the academic year 2022-2023.
High quality apartment living in Belfast city centre adjacent to the university campus.
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At Student Wellbeing we provide many services to help students through their time at Ulster University.
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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
Only students studying the Ulster University validated Foundation Degree in Sport, Coaching & Fitness(previously known as the Foundation Degree in Sport, Exercise & Fitness) can apply for this course.
Full Time Option is only available for Level 6 - Final Year of degree.
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 Maths. Successful completion of the Ulster University validated Sport,Coaching and Fitness Foundation Degree will cover applicants for the GSCE English and GCSE Science entry requirements to the course.
Please note 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 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.
Foundation Degree Route:
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 50% in level 5 modules. Individual interviews may be used as part of the selection . You may also be required to undertake a bridging module prior to progressing onto final year of the course (reviewed annually).
APEL Route:For students who would be considered to be high performing coaches and are working full time in a sports coaching or development role, there may be an option for them to APEL onto the programme. Mature students applying for the programme via this route must demonstrate through a portfolio of evidence that they have the pre requisite underpinning knowledge to gain entry onto Level 6.
There will be no exemptions for the optional modules or research project. You may apply for prior learning in terms of some of the prerequisites required for some of the optional modules based on your previous experiences at our partner institutions.
In this section
Graduates from this course are now working for:
With this degree you could become:
There are numerous opportunities for you to progress either within Ulster or at another institution. Students who have completed their BSc (Hons) Sports Coaching and Performance degree have completed PGCE or Masters Study in a number of disciplines such as MSc Sports Coaching and Performance, MSc Sport and Exercise Psychology, MSc Sport and Exercise Nutrition, MSc Strength and Conditioning all offered within the School of Sport and Exercise Science or initiated research by applying for an MPhil or DPhil.
Employment opportunities within the field of coaching is growing due to current investments and the professionalisation of this area. Some graduating students have gained employment in local authorities or Governing Bodies of Sport as Sports Development or Coach Development Officers.
You will complete the 'Applied in Practice Research Project' module. This is a work based learning module and gives you the opportunity to apply theory into practice within a sporting community.
£4,855.00
£9,535.00
£17,010.00
Fees illustrated are based on academic year 25/26 entry and are subject to an annual increase.
If your study continues into future academic years your fees are subject to an annual increase. Please take this into consideration when you estimate your total fees for a degree.
Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
Visit our Fees pages for full details of fees.
Correct at the time of publishing. Terms and conditions apply.
The best performing final year student each year receives the 'Pat Duffy award'.
Professor Pat Duffy was a visiting professor at the School of Sport and Exercise Science and had a wide range of roles in the development of coaching in the UK and Ireland. Pat was Chief Executive of Sports Coach UK from 2005 to 2009, where he led the development of the UK Coaching Framework. He was a popular figure, passionate about coaching which he championed persuasively at every opportunity, drawing on his deep professional knowledge and personal charm to promote the cause.
See if you can access financial or other forms of support, including mentorship to excel in your studies.
Applicants should note that they might be required to submit an Enhanced Access NI check after starting the course, should they be involved in “regulated activity” during work based learning. More information on Enhanced Disclosures may be accessed at http://www.accessni.gov.uk An enhanced check currently costs £33.00.
Optional purchase of School of Sport practical kit.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. 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 Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
"BSc Sports Coaching was exactly what I needed at the time in my career. I was looking for the much needed theoretical knowledge to back up the practical work I was carrying out in my daily working life. It developed me as a sports coach and gave me more confidence when dealing with matters such as sports science or sports development. I enjoyed the flexibility of being able to choose modules to suit my career. I gained much needed tutor support and I still have a working relationship with lecturers who are my first port of call when needing advice in the sporting world. I would strongly advise anyone looking for a career in the sporting industry to have a think about this course. Top class!"
Andrew Waterworth, IFA employee and MSc graduate.
"This is an excellent course for all coaches irrespective of level. With a good focus on 'how to' skills the student will soon be confident in all coaching environments. I completed the course while working full time and managed to fit in very well. Well worth doing for the forward thinking coach."
Dara Furey, Athletics Coach
"The course was structured in such a manner as to afford me the flexibility of studying whilst remaining in full time employment. The format of combining both practical and academic aspects of sports coaching gave me the opportunity to firstly reflect upon all facets of my coaching and secondly to apply them in my sporting environment. I have also found the course beneficial in that it has assisted me in securing a number of positions within my chosen sporting field".
Ian McGregor, Head Coach North West Warriors, Assistant Coach Ireland Under 19
Recent Feedback from Student Cohort
"Interesting and everything was well explained beforehand especially the assignments"
"Speakers throughout give us an insight into their personal experiences and how different areas in coaching helps with their current roles"
"I felt the lectures were well laid out, and presented in a way to keep you engaged. Lecturers were only too happy to help at all times and couldn't of been more encouraging. I feel like I have developed new skills and understanding through the lecture content and researching for assignments. "
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
Our Faculty is dedicated to integrating sustainability across our curriculum, preparing students to address global environmental challenges.
The UN Sustainable Development Goals (SDG’s) have been incorporated throughout each course within the Faculty and each module outlines how and where they meet these SDG’s.
Subject specific guidance on sustainability has been provided in the QAA benchmarks statements for Biomedical Science and Biomedical Sciences; Biosciences; Chemistry; Optometry; Psychology; Earth Sciences; Veterinary Nursing; Agriculture; Rural –Environmental Sciences; Animal Studies; Consumer Science; Forestry, Food Horticulture –and –Human Nutrition; Health Studies; Earth Sciences and Geography.
Our Faculty has key centres of research excellence within all Schools and our interdisciplinary approach brings together researchers from diverse fields to develop impactful solutions.
By advancing knowledge in various fields within the faculty, we aim to identify sustainable approaches to:
Collaboration is key to driving sustainability. Our Faculty partners with external stakeholders including professional bodies and learned societies to enhance the sustainability journey for all our students and to promote sustainable practices.
External partnerships enable us to apply research and innovation to real-world challenges. We drive meaningful change in local communities, industries, and global ecosystems, fostering a more sustainable society through impactful projects and community engagement.
