The physiological, behavioural, social, cultural and nutritional perspectives of health enhancing physical activity for the general population.
This course has been designed by the School of Sport and Exercise Science to produce highly educated professionals with the knowledge and skills to organise and provide for the policy, planning, development, management and delivery of sport, physical activity and health initiatives in the community.
Career opportunities can be in a wide variety of sectors, such as:
health promotion
physical activity coordination
workplace health and fitness
exercise referral
health-based intervention design and delivery
postgraduate research
community projects and teaching.
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 serious public health problems associated with obesity, high blood pressure, high cholesterol and type 2 diabetes are well publicised. Physical inactivity is a contributory factor to 17 chronic disease conditions and the World Health Organisation (WHO) figures have shown that a lack of regular activity results in 3.2 million deaths worldwide, making it the fourth leading cause of global mortality.
Regular physical activity and exercise result in a number of well-established physical, psychological and social health benefits. Despite this, physical activity levels in Northern Ireland and Great Britain remain low with less than 40% of the population currently meeting government guidelines with population groups undertaking dangerously low levels of daily physical activity.
This course aims to develop your knowledge and understanding of both the science underpinning and methods employed, to promote health enhancing sport and physical activity.
You will undertake study in the physiological, behavioural, social, cultural and nutritional perspectives that impact upon sport, physical activity and health at individual and societal levels. Upon graduation you will possess a wide range of knowledge and skills that will enable you to work as a professional, bringing about an increase in people’s physical activity whilst reducing their sedentary behaviour.
The course offers small group teaching, hands-on experience in our dedicated Exercise Laboratory and a one-year work placement with the opportunity to obtain a Diploma in Professional Practice.
Modules
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.
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 Physical Activity and Health
Year: 1
This module provides students with a basic knowledge and understanding on the importance of physical activity for health and an awareness of the physical activity guidelines across the population, and how to monitor physical activity behaviours.
Anatomy and Health-Related Physiology
Year: 1
This module provides students with a basic knowledge and understanding of human anatomy and physiology which will form the foundations for further study on the effects of exercise and physical activity on humans. It will be offered through a combination of web-based learning, seminars, practicals and traditional lectures. Assessment is by coursework.
Introduction to Sport, Exercise, and Physical Activity Psychology
Year: 1
This module provides students with a basic knowledge and understanding of sport, exercise and physical activity psychology, which will form the foundations for further study on behaviour change and physical activity and mental health. The module is delivered through a blend of lectures, seminars and practical classes, with assessment done via coursework
Lifestyle behaviours for Health
Year: 1
This module will provide students with knowledge on the interplay between health behaviours and how these contribute to health and wellbeing.
Year two
Principles of Exercise Physiology
Year: 2
The module builds upon student's foundational knowledge of anatomy and physiology that is relevant to higher level study within physiology and other related interdisciplinary subjects within sport and exercise science. In addition, the module seeks to establish basic measurement, evaluation and writing skills that are pertinent to discipline.
Applied Fundamentals of Movement Skills
Year: 2
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.
Sport, Physical Activity and Public Health
Year: 2
This theory-based learning module is designed to facilitate opportunities for students to examine sport and physical activity within the context of public health.
Behaviour Change Theory for Physical Activity
Year: 2
This module focuses on the design, planning, and delivering a physical activity intervention guided with behaviour change theory.
Nutrition for Health and Physical Activity
Year: 2
Students will develop their understanding of the fundamental principles of nutrition including nutrient requirements, dietary recommendations, and the functions of selected vitamins and minerals. You'll understand the extent to which the general population and those in sport are following dietary recommendations & meeting their nutrient requirements.
Research Methods and Professional Practice
Year: 2
This module is designed to introduce both the practical and conceptual understanding of research methodologies within sport, physical activity and health research.
Year three
Diploma in Professional Practice (International) (DPP/DPPI)
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)
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
Research Project: Physical Activity, Exercise and Health
Year: 4
This module will provide knowledge, practical opportunities and research skills in the undertaking of an independent piece of research in sport, physical activity and health.
Physical Activity and Contemporary Health Issues
Year: 4
There are many aspects to consider when trying to increase physical activity within various sections of society and also within different settings. This module will equip students with a critical understanding of the current contemporary issues which impact physical activity as well as how physical activity promotion can be optimised in target populations.
Clinical Exercise and Rehabilitation
Year: 4
This module is optional
This module will provide an overview to an exciting area of exercise science and will provide the student with an opportunity to further develop an understanding of pathophysiology of the human body and application of evidence informed interventions to enhance or maintain health or physical function in clinical populations.
Sport, Physical Activity and Mental Health
Year: 4
This module is optional
This module provides a contemporary analysis of the role of physical activity in mental health promotion, and examines sporting factors related to mental health. A combination of practical, lecture and seminar formats will be geared towards assessment for learning which provides the student with an opportunity to further develop an understanding of physical activity in mental health promotion, using evidence-informed approaches.
Sport and Exercise Nutrition
Year: 4
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.
Physical Activity and Contemporary Health Issues
Year: 4
This module is optional
There are many aspects to consider when trying to increase physical activity within various sections of society and also within different settings. This module will equip students with a critical understanding of the current contemporary issues which impact physical activity as well as how physical activity promotion can be optimised in target populations.
Research Project: Physical Activity, Exercise and Health
Year: 4
This module is optional
This module will provide knowledge, practical opportunities and research skills in the undertaking of an independent piece of research in sport, physical activity and health.
Clinical Exercise and Rehabilitation
Year: 4
This module is optional
This module will provide an overview to an exciting area of exercise science and will provide the student with an opportunity to further develop an understanding of pathophysiology of the human body and application of evidence informed interventions to enhance or maintain health or physical function in clinical populations.
Sport, Physical Activity and Mental Health
Year: 4
This module is optional
This module provides a contemporary analysis of the role of physical activity in mental health promotion, and examines sporting factors related to mental health. A combination of practical, lecture and seminar formats will be geared towards assessment for learning which provides the student with an opportunity to further develop an understanding of physical activity in mental health promotion, using evidence-informed approaches.
Diploma in Professional Practice DPP
Diploma in International Academic Studies DIAS
Diploma in Professional Practice International DPPI
You should be available to attend lectures, seminars and practical classes as timetabled, during weekdays.
The course runs over three years (four years with optional placement).
120 credit points per year – 60 credits in Semester 1 and 60 credits in Semester 2.
The practices of the School of Sport and Exercise Science around teaching, learning and assessment are directly informed and underpinned by Ulster University’s Teaching and Learning Strategy and the Principles of Assessment and Feedback.
The Sport, Physical Activity and Health programme delivers a 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 coaching and teaching, sports psychology, anatomy and physiology, and research and academic skills. In doing so, this programme draws clear links between theory and practice by encouraging students to apply their experience and expertise to real-life case studies, scenarios and problems in different sport and health related contexts.
The assessment methods employed in the programme are directly underpinned by Ulster University’s Principles of Assessment and Feedback for Learning. Modules are assessed by a combination of essays, practical assessments, portfolios, oral presentations and lab reports. All coursework assessments have been designed with professional, vocational and/or practical relevance in mind.
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 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.
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.
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Our facilities in Derry~Londonderry cater for many sports ranging from archery to volleyball, and are open to students and members of the public all year round.
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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
CCC to include grade C in one subject from Maths, Physics, Chemistry, Biology, PE, Psychology, Sports Studies, Double Award Science, Life and Health Science
BTEC must in a Science or Sports related discipline.
QCF Pearson BTEC Level 3 Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2012 Suite)
Award profile of DMM
RQF Pearson BTEC Level 3 National Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2016 Suite)
Award profile of MMM
QCF Pearson BTEC Level 3 Diploma / OCR Cambridge Technical Level 3 Diploma (2012 Suite)
Award profile of DM plus A Level Grade C
RQF Pearson BTEC Level 3 National Diploma / OCR Cambridge Technical Level 3 Diploma (2016 Suite)
Award profile of MM plus A Level Grade C
QCF Pearson BTEC Level 3 Subsidiary Diploma / OCR Cambridge Technical Level 3 Introductory Diploma (2012 Suite)
Award profile of M plus A Level Grades CC
RQF Pearson BTEC Level 3 National Extended Certificate / OCR Cambridge Technical Level 3 Extended Certificate (2016 Suite)
Award profile of M plus A Level Grades CC
You may also meet the course entry requirements with combinations of other BTEC/OCR and A Levels. These and other entry equivalences can be viewed in the online prospectus at https://www.ulster.ac.uk/study/entrance-requirements/equivalence
96 UCAS Tariff Points to include 4 subjects at Higher level and 1 at Ordinary Level. The overall profile must include English at minimum Grade H6/O4.
Course Specific Subject requirements:
This course also requires you to achieve H3 in either Biology, Chemistry, Maths, Physical Education or Physics. If Maths is not passed at H3, you will be required to achieve a minimum of H6/O4 in addition to one of the subjects above.
CCCCC to include a Grade C in one of Biology, Chemistry, Maths, Physical Education, Psychology, Sports Studies or Double Award Applied Science
DDD to include one subject from Biology, Chemistry, Maths, Physical Education, Psychology, Sports Studies or Double Award Applied Science
International Baccalaureate (Diploma) with a minimum 24 points with 12 points at the higher level
Above to include higher or subsidiary level in Maths, English and a science subject at Grade 4 or above
Access must in a Science or Sports related discipline
Overall profile of 55% to include 55% in one Level 3 Science module. Must also include 20 credit level 2 Maths module, passed at 40% or successful completion of the NICATS Maths as part of pre-2021 Access Diploma. (120 credit Access Course) (NI Access Course)
Overall profile of 45 credits at merit (60 credit Access Course) (GB Access Course)
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 Language, 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 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.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Acceptable alternative qualifications include:
HNC (Science/Sport related) (120 credits): Overall Merit with Distinctions in 45 level 4 credits.
HND (Science/Sport related) (120 credits): Overall Merit with Distinctions in 15 Level 5 credits.
Ulster Foundation Degree (Science/Sport related) with an overall average of 40% in level 5 modules.
In this section
Graduates from this course are now working for:
With this degree you could become:
The course has been developed in response to industry needs and professional bodies have had considerable input into its content and delivery. The main objective would be working to bring about an increase in people’s physical activity, reduce their sedentary behaviour and thus working towards improving health status. The course will also help to develop a wide range of knowledge and transferable skills that will enable you to work as a professional in your chosen career and is particularly unique in that there are a range of modules from different disciplines.
Career opportunities can be in a wide variety of areas, such as: health promotion, physical activity coordination, workplace health and fitness, exercise referral, health-based intervention design and delivery, postgraduate research, community projects and teaching. On completion of the course, it will be possible to pursue accreditation with the British Psychological Society through a post graduate conversion course in psychology. Students may also pursue a career in teaching through a Post Graduate Certificate in Education, or advance to further study within the University or elsewhere.
The course offers an optional one-year work placement with the opportunity to obtain a Diploma in Professional Practice.
£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.
See if you can access financial or other forms of support, including mentorship to excel in your studies.
Students are required to purchase 2 items from suppliers. Normally around £80
If you wish to purchase the full kit the cost is around £175.
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.
Current and past students have indicated the following benefits of the course:
"Good range of modules with a great teaching team."
"Good location with a great university course."
"Small classes which help with engagement."
"Interesting modules and helpful lecturers."
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.
