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FD Foundation Degree Health, Physical Activity and Sport

Academic Year 2017/18

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

FD Foundation Degree Health, Physical Activity and Sport

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Foundation Degree

Programme Code

HPS-FND-S

UCAS Code

52L7

JACS Code

N870 (DESCR) 100

Criteria for Admissions

Entrants other than those of mature age (i.e. not less than 21 years of age on October 1 of the proposed year of entry), must satisfy the General University Entrance Requirements and meet any specific entry requirements for this pathway go to http://www.qub.ac.uk/ado/. Details of specific entry requirements may be obtained from the Academic Registry Office in Stranmillis University College.

Students must have one of the following:
• Two GCE A level or two AVCE in Leisure and Recreation at a minimum of 160 UCAS points (equivalent to CC) plus four GCSEs at grades A-C (including English Language and Mathematics); or
• A BTEC Level 3 Extended/National Diploma/Certificate in Sports Science/Sports Studies, Leisure Studies or other appropriate subject at a minimum of 160 UCAS points ; or
• An Irish Leaving Certificate with at least two Higher Level passes at a minimum of 160 UCAS points; or
• An appropriate Access award or
Equivalent qualifications at a minimum of 160 UCAS points

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Full Time

Type of Programme

Single Honours

Length of Programme

2 Academic Year(s)

Total Credits for Programme

240

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Stranmillis University College

Teaching Institution

Belfast Metropolitan College

School/Department

Stranmillis University College

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 5

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

Events, Hospitality, Leisure, Sport and Tourism (2016)

Accreditations (PSRB)

External Examiner Name:

External Examiner Institution/Organisation

Dr Susan Crawford

University College Cork

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

N/A

Programme Specific Regulations

N/A

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

The aim of the Foundation Degree in Health Physical Activity and Sport is to integrate academic and work-based learning through close collaboration between the relevant employers and Belfast Metropolitan College in order to equip the students with the skills and knowledge relevant to their employment, so satisfying the needs of the relevant employees and employers in the Health & Sport Industries. In addition the Foundation Degree seeks to address societal needs in relation to health living in the context of increasing levels of obesity and sedentary behaviours.

The Foundation Degree objectives are to:
• Equip students with the necessary personal and professional skills and understanding to make a meaningful contribution to the health and well-being of the population across the lifespan.
• Respond to the local and national requirement for a course that will meet the need for high quality training to a graduate qualification for a range of professionals in the fields of health physical activity and sport.
• Meet the needs of employer groups by providing a wide range of knowledge, skill, experience and expertise drawn from relevant professional perspectives which they require.
• Provide a structure that will be sufficiently flexible to meet employer needs.
• Recognise and build on the richness and variety of experience, knowledge and skills students will bring as a valuable resource, and to acknowledge this formally by accrediting prior learning.
• Strengthen the links between theory and practice and through work experience develop the concept of the reflective practitioners by building in support and opportunities for reflection on an analysis of practice.
• Provide core modules which all students will take and which will enable students to develop a cohesive group identity and to understand the issues central to working with client groups in a variety of contexts.
• Employ a range of teaching methods which will include lectures, seminars, projects and work based learning, discussion, video, visits, research and practice placements in order to supply students with a stimulating learning experience which will develop their analytical, oral and written skills.
• Encourage the reflection and recording of the students’ professional development by means of the Personal/Professional Portfolio, hereafter identified as the PP/DP enabling students to become self-critical and reflective practitioners.
• Place high status on practical placements and professional roles undertaken by students linking assessment to workplace and practical placements thus enabling them to be given credit for the application of their knowledge and the demonstration of their competences in varied professional settings.
• Engage with a wide variety of students from non-traditional backgrounds and with a variety of entrance qualifications and professional experience.
• Capitalise on the experience which exists within the existing bodies professionals working in fields of sport, leisure management and health.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Exercise analytical, critical and problem solving skills in the context of theory within the discipline, methods of enquiry, applications and interventions;

Teaching/Learning Methods and Strategies

A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Health Physical Activity and Sport. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of project based learning, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities.

In these situations, students increasingly direct their own learning and demonstrate their capacity to think both independently and collaboratively.

Teaching also places heavy emphasis on the acquisition of research skills, including information retrieval, small-scale research design, data collection and analysis, and seeks to utilise these techniques across the levels to progressively build a student’s capacity to engage with this skill.

Methods of Assessment

Assessment methods are focused across the pathway on the requirement to communicate information in an accessible form which can be understood by different audiences, and allow the students to demonstrate their developing specialist cognitive skills.

Direct their own learning and thinking and developed the capacity to think independently and to collaborate within a critical community of learning;

Teaching/Learning Methods and Strategies

A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Health Physical Activity and Sport. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of project based learning, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities.

In these situations, students increasingly direct their own learning and demonstrate their capacity to think both independently and collaboratively.

Teaching also places heavy emphasis on the acquisition of research skills, including information retrieval, small-scale research design, data collection and analysis, and seeks to utilise these techniques across the levels to progressively build a student’s capacity to engage with this skill.

Methods of Assessment

Assessment methods are focused across the pathway on the requirement to communicate information in an accessible form which can be understood by different audiences, and allow the students to demonstrate their developing specialist cognitive skills.

Develop research skills and engaged with information retrieval, small-scale research design, data collection and analysis;

Teaching/Learning Methods and Strategies

A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Health Physical Activity and Sport. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of project based learning, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities.

In these situations, students increasingly direct their own learning and demonstrate their capacity to think both independently and collaboratively.

Teaching also places heavy emphasis on the acquisition of research skills, including information retrieval, small-scale research design, data collection and analysis, and seeks to utilise these techniques across the levels to progressively build a student’s capacity to engage with this skill.

Methods of Assessment

Assessment methods are focused across the pathway on the requirement to communicate information in an accessible form which can be understood by different audiences, and allow the students to demonstrate their developing specialist cognitive skills.

Display the capacity to communicate information in an accessible and understandable manner through both the written and spoken word, to different audiences and for different purposes;

Teaching/Learning Methods and Strategies

A number of supportive structures within teaching, learning and assessment methods form the basis of students’ developing cognitive skills in the area of Health Physical Activity and Sport. Both teaching and learning methods actively encourage students to develop their analytical and critical thinking skills. Students are frequently required to consider aspects of both practice and theoretical perspective. Problem solving activities, for example in the shape of project based learning, form the basis of a significant number of seminar activities. Through these, students learn to apply their knowledge and understanding to situations, both real and imaginary, thus requiring the use of their cognitive abilities.

In these situations, students increasingly direct their own learning and demonstrate their capacity to think both independently and collaboratively.

Teaching also places heavy emphasis on the acquisition of research skills, including information retrieval, small-scale research design, data collection and analysis, and seeks to utilise these techniques across the levels to progressively build a student’s capacity to engage with this skill.

Methods of Assessment

Assessment methods are focused across the pathway on the requirement to communicate information in an accessible form which can be understood by different audiences, and allow the students to demonstrate their developing specialist cognitive skills.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Engage in in-depth investigations of the context and development of

Teaching/Learning Methods and Strategies

The approach adopted for teaching, learning and assessment will provide students with experiences which are progressive as the pathway moves forward. Students will be encouraged to move to a position of independent learning through a series of guided teaching experiences. Learning at Level 4 will concentrate on providing a foundation to each student’s understanding of the multifaceted nature of health physical activity and sport and the practical and theoretical underpinnings.

A blended learning approach will be adopted with regard to delivery, incorporating QUB Online and Belfast Met as the virtual learning environment. At all times teaching will take account of the need to integrate theoretical perspectives with practice from health physical activity and sport industries. Students will, therefore, be learning how to apply their enhanced knowledge base to a variety of placement/employed contexts.

Teaching will place a heavy emphasis on the growing body of literature which now underpins this area of study. At Level 4 students will guided through these sources, with teaching methods demonstrating to students how they gain increased independence in accessing and retrieving such information. Level 5 students are encouraged to take ownership of this process and to broaden the scope of their search techniques. Thus they enhance the links which they make between theory and practice and are able to demonstrate a much deeper level of understanding and independent learning.
Teaching also takes place through the use of each student’s experiences in the Placement/Employed context as a framework for exploration and learning. These are integral to the teaching process and are used as the basis for group discussion, seminar activity, assessment activity and the overall developing competence of the students.

Methods of Assessment

Assessment will match the learning outcomes of the various modules and seeks to provide both formative and summative feedback to students at all stages. A variety of methods are chosen to allow for the broad base of learning outcomes to be examined and also the range of students’ backgrounds, interests and styles of learning.

The course recognises the need to incorporate innovative and dynamic assessment techniques, including self and peer evaluation. Of particular importance for this course is the development of a PP/DP which systemically charts each student’s developing thinking, understanding, and competence in the field of practice.

The range of assessment methods used includes the PP/DP, peer reviewed oral presentations, self-reflective accounts, and essays, as well as a range of examination methods. Assessment criteria are rigorously applied to each submission and provide a scale of achievement drawn from the University College’s conceptual equivalent marking framework.

Sought to gain knowledge and understanding of the processes underpinning health physical activity and sport from a variety of perspectives.

Teaching/Learning Methods and Strategies

The approach adopted for teaching, learning and assessment will provide students with experiences which are progressive as the pathway moves forward. Students will be encouraged to move to a position of independent learning through a series of guided teaching experiences. Learning at Level 4 will concentrate on providing a foundation to each student’s understanding of the multifaceted nature of health physical activity and sport and the practical and theoretical underpinnings.

A blended learning approach will be adopted with regard to delivery, incorporating QUB Online and Belfast Met as the virtual learning environment. At all times teaching will take account of the need to integrate theoretical perspectives with practice from health physical activity and sport industries. Students will, therefore, be learning how to apply their enhanced knowledge base to a variety of placement/employed contexts.

Teaching will place a heavy emphasis on the growing body of literature which now underpins this area of study. At Level 4 students will guided through these sources, with teaching methods demonstrating to students how they gain increased independence in accessing and retrieving such information. Level 5 students are encouraged to take ownership of this process and to broaden the scope of their search techniques. Thus they enhance the links which they make between theory and practice and are able to demonstrate a much deeper level of understanding and independent learning.
Teaching also takes place through the use of each student’s experiences in the Placement/Employed context as a framework for exploration and learning. These are integral to the teaching process and are used as the basis for group discussion, seminar activity, assessment activity and the overall developing competence of the students.

Methods of Assessment

Assessment will match the learning outcomes of the various modules and seeks to provide both formative and summative feedback to students at all stages. A variety of methods are chosen to allow for the broad base of learning outcomes to be examined and also the range of students’ backgrounds, interests and styles of learning.

The course recognises the need to incorporate innovative and dynamic assessment techniques, including self and peer evaluation. Of particular importance for this course is the development of a PP/DP which systemically charts each student’s developing thinking, understanding, and competence in the field of practice.

The range of assessment methods used includes the PP/DP, peer reviewed oral presentations, self-reflective accounts, and essays, as well as a range of examination methods. Assessment criteria are rigorously applied to each submission and provide a scale of achievement drawn from the University College’s conceptual equivalent marking framework.

Participated in a critical community of learning.

Teaching/Learning Methods and Strategies

The approach adopted for teaching, learning and assessment will provide students with experiences which are progressive as the pathway moves forward. Students will be encouraged to move to a position of independent learning through a series of guided teaching experiences. Learning at Level 4 will concentrate on providing a foundation to each student’s understanding of the multifaceted nature of health physical activity and sport and the practical and theoretical underpinnings.

A blended learning approach will be adopted with regard to delivery, incorporating QUB Online and Belfast Met as the virtual learning environment. At all times teaching will take account of the need to integrate theoretical perspectives with practice from health physical activity and sport industries. Students will, therefore, be learning how to apply their enhanced knowledge base to a variety of placement/employed contexts.

Teaching will place a heavy emphasis on the growing body of literature which now underpins this area of study. At Level 4 students will guided through these sources, with teaching methods demonstrating to students how they gain increased independence in accessing and retrieving such information. Level 5 students are encouraged to take ownership of this process and to broaden the scope of their search techniques. Thus they enhance the links which they make between theory and practice and are able to demonstrate a much deeper level of understanding and independent learning.
Teaching also takes place through the use of each student’s experiences in the Placement/Employed context as a framework for exploration and learning. These are integral to the teaching process and are used as the basis for group discussion, seminar activity, assessment activity and the overall developing competence of the students.

Methods of Assessment

Assessment will match the learning outcomes of the various modules and seeks to provide both formative and summative feedback to students at all stages. A variety of methods are chosen to allow for the broad base of learning outcomes to be examined and also the range of students’ backgrounds, interests and styles of learning.

The course recognises the need to incorporate innovative and dynamic assessment techniques, including self and peer evaluation. Of particular importance for this course is the development of a PP/DP which systemically charts each student’s developing thinking, understanding, and competence in the field of practice.

The range of assessment methods used includes the PP/DP, peer reviewed oral presentations, self-reflective accounts, and essays, as well as a range of examination methods. Assessment criteria are rigorously applied to each submission and provide a scale of achievement drawn from the University College’s conceptual equivalent marking framework.

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Understand the features and strategies which characterise health promotion and the range of approaches and methods adopted by health professionals.

Teaching/Learning Methods and Strategies

The developing subject area of health physical activity and sport has created a context for specific skills to be developed among the range of professionals engaged in these sectors. Thus the foundation degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the foundation degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of health physical activity and sport. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area.

Teaching focuses heavily on work based learning and examination of a wide range of practical contexts.

Thus, the course seeks to help students in their learning as they progress from a position where they are developing their subject specific skills to one where they are demonstrating the capacity to plan and respond to professional challenges and further develop their employability skills.

Methods of Assessment

Assessment methods, especially the PP/DP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice.

Understand and undertake market research in a business context.

Teaching/Learning Methods and Strategies

The developing subject area of health physical activity and sport has created a context for specific skills to be developed among the range of professionals engaged in these sectors. Thus the foundation degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the foundation degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of health physical activity and sport. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area.

Teaching focuses heavily on work based learning and examination of a wide range of practical contexts.

Thus, the course seeks to help students in their learning as they progress from a position where they are developing their subject specific skills to one where they are demonstrating the capacity to plan and respond to professional challenges and further develop their employability skills.

Methods of Assessment

Assessment methods, especially the PP/DP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice.

Apply principles of management in the context of health physical activity and sport.

Teaching/Learning Methods and Strategies

The developing subject area of health physical activity and sport has created a context for specific skills to be developed among the range of professionals engaged in these sectors. Thus the foundation degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the foundation degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of health physical activity and sport. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area.

Teaching focuses heavily on work based learning and examination of a wide range of practical contexts.

Thus, the course seeks to help students in their learning as they progress from a position where they are developing their subject specific skills to one where they are demonstrating the capacity to plan and respond to professional challenges and further develop their employability skills.

Methods of Assessment

Assessment methods, especially the PP/DP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice.

Understand and apply principles of psychology and sociology in a practical context.

Teaching/Learning Methods and Strategies

The developing subject area of health physical activity and sport has created a context for specific skills to be developed among the range of professionals engaged in these sectors. Thus the foundation degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the foundation degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of health physical activity and sport. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area.

Teaching focuses heavily on work based learning and examination of a wide range of practical contexts.

Thus, the course seeks to help students in their learning as they progress from a position where they are developing their subject specific skills to one where they are demonstrating the capacity to plan and respond to professional challenges and further develop their employability skills.

Methods of Assessment

Assessment methods, especially the PP/DP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice.

Be able to plan and organise a sport or leisure event.

Teaching/Learning Methods and Strategies

The developing subject area of health physical activity and sport has created a context for specific skills to be developed among the range of professionals engaged in these sectors. Thus the foundation degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the foundation degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of health physical activity and sport. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area.

Teaching focuses heavily on work based learning and examination of a wide range of practical contexts.

Thus, the course seeks to help students in their learning as they progress from a position where they are developing their subject specific skills to one where they are demonstrating the capacity to plan and respond to professional challenges and further develop their employability skills.

Methods of Assessment

Assessment methods, especially the PP/DP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice.

Apply the principles of quality management in relation to customer service in health and leisure

Teaching/Learning Methods and Strategies

The developing subject area of health physical activity and sport has created a context for specific skills to be developed among the range of professionals engaged in these sectors. Thus the foundation degree course seeks to use teaching, learning and assessment methods which highlight for students how important their developing competence is. In relation to this subject area a number of issues can be highlighted which are specifically addressed to enhance the unique perspective which is presented by the foundation degree course. Teaching methods seek to illuminate these issues for students and highlight the areas which can be best addressed through multi-disciplinary working practices. Thus, teaching takes account of a broad spectrum of expertise in the field, presenting a holistic picture of health physical activity and sport. Teaching also utilises liaison with other fields of study and professionals through accessing a variety of perspectives on issues to present a rounded picture of the skills necessary to progress in this area.

Teaching focuses heavily on work based learning and examination of a wide range of practical contexts.

Thus, the course seeks to help students in their learning as they progress from a position where they are developing their subject specific skills to one where they are demonstrating the capacity to plan and respond to professional challenges and further develop their employability skills.

Methods of Assessment

Assessment methods, especially the PP/DP, encourage students to evaluate the uniqueness of their learning in this developing field of study and to use skills of reflection and evaluation to challenge and expand their thinking and practice.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

On completion of their Foundation Degree Health, Physical Activity and Sport programme students will have developed the ability to demonstrate the following transferable skills:

Observe and evaluate;
Critically reflect and analyse;
Engage in practitioner enquiry;
Work collaboratively;
Be an effective team leader;
Successfully undertake research techniques and methodologies;
Share strategies for effective learning;
Use dialogue skills effectively to engage in discussion and debate;
Prepare and deliver oral presentations;
Submit bodies of knowledge to critical analyses;
Effectively use and develop skills in I.C.T.;
Successfully manage information;
Reflect upon and manage career development;
Set and meet goals and personal targets.

Teaching/Learning Methods and Strategies

The teaching, learning and assessment of the full range of transferable skills are integrated across all levels of the foundation degree programme.
Teaching in subject specific contexts allows students to experience each of the transferable skills in a rotational and progressive way.
Seminar activities in particular provide a context in which these skills can be fostered as students interact, debate, collaborate and discuss a range of issues pertinent to the module under study.

Methods of Assessment

The assessment methods employed across the range of modules affords the opportunity to examine and quantify each student’s developing capacity in this area.
For example, the initial and reflective accounts of student learning required in each section of their PP/DP confront students with the opportunity to monitor their own progress and set and evaluate targets in relation to their learning.
Also these transferable skills are further refined through work based learning and industry experience.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Introduction to Management in Health, Physical Activity and Sport

HLS1003

1

20

YES

12 weeks

N

YES

50%

0%

50%

Practical Studies

HLS1004

1

20

YES

12 weeks

N

YES

50%

0%

50%

Physical Activity Lifestyle And Wellbeing

HLS1005

1

20

YES

12 weeks

N

YES

50%

0%

50%

Anatomy & Physiology For Sport & Health

HLS2001

2

20

24 weeks

N

YES

0%

0%

100%

Applied Health, Sport and Exercise Psychology

HLS2002

2

20

YES

12 weeks

N

YES

50%

0%

50%

Personal And Professional Development

HLS2003

2

20

YES

12 weeks

N

YES

100%

0%

0%

Event Management in Health Physical Activity and Sport

HLS2004

2

20

YES

12 weeks

N

YES

100%

0%

0%

Work Based Experience

HLS2005

2

20

24 weeks

N

YES

100%

0%

0%

Project In Health Physical Activity and Sport

HLS2006

2

20

YES

12 weeks

N

YES

100%

0%

0%

Physical Activity & Sport for Specific Groups

HLS1007

1

20

YES

12 weeks

N

YES

100%

0%

0%

Fitness Testing and Training

HLS1008

1

20

YES

12 weeks

N

YES

50%

0%

50%

Introduction to Health, Sport and Exercise Psychology

HLS1009

1

20

YES

12 weeks

N

YES

50%

0%

50%

Notes

Modules: HLS1003; HLS1004; HLS2003 and HLS2004 contain the equivalent of 5 CATS points for Work Based Experience