- UCAS Tariff Points: 120 - 200
- GCE A Levels: 120 UCAS Tariff points, to include one GCE A level grade C or above
- Irish Certificate: 120 UCAS tariff points, to include 2 x ILC higher at B3
- Scottish Highers: 120 UCAS tariff points, to include 2 x higher at B
- International Baccalaureate (IB) Diploma: Minimum of 24 points (pass) (260)
- BTEC Level 3 Extended Diploma: PPP (120)
- BTEC Level 3 Diploma: MP (120)
- C & G Level 3 Extended Diploma: Pass (120)
- C & G Level 3 Diploma: Merit (160) or a Pass (80) in combination with other qualifications
English language requirements
If you do not have English as a first language, you will normally be required to demonstrate an IELTS overall score (or equivalent) of:
- 5.5 with a minimum of 5.0 in all elements for a Further Education course
- 5.5 with a minimum of 5.0 in all elements for a Foundation degree, Higher Certificate or Higher Diploma
- 6.0 with a minimum of 5.5 in all elements for a degree
- 6.5 with a minimum of 5.5 in all elements for a postgraduate degree
If you have lower scores, you may be accepted onto a Pre-sessional English Language course, which can lead to entry to the appropriate programme of study.
- Professional Skills in Sports and Exercise Performance (SEP) - Professional Skills for Sports and Exercise Performance will develop a range of professional and academic skills necessary for successful HE study and employment in organisations within the sector. Professional Skills for Sports and Exercise Performance will aim to equip students with the key communication and numeracy skills they require as scientists and will also facilitate their personal and professional development as sports practitioners. Many students study sport with a view to becoming fitness advisors, coaches or teachers. The module will examine these professions by considering the academic and vocational qualifications needed for entry, the structure of the organisations delivering in these areas, personal and professional standards, and the internal and external factors affecting the professions. For students on the FdSc Cycling Performance programme this module will be contextualized in order to make it relevant to the cycling industry. Students will have access to professional working within the industry including sponsors, riders, coaches, soigneurs, a directeur sportif and physiotherapist. For students on the BSc Sports performance programme this module will cover a wide range of sports and of professional roles within the sports industry.
- Human Anatomy and Physiology - This module is designed to develop students' understanding of the relationship between structure and function in the human species by exploring the anatomical diversity and physiological control of the major body systems at a cellular level. The course will provide an introduction to human physiology covering such topics as the energy systems and metabolism, neutological control, neuromuscular adaptations. It will also develop a broad knowledge of the cardiovascular and respiratory systems and their acute response to exercise. Taught in both semesters of the first year, it will provide a core understanding of the science needed for linked modules later in the course.
- Coaching in Practice - This module explores the opportunities for students to participate in sport and exercise. It allows them to learn and practice basic skills required to attain basic National Governing Body (NGB) coaching awards in appropriate sports, ranging from methods of coaching to health and safety legislation and first aid. Students will be encouraged to attain an appropriate NGB as an additional Learning Outcome. Students may have some additional costs for training and/or examination fees.
- Working in Cycling - This is the first 30 credits of a 60 credit Work-based Learning Strand within the FdSc Cycling Performance that is designed to be contextualized to meet the needs of individual learners under one of the two pathways: Cycling Performance and Rider Support. The module will be delivered in one or more work-related contexts either through paid employment or voluntary work. A student on the Rider Performance pathway may choose to focus on gaining experience as a competitive cyclist whereas a student following the Rider Support pathway may choose to focus upon gaining experience in coaching or team management. However, all students will be encouraged to gain as broad a range of experience as possible to improve their employability.
- Introduction to Psychology - Psychology is seen as an invaluable tool for increasing the performance of both athletes and coaches and can be used to understand the pattern of exercise adherence. This module introduces fundamental areas of sports and exercise psychology and introduces basic concepts in motor learning.
- Research Skills in Sports and Exercise Performance - This module is intended to develop scholarly, professional and research skills appropriate to the discipline of sports and exercise performance or associated health and sociological areas. This module will advance a broader and more detailed investigation into statistics that were introduced in the first year during the Professional Skills in Sports and Exercise Performance module, including the difference between parametric and non-parametric data, t-tests, ANOVA’s, correlations and Chi-square tests. Following from this, students will develop their ability to critically analyse and interpret research in the field of sports and exercise performance and produce acceptable and detailed experimental work. The development of knowledge, understanding, skills and thought processes necessary for effective original academic and/or work-focused research will make use of real life techniques and approaches and will provide a basis for progression on to the Level 6 Dissertation module or equivalent.
- Leadership Development via the Outdoors - To enable students to develop leadership skills and effective people management in an applied setting. Students will learn how to maximise human resource potential in demanding outdoor settings such as athletic training camps or outdoor adventurous activities. Students will be encouraged to plan outdoor activities from the conception of an idea through to its delivery to their peer group.
- Physiology, Nutrition and Exercise - This module examines the chronic and acute physiological responses of the body to exercise and physical training as well as the effects of detraining and inactivity. It considers the specific nutritional requirements of athletes and non-athletes and develops an understanding of the metabolic processes that support physical activity. Furthermore, the module also evaluates the potential ergogenic effects of both legal nutritional supplements and banned drugs upon performance.
- Principles of Strength and Conditioning - This module will examine the application of scientific training principles to develop fitness in sport and exercise settings. It will illustrate how a detailed understanding of the physiological principles explaining adaptation and reversibility can be applied to the effective design of training programmes for a range of client groups, including athletes and non-athletes. It will also evaluate the scientific evidence to support the use of a variety of systems and methods of training and teach the importance of fitness and performance testing as a key tool in the design of an individual's training prescription. Practically, students will investigate and analyse the components of fitness and compare a range of laboratory and field based tests. The module will also consider health and safety and informed consent.
- Developing a Career in Cycling - This module builds on the 30 credit module: Working in Cycling. The aim of the module is for students to develop a wider range of higher level technical skills, but also the cognitive abilities and personal attributes that are conducive to successful performance at work. Critical reflection is required, focusing on personal and professional qualities and the role within the workplace. The module enables students to gain a critical understanding of career development and personal development planning. There is a strong focus upon identifying key attributes required for employment within the cycling industry and where there may be a shortfall in the student’s previous learning and experience students will be encouraged to identify and undertake appropriate work-based learning.