Physical Education and Sport
X335This exciting, multi-disciplinary degree will prepare you to pursue postgraduate teacher training in physical education, while maintaining a broad view on education, sport and wellbeing. You will be joining a community of scholars of sport and education, where together we stimulate a high degree of independence and resilience.
Course overview
The programme is designed to incorporate both subject-specific knowledge of physical education and sport while allowing a broad educational framework to develop alongside it. There is also an opportunity for you to explore specialised areas of disability, early childhood, politics and much more.
You will be taught by leaders in their field using interactive elements or practical activities, and benefit from guest speakers including professionals from industry, alumni, and academic researchers. The University of Winchester is one of the leading providers of sport-related higher education in England and has consistently high levels of student satisfaction.
This dynamic course allows you to take advantage of our excellent sport and exercise facilities, which include our own stadium complete with an eight-lane athletics track, a large sports hall on-campus and laboratories kitted out with the latest high-tech analysis equipment.
In Year 1, half your modules will cover educational theory and practices in a broad sense, to lay the foundations of more specialised areas of study in the second and third year. The rest of your modules will centre on Sports Coaching, allowing you to gain coaching qualifications, such as Safeguarding, as you complete them.
In the second year, you will continue to explore the relation between education and society from a broad theoretical view in two mandatory Education modules, as well delving more specifically into the theoretical framework of Physical Education. You also have the freedom to pursue an option in a topic of your choice, ranging from disability and inclusion to religion, gender and technology. In addition, you’ll learn Designing Exercise Interventions, Coaching Special Populations, and Sport for Development. During this year, you will have to complete a 24-hour volunteering placement with a school or charitable setting of your choice.
In the final year, a Dissertation will allow you to explore a topic of your choice in more depth. You’ll also study Critical Issues in Sports Coaching, and Strength and Conditioning. The Leadership in PE and Sport module will cover a range of key themes and topics such as health and wellbeing, nutrition, employability and more. You can then choose another two optional modules from a variety of subject areas related to education including early childhood, philosophy, and history.
If you are seeking to enter the teaching profession our comprehensive programme provides the necessary intellectual, theoretical and critical skills for postgraduate teacher training in physical education.
In addition to postgraduate teacher training, you will be well prepared for other avenues of postgraduate study at masters level and beyond; for example, in educational theory and philosophy, public health, sport, or inclusive practice and wellbeing.
If you decide not to enter the teaching profession, the programme gives you the experiences and skills to pursue graduate roles in a range of fields including community sport development, tourism, leisure, sports coaching and promotion, the armed forces and the charity sector.
What you need to know
Course start date
September
Location
On campus, Winchester
Course length
- 3 years full-time
Apply
X335
Typical offer
96-112 points
Fees
From £9,250 pa
Course features
- Gain a range of widely recognised coaching qualifications in your first year
- Learn from expert tutors who love to share their passion and enthusiasm for their research and subject specialisms
- Excel in your studies and favourite sports at our cutting-edge sport and exercise facilities
- Gain tailored exposure to careers and professional leadership in a mandatory Leadership in PE and Sport module
- Opportunity to travel to Chicago, Illinois, for a two-week intensive study period
Course details
Our aim is to shape 'confident learners' by enabling you to develop the skills needed to excel in your studies here and as well as onto further studies or the employment market.
You are taught primarily through a combination of lectures and seminars, allowing opportunities to discuss and develop your understanding of topics covered in lectures in smaller groups.
In addition to the formally scheduled contact time such as lectures and seminars etc., you are encouraged to access academic support from staff within the course team and the wide range of services available to you within the University.
Independent learning
Over the duration of your course, you will be expected to develop independent and critical learning, progressively building confidence and expertise through independent and collaborative research, problem-solving and analysis with the support of staff. You take responsibility for your own learning and are encouraged to make use of the wide range of available learning resources available.
Overall workload
Your overall workload consists of class contact hours, independent learning and assessment activity.
While your actual contact hours may depend on the optional modules you select, the following information gives an indication of how much time you will need to allocate to different activities at each level of the course.
Year 1 (Level 4): Timetabled teaching and learning activity*
Teaching, learning and assessment: 276 hours
Independent learning: 924 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
Teaching, learning and assessment: 216 hours
Independent learning: 972 hours
Placement: 12 hours
Year 3 (Level 6): Timetabled teaching and learning activity*
Teaching, learning and assessment: 228 hours
Independent learning: 972 hours
*Please note these are indicative hours for the course.
Education Studies is offered as a means to gain an intellectually satisfying grasp of the education of learners of all ages and the care of the very young. We believe with this intellectual background students will be in a far stronger position to be valued as individuals within educational institutions. We use a variety of teaching methods and try to listen and respond effectively to student comments. Teaching may be didactic, discussion-based or led by student presentation. This is accompanied by intellectual rigour in all forms of student work (essay, presentation, discussion). On all of the modules students will be expected to read widely, to reflect and comment on their reading and to express their ideas clearly and persuasively, both orally and in writing.
Location
Taught elements of the course take place on campus in Winchester.
Teaching hours
All class based teaching takes places between 9am – 6pm, Monday to Friday during term time. Wednesday afternoons are kept free from timetabled teaching for personal study time and for sports clubs and societies to train, meet and play matches. There may be some occasional learning opportunities (for example, an evening guest lecturer or performance) that take places outside of these hours for which you will be given forewarning.
Assessment
Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.
We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.
Percentage of the course assessed by coursework
The assessment balance between examination and coursework depends to some extent on the optional modules you choose. The approximate percentage of the course assessed by different assessment modes is as follows:
Year 1 (Level 4)*:
41% coursework
6% written exams
53% practical exams
Year 2 (Level 5)*:
86% coursework
0% written exams
14% practical exams
Year 3 (Level 6)*:
92% coursework
0% written exams
8% practical exams
*Please note these are indicative percentages and modes for the programme.
Feedback
We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.
Further information
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.
Modules
Please note the modules listed are correct at the time of publishing. The University cannot guarantee the availability of all modules listed and modules may be subject to change. The University will notify applicants of any changes made to the core modules listed. For further information please refer to winchester.ac.uk/termsandconditions
Modules
The module combines an introduction to the ideas and theories of various educators concerned with education. Some of the educators encountered will offer ideas about education directly in relation to schooling whilst others offer insights into education in its broader sense. The range of educators examined will represent particular interests of course tutors and will introduce students to the breadth of content they will encounter during their studies. Drawing on a diverse range of figures from various fields, including the arts, religion, and philosophy, this module asks students, not only to engage with the insights and teachings of each of the individuals they encounter, but also with the very question of what it means to be an educator and to educate.
‘Reading’ Education Studies requires more of the ‘reader’ than the basic ability to translate symbols on a page into words. The module provides an introduction into interpreting and referencing a range of resources which may include newspapers, films, internet websites, television, radio, fine art, popular art, ephemera, academic journals, novels, non-fiction books and music. In doing so, students will develop a broad range of higher education literacies. It will also prompt an exploration of what it means to be a higher education student in the larger context of society, including the implications and responsibilities which are the core of this new identity.
This module encourages you to discuss issues in education not just by asserting what you think to be right, but by working with a set of principles which enable you to make a sustained and coherent argument to defend and explain your position. You will be introduced to a series of differing forms of schooling and distinct educational practices in relation to educational contexts, issues and situations. Students are provided with opportunities to engage in independent and group research to examine these practices and issues. The module draws upon Kant’s notion of a universal principle to inform a substantive engagement with educational concepts, contexts and practices.
This module provides an in-depth analysis of the 1944 and 1988 Education Acts. It looks at the historical and political backgrounds to the Acts, investigates the ideologies which lay behind the Acts, and looks at the influence of and reaction to them amongst different groups. The ideologies of the Acts are compared and related to the wider social and political context in which they originate. The module reflects on notions of educability, equality, selection and differentiation. It will explore how those notions have been related to differing philosophical and political views and how they have been implemented in relation to different economic models of education including the education market. The implications of changes in early years education are considered in relation to the ideologies underpinning the Acts. The introduction of Special Education Needs into the state provision of education in the 1944 Act is also considered. The module also raises questions about education and social and cultural reproduction. Students are encouraged to reflect upon the two Acts in the light of their own views about education provision and their own experience of education.
This module is designed to introduce students to the fundamental principles that underpin coaching practice. As such, the module will highlight the importance of the fundamentals of learning and teaching; the key role of leadership in coaching; and the need to develop a philosophy of coaching. In the process, students will be provided with the opportunity to demonstrate their understanding of these key principles and their importance through reflecting on established coaching practices, and looking at key case studies of coaches and their work.
The module aims to expose students to a variety of influences that affect the coaching profession. It starts from the perspective that quality coaching is informed by a multitude of disciplines, as well as formal and informal learning sources, all of which inter-relate. As such – the coach’s skill must be in recognising the value of each of these disciplines to their everyday practice. The actual coaching process – which is a key concept in the academic understanding of the role of the coach – forms the ‘anchor’ that places the module in context, and from there students will be expected to explore a variety of information sources.
This module provides an introduction to understanding coaching through recognition of the learning process using open and closed skills. The importance of appropriate developmental session design is a key element of coaching practice and this module seeks to ensure that students are aware of the considerations and approaches that are fundamental to effective learning.
This module reflects the dynamic nature of the sports coaching field. It is designed around an awareness that - especially in performance sport - to stand still is to regress, and as such it seeks to explore the edges of the coaching profession. There are instances where coaching has been refreshed, where new ideas have been tried, new technologies have been tested and the profession has been expanded. It is designed to deliver contemporary National Governing Body award and continuing professional development courses that are essential in enhancing placement and employability opportunities.
- Introducing Early Childhood - 15 credits
- Introducing Special and Inclusive Education - 15 credits
Modules
In this module, students will be introduced to a range of thinkers who have argued for education as a tool for social and political reform. The emphasis in this first module will be on the notion of education as enlightenment, both in ancient and modern versions. The goal is to extend our understanding of education beyond the classroom and into the wider world. It will, of necessity, introduce many important social and political issues, and will provide perspectives that can be employed in other optional modules.
The thinkers that were encountered in Education: Social and Political Thought (1) set out clear visions for how education might best contribute to the relations between an individual and their society. In doing so, they somewhat took for granted the foundational and universal character of concepts such as truth, reason, freedom and knowledge, and how these could be realised through education. This second module aims to show how more recent theorists exposed these concepts as themselves being open to question, in terms of who controlled them, who had access to them, and how we all relate to them. This module disrupts some of the ‘grand narratives’ constructed by philosophers since the time of Plato and explores the significance of these disruptions for education.
Although taking account of both sport and exercise, this module will explore the notion of physical education more broadly, looking also at its relation to (and frequently its exclusion from) educational philosophy. It will investigate how we can think about the body and how the body affects our thinking as well as the personal, social and political significance of the physically educated or physically uneducated body.
This module will examine those psychological factors that affect physical activity and exercise behaviour. Specifically, this module will use theories and behavioural models to examine the possible barriers related to the adoption and maintenance of a physically active lifestyle in an environment where sedentary living is becoming ever more prevalent. The psychological processes that underpin the physical activity and exercise motivation literature will then be used to appraise the specific intervention programmes that practitioners may undertake.
This module will examine sport, exercise and physical activity as well as game-related and competitive domains such as the Special Olympics and Paralympics. Indeed, ‘special populations’ encompasses both populations with disability /disease and populations defined in terms of demographic descriptors such as age, ethnicity, sexuality and gender. This module takes an evidence-based approach to coaching individuals, groups and teams from such populations.
This module analyses the area of sport for development, providing students with the ability to understand the key requirements for a successful initiative. Sport can be used as a tool for positive social, cultural, health and economic change within a variety of settings. Sport for development has gained increasing recognition from both academics and practitioners around the world and aims to engage people from disadvantaged communities with sport projects with the aim of meeting wider development objectives. This module examines the role of sport and considers the challenges faced by organisations looking to use sport as a vehicle to drive change.
This module allows students to take up a placement in a voluntary sector body either in the UK or overseas. The aim is that you will make a positive and personally rewarding contribution to the community whilst also demonstrating an understanding of how your voluntary work relates to broader theoretical concepts and ideas on employability, volunteering and social empowerment. The purpose of this module is the development of skills which will enhance your employability and personal development.
- What is a Child? - 15 credits
- Thinking about ‘Race’ - 15 credits
- Theorising Early Childhood - 15 credits
- Impairments, Disability and Inclusion - 15 credits
- Theories of Discipline - 15 credits
- Progressive Education - 15 credits
- Technology and Education - 15 credits
- Globalisation and Comparative Education - 15 credits
- Theorising Special & Inclusive Education - 15 credits
- What was a Teacher? Histories of Teacher Education - 15 credits
- ‘Pioneers and Separate Spheres’ Gender and History of Education 1789-1923 - 15 credits
- Social Inclusion and Exclusion - 15 credits
- Sexuality: Education, Policy and Practice - 15 credits
- The Teacher: power and pedagogy - 15 credits
- Education and Work - 15 credits
- Education Beyond Left and Right - 15 credits
- Culture/Education - 15 credits
- Education and Christianity - 15 credits
- Philosophies of Education - 15 credits
- Play - 15 credits
- Education for the ‘new age’ - 15 credits
- Policy and provision - 15 credits
- Enabling environments -15 Credits
Modules
The dissertation will be a piece of independent research undertaken by the student resulting in an 8,000 – 10,000 word project.
This module will take a multi-, inter- and cross-disciplinary approach to identifying and dealing with critical, contemporary issues in sport coaching. There will be a heavy emphasis on coaching philosophy, evidence-based practice, and professionalism.
This module takes an evidence-based and critical approach to strength and conditioning coaching, with a specialist focus on teaching students a practical and theoretical understanding of weightlifting skills (i.e., clean, jerk, snatch, as well as weightlifting assistance exercises such as the front squat).
This module explores the many forms of leadership in education, and proposes that effective leadership can make a concrete difference in school-based practices, or wider society. The module will include both theoretical frameworks of leadership more generally, as well as a clear emphasis on evidence-based practices and professional contexts of education in its widest sense. It maintains a distinct ethical focus on making a positive difference to individual lives and wider society.
- Current Issues in Education - 15 credits
- Independent Study - 15 credits
- Loss of Childhood - 15 credits
- Early Years Education - 15 credits
- Critiquing Higher Education - 15 credits
- Constructing the ‘Other’; ‘Race’, Ethnicity, Religion - 15 credits
- Educating the Teenage Consumer - 15 credits
- The Inclusive Educator: Values, Virtues and Practice - 15 credits
- Philosophy of the Teacher - 15 credits
- Discipline and the Soul - 15 credits
- Holocaust Education - 15 credits
- Marxisms and Schooling - 15 credits
- Exclusion in and from Schooling - 15 credits
- Life, Death and Education - 15 credits
- Utopia and Education - 15 credits
- Education and the Arab-Islamic World - 15 credits
- Film as Education - 15 credits
- Reconceptualising Early Childhood Education (RECE) - 15 credits
- Childhood in a Changing World - 15 credits
- Philosophy, Education and the Learning Person - 15 credits
- Deconstructing Philosophies of Education - 15 credits
- Critiquing Inclusive Educational Practice - 15 credits
- The Language of Inclusion in Education - 15 credits
- Education, Inclusion and Refugees - 15 credits
- Evaluating Educational Research - 15 credits
- Philosophy, Education and Ethics - 15 credits
Entry requirements
Our offers are typically made using UCAS tariff points to allow you to include a range of level 3 qualifications and as a guide, the requirements for this course are equivalent to:
- A-Levels: CCC-BBC from 3 A Levels or equivalent grade combinations (e.g. CCC is comparable to BCD in terms of tariff points)
- BTEC/CTEC: MMM-DMM from BTEC or Cambridge Technical (CTEC) qualifications
- International Baccalaureate: To include a minimum of 2 Higher Level certificates at grade H4
- T Level: Pass (C or above on the core) in a T Level
Additionally, we accept tariff points achieved for many other qualifications, such as the Access to Higher Education Diploma, Scottish Highers, UAL Diploma/Extended Diploma and WJEC Applied Certificate/Diploma, to name a few. We also accept tariff points from smaller level 3 qualifications, up to a maximum of 32, from qualifications like the Extended Project (EP/EPQ), music or dance qualifications. To find out more about UCAS tariff points, including what your qualifications are worth, please visit UCAS.
In addition to level 3 study, the following GCSEs are required:
GCSE in English Language at grade 4 or C, or higher. Functional Skills at level 2 is accepted as an alternative, however Key Skills qualifications are not. If you hold another qualification, please get in touch and we will advise further
If you will be over the age of 21 years of age at the beginning of your undergraduate study, you will be considered as a mature student. This means our offer may be different and any work or life experiences you have will be considered together with any qualifications you hold. UCAS have further information about studying as a mature student on the UCAS website which may be of interest.
If English is not your first language, a formal English language test will most likely be required and you will need to achieve the following:
- IELTS Academic at 5.5 overall with a minimum of 5.5 in all four components (for year 1 entry)
- We also accept other English language qualifications, such as IELTS Indicator, Pearson PTE Academic, Cambridge C1 Advanced and TOEFL iBT
If you are living outside of the UK or Europe, you can find out more about how to join this course by contacting our International Recruitment Team via our International Apply Pages.
2024 Course Tuition Fees
| UK / Channel Islands / Isle of Man / Republic of Ireland |
International |
|
|---|---|---|
| Year 1 | £9,250 | £16,700 |
| Year 2 | £9,250 | £16,700 |
| Year 3 | £9,250 | £16,700 |
| Total | £27,750 | £50,100 |
| Optional Sandwich Year* | £1,850 | £3,340 |
| Total with Sandwich Year | £29,600 | £53,440 |
Additional tuition fee information
If you are a UK student starting your degree in September 2024, the first year will cost you £9,250**. Based on this fee level, the indicative fees for a three-year degree would be £27,750 for UK students.
Remember, you don’t have to pay any of this upfront if you are able to get a tuition fee loan from the UK Government to cover the full cost of your fees each year.
UK Part-Time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £77.08 and a 15 credit module is £1,156. Part-time students can take up to a maximum 90 credits per year, so the maximum fee in a given year will be the government permitted maximum fee of £6,935.
International part-time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £139.14 and a 15 credit module is £2,087.
* Please note that not all courses offer an optional sandwich year.
**The University of Winchester will charge the maximum approved tuition fee per year.
Additional costs
ADDITIONAL COSTS
As one of our students all of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of student support and IT services.
There might be additional costs you may encounter whilst studying. The following highlights the mandatory and optional costs for this course:
Mandatory
In the student’s first year of study, students may be required to complete a poster assignment in one of the core modules. Indicative cost is £8. In the final year, students will be required to pay for the costs of dissertation binding. Indicative cost is £1.50-£3.
Printing and Binding
The University is pleased to offer our students a printing allowance of £5 each academic year. This will print around 125 A4 (black and white) pages. If students wish to print more, printer credit can be topped up by the student. The University and Student Union are champions of sustainability and we ask all our students to consider the environmental impact before printing.
Volunteering Placement
Volunteering in the second year may incur travel costs that need to be covered by the student and depends on the location of departure and destination. Students may choose their own placement setting (in a school or other institution with charitable status) in agreement with the Volunteering Module Leader and Volunteering Placement Co‐ordinator.
Disclosure and Barring Service
A Disclosure and Barring Service (DBS) clearance check may be required if you undertake a placement, volunteering, research or other course related activity where you will have contact with children or vulnerable adults. The requirement for a DBS check will be confirmed by staff as part of the process to approve your placement, research or other activity. The indicative cost is £40.
Optional
Assignments
In the second year, an optional module on Play requires the student to construct a play resource. Indicative cost is £5.
Books
In student’s second year of study, students are recommended to purchase four set books which are available second-hand. Indicative cost is £20.
Trip
Some optional modules in the second and third year may include non-mandatory external visits to locations in Hampshire or London. The cost of travel and expenses will need to be covered by the student and depending on location. Indicative cost is £5-£40.
At level 5, it is possible to undertake optional learning for a two-week intensive period in Chicago, Illinois. Students will need to cover travel costs, and take additional spending money into account. Indicative costs is £1000
Study Abroad Students have the option to study a semester abroad in the USA in their second year of study. Indicative cost for flights is £1000-£1300.
SCHOLOARSHIPS, BURSARIES AND AWARDS
We have a variety of scholarship and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards page.
SCHOLARSHIPS, BURSARIES AND AWARDS
We have a variety of scholarship and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards page.
CAREER PROSPECTS
Graduates enter roles within teaching, sport coaching, tourism and the armed forces.
The University of Winchester ranks in the top 10 in the UK for graduates in employment or further study according to the Graduate Outcomes Survey 2021, HESA.
Pre-approved for a Masters
If you study a Bachelor Honours degree with us, you will be pre-approved to start a Masters degree at Winchester. To be eligible, you will need to apply by the end of March in the final year of your degree and meet the entry requirements of your chosen Masters degree.
OUR CAREERS SERVICE
"The University of Winchester has given me the opportunity to put my transferable skills to better use." Lolu Aburime, undergraduate student
