To lead, inspire and shape the future of sport.
This course allows you to analyse the role which sport plays in society, and consider ways in which sporting opportunities are developed and managed. It fosters the academic and professional skills needed to find employment in the sport and leisure industry. Social science modules (e.g. sociology of sport, politics of sport, sports policy & planning) alongside other modules (e.g. physical education, sports coaching, sports development and management) combine to offer you a rich and diverse coverage of the academic study of sport.
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
Are you interested in sport? If so this course is for you - Sport Studies examines both the theoretical and practical application of: Sociology, Politics, Sports Development, Sports Management, Physical Education and Sports Coaching.
Sport continues to play an important and an increasingly recognised role in society. Throughout the UK and beyond, it is viewed as a tool for addressing a range of individual and societal agendas including improving health, building social capital, enhancing community relations and acting as an economic stimulus.
The BSc (Hons) Sport Studies course will provide students with an academically sound tertiary-level education within the area of sport that allows you to develop your academic and professional potential. It will develop a students’ knowledge and critical understanding of the social sciences within the area of sport. It will also provide students with a balance between the development of vocational skills necessary for employment and the knowledge necessary for postgraduate study and lifelong learning.
The programme will promote independent- as well as group- based study opportunities directed in sport and provide a sound knowledge base in selected disciplines allied to the academic study of sport. All students will be given the opportunity to promote their intellectual qualities, professional and transferable skills that will facilitate learning, employability and engagement within Northern Ireland and across the globe.
Diploma in Professional Practice DPP
Diploma in International Academic Studies DIAS
Diploma in Professional Practice International DPPI
BSc Hons Sport Studies FULL-TIME: Normally three years (six semesters of study)
BSc Hons Sport Studies with DPP/DPPI FULL-TIME SANDWICH: Normally four years (6 semesters of study and placement year)
BSc Hons Sport Studies with DIAS FULL-TIME: Normally four years (six semesters of study including year of study abroad) Students are expected to attend all classes associated with their programme and be punctual and regular in attendance.
Full-Time (with slow-tracking option) Slow-tracking only applies to students who are elite athletes and need to alter their mode of attendance due to training and/or competitive opportunities. These students are permitted to take modules up to the value of 40 credits per semester from modules being offered after they have completed level 4 (year 1) as full-time students. The requirements for the degree, conditions of progress and regulations remain the same as the full-time version of the course.
The practices of the School of Sport around teaching, learning and assessment are directly informed and underpinned by Ulster’s Teaching and Learning Strategy and the Principles of Assessment and Feedback. The Sport Studies programme aims to deliver an appropriately 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 development, sports coaching, sports management, policy and planning as well as enhancing transferable skills in critical reasoning, interpersonal understanding and verbal and non-verbal communication. To assist in this process all module coordinators keep an attendance register to ensure students are fully engaged in their learning. The primary aim is to encourage students to become competent and conscious learners who can evaluate their own and others’ practices. This is directly aligned to Ulster’s vision to be the leading provider of ‘a professional education for professional life’. To that end, the School’s teaching and learning objectives mirror Ulster’s strategic aims. The Sport Studies programme promotes and fosters creativity and innovation in curriculum design and delivery. Here, creativity includes critically informed approaches to existing ‘problems’ or issues in sports development and coaching or in athletic performance, as well as innovative ways of monitoring, delivering and evaluating practice in these and other sports-related fields. Thus, it has direct relevance for the development and enhancement of professional and vocational practice. This programmes foregrounds the theory-practice nexus in sport, through the progression of scholarship- and research-informed content across all years. The assessment methods employed in the programme are directly underpinned by: 1) the programme team’s awareness of the kinds of knowledge and skills which graduates need in the vocational and professional practice of sport. These are demonstrated through a diverse assessment portfolio ; 2) the University’s Assessment strategy which recommends for students to engage in a range of processes through which to demonstrate their relative intellectual capabilities and aptitudes. This is reflected in the variety and diversity of coursework assessments that students will engage with on the course; 3) the University’s Principles of Assessment and Feedback for Learning. Modules are assessed by a combination of coursework (a generic term to include all non-exam based assessments) and exams, on the basis of the pedagogic position taken by the programme team towards learning. In this case, we believe that exam-based assessments are appropriate in certain situations where this mode of assessment can provide evidence of that learning. Equally, the dissemination of summative exam feedback through one-to-one meetings with students and class overviews of, and reflections on, exam performance also become important as a feed-forward mechanism from level four for more effective exam and study skills strategies. In order to reflect and assess the reality of ‘practicing’ sport, all coursework assessments have been designed with professional, vocational or practical relevance in mind. This ensures that coursework assessments align with the University’s corporate goal of providing a professional education for professional life. Assessment tasks also aim to encourage students to apply their experience and expertise to real-life case studies, scenarios and problems in different sports related contexts.
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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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
Year: 1
Status: C
This module will assist first-year students to prepare for success in their university studies and success in the planning of their future careers.
Year: 1
Status: C
The module introduces the students to the social sciences of sport and to the key skills required of a social scientist taking a more detached approach to how sports practice and society interrelate in different societies around the world.
Year: 1
Status: C
Overall, this module will provide students with the introductory knowledge and understanding of the key issues and debates in real world sports development practice on the island of Ireland and the UK. This module will also details the skills needed to design, deliver and implement a range of sports development interventions/initiatives, which are central to students future employability.
Year: 1
Status: C
Participants will discover a range of underpinning theories behind every effective leader and team from grassroots sports organizations to realm of elite professional sport. This module will provide the foundation for sport management within this degree.
Year: 1
Status: C
Through a series of lectures, workshops and practical sessions, students will develop both the skills and understanding required to engage, observe and reflect on practical performance and plan to improve performance.
Year: 1
Status: C
Through a series of tutor-led practical sessions and focusing on a single sport, students will understand the concepts and practices involved coaching, instructing and teaching. The optional acquisition of a recognised and vocationally relevant award will be afford to students where feasible.
Year: 2
Status: C
This module provides students with theoretical knowledge of the sports industry as well as case study examples and guest lectures to allow the students to appreciate the management of sports development work in practice.
Year: 2
Status: C
This module examines the relationship between sport and politics. It begins by defining politics and sport and by characterising the general relationship between them. The module explores the role of states in decision making about sport and assesses the linkages between sports and a selection of key contemporary social issues.
Year: 2
Status: C
This module allows students to develop a sociological imagination when analysing the social significance of sport. It enables students to apply sociological theory to sport and to critically evaluate the utility of competing theoretical perspectives on the relationship between sport, society and the individual. It encourages students to apply sociological theory and ideas to vocational fields that Sports Studies graduates typically go on to work in such as physical education, sports coaching and community sport development.
Year: 2
Status: C
This module develops some of the main concepts relating to resources management in the Sport and Leisure setting introduced in Year 1, as part of the Sports Policy and Planning module. In the sport and leisure industry, the manager must be have an appreciation of the different resources, human, financial and facilities/plant, at her/his disposal and how best to manage them in order to maximise their expense. A review of the theories and concepts present in resource management will enable the student to gain an underpinning knowledge of this subject area and thus equip she/he to make informed decisions within the workplace. This module provides students with a strong grounding in the area of Sports resource and facilities management, enabling students to progress with knowledge and confidence to undertake an Industrial Placement or alternatively advance directly to a final year module entitled Sports Strategic Management.
Year: 2
Status: C
Formative and summative feedback will be provided to the student via written and oral communication within four weeks of submission.
Status: O
Year: 2
This module is optional
Through a series of lectures, workshops, tutor-led and participant led practical sessions students will develop a clear understanding of the essential components of the coaching process while developing competence in planning, implementing and evaluating effective coaching sessions.
Status: O
Year: 2
This module is optional
This module introduces the student to the factors and policies which impact the design and delivery of physical education in schools at home and aborad and theories that underpin effective learning and teaching in key stages 1 and 2 and 3. Students are given the opportunity to discuss and apply theory to practice in practical teaching scenarios in seminars, workshops and micro teaches/practicals.
Status: O
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.
Status: O
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.
Status: O
Year: 4
This module is optional
This module explores the background, principles and practices of the strategic management process, which sports and leisure organisations employ to ensure competitive advantage over their competitors. The module is designed to ensure the students gain the underpinning knowledge and competencies to become potential managers in the fastest growing global industry of the 21st Century.
Status: O
Year: 4
This module is optional
Sports Coaching is a facet of the sports industry which has exhibited exceptional growth in recent times and something that has come under increasing academic scrutiny. Professionalisation of coaching is of paramount importance and an understanding of Coaching Processes is vital to ensure this development.
Status: O
Year: 4
This module is optional
This module has a dual scientific and vocational focus in that it draws upon key sociological ideas and applies these to the critical understanding of sport. It offers students the opportunity to explore key issues that emerge in the gap and the clash between ideology and reality. That is to say, sociological research casts a different light on the simple assumption that sport is uniquely and unproblematically 'good', for individuals, groups, and society. The module equips students with an understanding of how to become reflective practitioners and with skills to become more active citizens through sport.
Status: C
Year: 4
This module enables students to enhance their theoretical and empirical understanding of the research process as it applies to sport and/or the employment setting. In so doing, it demonstrates the critical relevance of evidence-based practice to sport policy, practice and our understanding of sport and/or the sports careers.
Status: O
Year: 4
This module is optional
This module is primarily concerned with investigating the evolution of sports development and examining the many different strands of the profession. The module will also highlight the role of government and key agencies in the formulation of policy and strategies that impact upon the sports development domain and seek to develop key vocational and entrepreneurial skills.
Status: O
Year: 4
This module is optional
This module will involve students in the critical appraisal of recent research, educational policy and education initiatives and their impact on the subject area of physical education and school sport and its effective delivery in the school context.
Status: O
Year: 4
This module is optional
This module allows students to develop a critical understanding of the capacity of sport to contribute to 'development' and peacebuilding. It enables students to apply social scientific theory to sport for development and peace and to critically evaluate the value of competing theoretical perspectives. The module equips students with an understanding of how to become reflective practitioners and/or volunteers in the field of sport for development and peace.
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
AAB
RQF Pearson BTEC Level 3 National Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2016 suite)
Award profile of DDD
We will also accept smaller BTEC qualifications (i.e. Diploma or Extended Certificate / Introductory Diploma / Subsidiary Diploma) in combination with A Levels or other acceptable level 3 qualifications.
To find out if the qualification you are applying with is a qualification we accept for entry, please check our Qualification Checker - our Equivalence Entry Checker.
We will also continue to accept QCF versions of these qualifications although grades asked for may differ. Check what grades you will be asked for by comparing the requirements above with the information under QCF in the Applied General and Tech Level Qualifications section of our Entry Requirements - View our Undergraduate Entry Requirements
136 UCAS tariff points to include a minimum of five subjects (four of which must be at higher level) to include English and Maths at H6 if studied at Higher level or O4 if studied at Ordinary Level.
Grades BBBBB
Grades BBB
Overall average of 73% plus 73% in each level three module. To include a 20 credit Level 2 Mathematics module, passed at 40% or successful completion of NICATS Mathematics as part of the pre-2021 Access Diploma. (120 credit NI 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 for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Acceptable alternative qualifications include:
Pass HND with overall Distinction to include 90 distinctions in level 5 credits
Pass HNC with overall Distinction to include distinctions in ALL level 4 credits
Successful completion of the Foundation Degree in Sport, Coaching & Fitness (previously known as the Foundation Degree in Sport, Exercise & Fitness) with an overall mark of 65% in level 5 modules allows advanced entry to Year 2 to be considered.
All successful candidates are required to complete a Health Check before starting the course.
In this section
Graduates from this course are now working for:
With this degree you could become:
Career Destination Statistics indicate a significant number of sports graduates go on to study the PGCE in Physical Education or other postgraduate qualifications both at the University of Ulster and at other institutions in the UK and abroad. A growing number of graduates gain employment in the leisure industry, with a significant proportion of each cohort embarking on careers in areas unrelated to sport. The extensive placement programme allows the course team to remain in touch with the needs of employers. Students completing this degree would be well equipped to undertake a growing number of postgraduate courses. Opportunities for MPhil/DPhil level studies may be available for those who demonstrate the requisite abilities. A range of career options can be viewed on the School of Sport's careers website www.ulster.ac.uk/careersin/sport
This degree programme offers students the opportunity to complete a Diploma in Professional Practice (DPP) or Diploma in Professional Practice (International). This is an optional one-year placement opportunity offered to all students who successfully complete Year 2. Placement is considered an important component of the professional preparation of students for careers in the areas of Sports Development, Sport and Leisure Management, and Physical Education. Placement opportunities currently exist in a range of areas in Northern Ireland, the rest of the UK and further afield, for example: local schools, local authorities, national governing bodies and sports teams. The school-based placement has been popular with students hoping to pursue a career as Physical Education teachers. In addition to the work of the placement coordinator and staff team in developing placement opportunities, students are encouraged to actively pursue new placement opportunities each year. The School of Sport also offers all undergraduate honours students the option of studying abroad for a year in their third year (DIAS). Modules currently offered within and through the degree programme have worked based aspects connected to the curriculum, with a number of assessments applied to work-based scenarios.
Undergraduate fees are subject to annual review, 2025/26 fees will be announced in due course.
See our tuition fees page for the current fees for 2024/25 entry.
The student with the highest mark within Sport Studies is awarded the Professor Eric Saunders memorial trophy.
Additional Costs - Sports Kit, Access NI fee, Coaching Awards
As part of entry to your course, you will be required to purchase 2 items from a selection of branded Ulster School of Sport sports wear and have access to a suitable laptop/desktop PC.
For those who choose performance analysis, the software typically costs around £60-80 per annum.
Applicants should also note that they might be required to submit an Enhanced Access NI check during the course, should they be involved in “regulated activity” whilst on placement. More information on Enhanced Disclosures may be accessed at http://www.accessni.gov.uk An enhanced check currently costs £33.00.
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.
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.
