BA Physical Education


Attendance
Full Time
Award
Degree of Bachelor of Arts



UCAS Course Code
XC16
A-Level typical
ABB (2017/8 entry) See All Requirements
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Ranked within the Top 10 for Sports Science in the Complete University Guide 2017, if you are interested in a future career in physical education, sport, coaching, sport development, physical activity or health, the BA (Hons) Physical Education degree provides you with a multidisciplinary applied degree that integrates theoretical and practical knowledge relevant to employment opportunities.

The degree balances a compulsory core with optional modules giving scope for you to tailor your degree programme to your own personal and/or future employment interests.

Overview

If you are interested in a future career in physical education, sport, coaching, sport development, physical activity or health, the BA Physical Education degree provides you with a multidisciplinary applied degree that integrates theoretical and practical knowledge relevant to employment opportunities. The degree balances a compulsory core with optional modules giving scope for you to tailor your degree programme to your own personal and/or future employment interests.

 “I’ve been aspiring to become a PE teacher for a long time, but I was worried that a degree in sport science alone would not give me the relevant knowledge and experience I would need in order to teach. That’s why I chose to do the BA in Physical Education.”

Emily Creed, BA Physical Education Graduate

Our graduates from the degree programme have gone on to pursue a range of careers and further study options in the areas of sport, physical education, health and physical activity. In a recent survey 100% of BA Physical Education graduates, who were available for work, were in employment or further study six months after graduation.

For those who wish to pursue a career in teaching our graduates have successfully applied to study on our Initial Teacher Education courses (Secondary and Primary) or for further training through School Direct. A large number of our graduates have also pursued postgraduate study at both Masters and Doctoral level across a broad range of disciplines in sport, physical education and physical activity, e.g., in Physiotherapy, Nutrition, Physical Activity and Public Health, Sport and Exercise Psychology, Sport Coaching and Performance Analysis. Other graduates have also pursued postgraduate study in the areas of Social Science Research Methods, and Business Management; as well as finding employment in a variety of roles in the physical activity, sport development and health and fitness sector.

Our teaching programme draws on contemporary research, alongside giving you the opportunity to experience a range of physical education, sport and physical activity settings.

These include schools, health and fitness settings, coaching, and the youth and voluntary sectors. Placement experiences are integrated into modules to provide you with first-hand experience of the application of theory to practice and the opportunity to explore different career options.

We have a strong emphasis on you as the facilitator of your own learning, promoting ownership of your development during your degree programme. We use an inter-disciplinary approach to teaching, allowing you to explore the context and application of various key disciplines and how they relate to physical education, sport and physical activity, from psychology through to sociology, physiology, fitness and training, pedagogy, performance analysis, sport development and health promotion. The success of our approach to learning is reflected in the achievement of our graduates with an average of 82% of graduates in 2013 and 2014 achieving a 2:1 or 1st class degree classification.

The degree also gives you the opportunity to pursue a range of nationally accredited coaching and officiating awards alongside the set curriculum to enhance your employability and explore different career options.

Sportspark

UEA’s Sportspark is one of the finest sports complexes in Britain, and is home to international standard sports facilities. You will spend much of your time in the Sportspark working in seminar groups within the sporting environment to allow you to put theory into practice straight away.

Course Structure

The academic year consists of two 12-week semesters, followed by a six-week examination period. In each semester, you will typically take three modules. A module structure usually consists of lectures with practical workshops and/or seminars. Small group working ensures that students can interact with lecturers and peers to develop their understanding of physical education, sport and physical activity. Extensive independent study is also a key element of the course.

Students benefit from a high staff/student ratio with support provided by experienced staff in a School of Education renowned for its excellence in teaching and research.

Year 1

The first year of study introduces you to the key areas underpinning the study of physical education, sport and physical activity. Core modules in the areas of psychology, physiology, skill acquisition and health will introduce you to factors influencing the performance, participation and development of individuals within physical education, sport and physical activity settings. You will also gain subject specific knowledge across a range of games activities.

As we attract students from a range of academic backgrounds, we have designed the module ‘Academic Skills in Physical Education’ to facilitate a smooth transition into higher education study. Other modules include:

  • The Anatomical & Physiological Basis of Human Movement
  • Acquiring and Developing Skill
  • Sport & Exercise Psychology
  • Health-Related Exercise
  • Games Activities

Year 2

You will study a combination of compulsory and optional modules from different aspects of physical education, sport and physical activity, allowing you to tailor your learning to your future career aspirations. You can choose modules that enable you to develop your knowledge and understanding of physical education within the curriculum, or physical education and sport from a lifelong physical activity or sport development perspective. You will also undertake a placement experience to explore how your academic study informs and links with employment opportunities. A compulsory research module ‘Research Enquiry in Physical Education’ in Year 2 provides the foundation for the ‘Dissertation’ module in Year 3.

The optional modules available are:

  • Professional Skills in Physical Education
  • Inclusive Physical Education
  • Partnerships in Physical Activity Provision
  • Athletic & Aquatic Activities
  • Policy & Practice in Physical Education
  • Psychology of Physical Activity

 Year 3

In the third year you will design and implement your own research project in the ‘Dissertation’ module under the supervision of a member of staff. You will also choose from a range of optional modules to complement or extend your previous study and your future career aspirations.

The optional modules available are:

  • Aesthetic Activities
  • Psychology of Physical Education
  • Analysis & Classification of Sport
  • Outdoor & Adventurous Activities
  • Physical Education in the 21st Century
  • Health & Physical Activity Promotion

In both years two and three, you are given the opportunity to choose a module from a range selected by the School, enabling you to expand and enrich your studies.

Assessment

Assessment methods are varied and include written assignments, examinations, fieldwork manuals, reflective logs, academic posters, presentations and a dissertation.

What Next?

The multi-disciplinary nature of this degree ensures you will enter the workplace as a skilled and confident graduate and an advocate for education. Our graduates are successful in securing employment across a range of sectors and organisations, including:

  • Teaching within Schools and Universities
  • Museum and Library Service
  • Business / Commerce Research
  • Educational Research
  • Managerial and Administrative roles within Schools
  • Caring Professions
  • Youth, Community or Charity Work
  • City Councils

You will also graduate with the skills and knowledge necessary to progress to a PGCE in primary school teaching. In addition, many of our graduates decide to continue their studies and undertake other postgraduate courses including Master’s degrees. 


Course Modules

Students must study the following modules for 120 credits:

Name Code Credits

ACADEMIC SKILLS IN PHYSICAL EDUCATION

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module aims to support students in the development of the academic study skills needed for studying in Higher Education. The focus will be on introducing and developing study skills and techniques to help them meet both their immediate and long-term study needs and provide them with a foundation for lifelong learning. Learning Outcomes: (a)Locate, interpret, analyse and use an extensive range of relevant Higher Education sources; (b)Develop reading and writing strategies required for Higher Education: (c) Develop key revision and exam strategies for HE assessment; (d) Understand that personal skills and qualities may support higher level study skills and learning strategies; (e)Develop critical, analytical thinking strategies when carrying out academic reading and writing tasks; (f)Communicate their ideas in an accurate, focused and structured manner; (g)Present and analyse arguments/discussions logically and progressively; (h)Engage in focused, analytical reviews of their learning processes and practices; (i)Approach their learning in a reflective, self-evaluating manner. Content (Autumn Semester): Identification of personal skills and preferred approaches to learning; target setting and monitoring; effective use of reflective learning logs; development of basic study skills and strategies for effective learning; locating, using and evaluating data sources (conventional and on-line); introduction to intelligence and learning theories; development of thinking skills; preparing for assignments and examinations; independent and collaborative learning strategies; development of effective oral and written presentation and communication skills. Content (Spring Semester): Essential academic study skills; personal development planning; experiential and creative learning strategies; effective use of formative feedback; reflective learning logs; academic integrity - plagiarism; reading critically; effective note-taking; locating, using and evaluating information sources (conventional and online); learning styles and behaviours; social and emotional aspects of learning; information literacy; managing academic writing; preparing for assignments and examinations; producing resources to support learning; conducting small-scale research studies; qualitative and quantitative data; career opportunities; independent and collaborative learning strategies; effective oral and written presentation and communication skills. Assessment 100% Coursework

EDUP4006Y

20

ACQUIRING AND DEVELOPING SKILLS

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: The aim of the module is to examine the nature of skill learning and some of the selected factors which influence the acquisition of motor skills. Learning Outcomes: a.Develop and apply an understanding of theoretical perspectives which inform the area of learning to skill acquisition and development in the practical setting; b.Develop an understanding of the information processing model of skill acquisition; c. Identify the key factors which influence motor learning. Content: An introduction to the acquisition of motor skills, stressing the processes that are in operation during learning and performance; key theorists(e.g. Skinner, Thorndike and Bandura); the progressive development of skill in a variety of contexts and the features of the different stages of learning; definitions and characteristics of skilled performance; information processing models of skill acquisition: Input - Decision-making - Output components of information processing; the nature and role of perception and attention; memory frameworks; reaction time; transfer conditions; feedback; identification and application of these principles for learning in sport and exercise; Motor learning models (e.g. Schmidt) and their application to the learning and performance of closed and open skills; the importance of different practice regimens, e.g. massed and distributed, and whole and part, and their application to the teaching and learning of motor skills. Assessment: Coursework: 50% Course test: 50%

EDUP4007A

20

GAMES ACTIVITIES

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module aims to examine the main concepts associated with Games activities. Specifically, it will involve the detailed analysis and critical evaluation of the structural, strategic and technical components of Games; to develop subject knowledge of Games activities . Learning Outcomes: a.To identify and critically evaluate the principles, concepts which underpin games activities; b To apply the principles and concepts that are associated with games to a range of games activities c.To analyse and apply how tactics and strategies can be applied to different games activities in different sporting contexts; Content: This module allows students to study a range of Games activities (Invasion, Net/Wall, Striking/Fielding), in detail, from a practical and theoretical standpoint in an applied setting. The focus is to undertake a detailed analysis of components, strategies, and principles within selected Games. Assessment: Coursework 100%

EDUP4004Y

20

PRINCIPLES OF FITNESS AND TRAINING

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module allows students to examine the parameters of fitness and principles of training and their application to the enhancement of sporting performance, health and well-being. Learning Outcomes: a.Understand the specific fitness requirements for selected sports; b.Acquire and develop training principles to develop fitness in relation to performance, and health and well-being; c.Develop an informed awareness concerning the basis for fitness testing; d.Understand the relationship between training, planning and performance improvement and health; e. Conduct a needs analysis of a selected performer and develop knowledge of the training needs of more able and elite athletes; f.Understand and explain the fitness levels required to participate competently in various types of physical conditioning sessions. Content: In-depth study of the fundamental parameters of fitness; principles and types of training, including circuits, resistance, fartlek, continuous, endurance and interval training; fitness testing; organisation, structure, planning, management and evaluation of a training programme; annual and long term planning development to create training programmes for performers ranging from individual sessions to four year development plans; and the benefits to health and well-being. Assessment: 100% Examination

EDUP4003B

20

SPORT AND EXERCISE PSYCHOLOGY

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module introduces students to the fundamental principles underpinning the psychology of sport and exercise. This will allow students to understand influencing participation and performance in sport and exercise settings. Learning Outcomes: a.Develop an understanding of a range of interpersonal, intrapersonal and situational factors that underpin and influence participation, performance and behaviour in sport and exercise settings; b.Understand why and how psychology may be used to improve participation and performance; c.Apply knowledge of psychological processes which influence participation and performance. Content: History and nature of sport and exercise psychology; introduction to the study of individual, group and situational factors that influence participation and performance, such as, anxiety, attributions, arousal, motivation; group dynamics and leadership; morality;peer relationships and coach-athlete relationship. Assessment 100% Examination

EDUP4005B

20

THE ANATOMICAL AND PHYSIOLOGICAL BASIS OF HUMAN MOVEMENT

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module provides a thorough foundation in the principles of anatomy and physiology forming part of the underpinning knowledge of teaching and coaching for performance. Learning Outcomes a Factual knowledge of the structures and functions of various physiological systems; b An understanding of the structure and function of the human body in relation to participation in physical education and physical activity; c Experience of basic field-based techniques in exercise physiology; d An understanding of the basic principles governing sports movements; e An understanding of the application of anatomical and physiological knowledge to specific examples in physical activity. Content: Structure and function of the skeleton, joints and muscles and how these relate to the movement and musculature of the upper body, trunk and lower extremities; the role of skeletal muscles during aerobics and anaerobic performance; the concept of homeostasis, circulatory and respiratory systems; energy systems; description of movement, principles and technique; growth, maturation and development application of anatomy and physiology to physical activity. Assessment: Lab Report (2500words) 50% Course Test: 50%

EDUP4008A

20

Students must study the following modules for 20 credits:

Name Code Credits

RESEARCH ENQUIRY IN PHYSICAL EDUCATION

EDUP5009Y

20

Students will select 40 credits from the following modules:

Name Code Credits

INCLUSIVE PHYSICAL EDUCATION

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module aims to develop knowledge and understanding of key concepts underpinning critical sociological enquiry in Physical Education by examining the way in which contemporary policies and practices of physical education influence conceptions of 'the body', 'ability' and 'health'. This module considers opportunities for and barriers to developing greater equity and inclusion in physical education. Integral to this module is a placement of the student's choice. Learning Outcomes: a.Understand and critique contemporary developments in physical education and the implications for equity, inclusion and equality; b.Appraise the justification of physical education on the curriculum; c.Apply principles in adapting practical activities to suit differing needs and abilities; d.Formulate logical arguments in support of your views and beliefs concerning the nature of physical education; e Critically reflect on and during observations and experiences within the professional placement through experiential learning and its relationship to underlying theory. Content This module aims to provide students with knowledge and understanding of inclusion issues as they relate to Physical Education and School Sports provision in order to gain a deeper understanding of individual differences concerning ability, gender and race. Students will critically analyse issues related to inclusion of pupils with differing abilities and needs in mainstream school, and the potential for all pupils to have access and opportunity to participate in meaningful physical activity. Students will also gain an understanding of physical education provision within Special Schools through a short placement opportunity. Assessment Coursework 50% Examination 50%

EDUP5008Y

40

PARTNERSHIPS IN SPORT PROVISION

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON THE BA PHYSICAL EDUCATION. Aim: This module develops an understanding of the nature and purpose of sports development within its historical and current landscape. Students will complete the module with a thorough understanding of where sports development and community sport has come from and the contribution it currently makes to the government's agenda. Critically analysing the various national, regional and local partners who make up this landscape, students will explore the career opportunities that exist within this sector. Learning Outcomes: a.Show an appreciation of the range and structure of provision for sports activities in the UK; b.Assess the effectiveness of a range of providers in promoting and delivering sport in the community; c.Understand the functions and characteristics of sporting activities in the context of national politics; d.Explain and critique contemporary developments in sport and the implications for diverse communities, organisations and individuals. e.Review multi agency approaches in their direction and critique national strategies; f.Understand the relationships between selected industrial sectors of sport (public, private and voluntary); Content: Students will build up a picture of the PE and sport development spectrum from birth to life-long participation, including performance, volunteering, coaching and governance infra-structure across the East Region and the UK. A review of sport policy will take place, examining the implications and differences of delivering the governments sports agendas. Focus will also be on the reflection of the marketing of physical activity to adults and young people, drawing on national campaigns and initiatives. Provision across the public, private, voluntary and commercial sectors will be explored in relation to the nature of provision and the markets served. Assessment Coursework 50% Examination 50%

EDUP5011Y

40

PROFESSIONAL SKILLS

THIS MODULE IS ONLY AVAILABE TO STUDENTS ENROLLED ON THE BA PHYSICAL EDUCATION. Aim: This module aims to introduce students to the theoretical underpinnings of good practice in physical education teaching and to explore the fundamental subject specific teaching skills required for the effective delivery of physical education in schools. Integral to this module is a placement of the student's choice. Learning Outcomes: a.Understand the importance of positive learning climates in physical education lessons; b.Be aware of strategies for organising time, pupils and space to maximise participation and learning; c.Know the principles of safe practice in physical education lessons; d.Be familiar with the key principles of planning, presenting and progression of lessons; demonstrating and intervening in the effective delivery of physical education; e.Understand the principles of different teaching styles and different approaches to facilitating learning; f. Critically reflect on and during observations and experiences within a professional placement through experiential learning and its relationship to underlying theory. Content: Most elements of the module will be delivered through involvement and participation in practical workshops and seminars, to include the following: safe practice and risk assessment in physical education with regard to the environment, facilities, equipment, delivery and organisation or pupils. Planning decisions such as: content, organisation, presentation and progression of material; lesson structure and information to include in a lesson plan; reflection and evaluation of teaching; elements that constitute a positive learning climate and expressing authority in the classroom; progression in the range and content across the National Curriculum for Physical Education; the use of ICT to enhance teaching and learning in physical education; the continuum of teaching styles and models of teaching and learning such as Games for Understanding and Sport Education. Assessment Coursework 50% Examination 50%

EDUP5010Y

40

Students will select 20 credits from the following modules:

Name Code Credits

ATHLETIC AND AQUATIC ACTIVITIES

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module develops knowledge, skill and understanding of the fundamental principles of Athletics and Aquatics from both a conceptual and contextual perspective. The module focuses on the importance of body preparation, skill learning and progression. Learning Outcomes: a.Understand the fundamentals of technique, body training and progression in athletics and aquatics; b.Describe and apply the processes and skills required to work together in a group when learning relevant skills; c.Utilise and understand the importance of effective communication and safe practice in the activities studied; d.Develop technical knowledge, understanding and personal skills within athletics and aquatics. e.Understand and demonstrate sound officiating and judging of performance situations; f.Understand the contribution of athletics and aquatic activities to the physical education curriculum. Content: Athletics: warming up safely; track events, including sprints, relay and hurdles; jumps, focusing on high, long and triple jump; Throws, focusing on javelin, discus and shot putt. Aquatics: the theory and practice of aquatics, including fluid mechanics, buoyancy, propulsion, drag and streamlining; mechanics of strokes, stroke analysis, faults and correction of front and back crawl/ breast stroke and butterfly; contrasting activities: lifesaving, synchronised swimming and water polo. Assessment for this Module: Coursework 50% Course Test 50%

EDUP5006B

20

POLICY AND PRACTICE IN PHYSICAL EDUCATION

Description: This module introduces students to macro level policy and micro level practice in relation to the delivery of compelling high quality physical education and school sport. The module explores the emergence and rationalisation of physical education policy and national strategies such as the National Curriculum, Physical Education, School Sport and Club Links Strategy (PESSCL/PESSYP), physical literacy and accredited qualifications. Contemporary physical education practice is studied within the context of tradition and philosophies associated with the delivery of the subject. Safe practice and risk assessment is explored in relation to the delivery of high quality physical education and off-site outdoor and adventurous activities. The theory-practice interface is contextualised through a range of case studies, applied through a series of organised educational visits. Students embarking on this module must have UEA DBS clearance BEFORE the module starts. The learning objectives of this module are to: a) Understand macro level policy and micro level practice in relation to the delivery of high quality physical education and school sport; b) Know about the emergence and rationalisation of school physical education policy including the National Curriculum and national strategies; c) Appreciate physical literacy, contemporary physical education practice and the influences of tradition, ritual, philosophies and values; d) Gain an awareness of health, safety and risk assessment as part of on-site and off-site physical education curriculum activities; e) Know about academic qualifications in physical education; f) Experience case studies of high quality physical education and school sport practice, through a range of school and educational visits, contextualising the theory-practice interface. Learning outcomes: By the end of this module you will be able to: a) Demonstrate an informed perspective about the history, values, policy and practice in the provision of physical education and school sport in the UK; b) Demonstrate a working knowledge of the subject content and academic qualifications of physical education at Key Stages 1-5; c) Explain and critique contemporary developments in physical education and school sport; d) Appreciate the safety demands associated with on-site and off-site activities as part of the physical education curriculum; e) Critically appraise the justification of physical education on the curriculum; f) Formulate logical arguments in support of views and beliefs concerning the nature of physical education and school sport; g) Observe and reflect on specific physical education contexts.

EDUP5014B

20

PSYCHOLOGY OF PHYSICAL ACTIVITY

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module will provide students with an understanding of the key psychological correlates and consequences of health-enhancing physical activity and sedentary behaviour. It will introduce students to the theoretical underpinnings of this area of study. Learning Outcomes: a.Describe and understand the links between health and both physical activity and sedentary behaviour; b Understand the behavioural epidemiological framework for the study of physical activity; c.Identify and evaluate the correlates of physical activity; d.Summarise and evaluate key psychological theories of physical activity behaviour such as Theory of Planned behaviour, Self-Efficacy Theory, and Social Ecological Model; e.Discuss the Transtheoretical Model of behaviour change and its application to physical activity; f Summarise and evaluate key findings in relation to sedentary behaviour. . Content: This module aims to provide students with knowledge and understanding of factors associated with physical activity participation (initiation and maintenance). Students will analyse physical activity and sedentary behaviour and their links to health. Students will also gain an understanding of a range of theories associated with physical activity participation. Students will complete a walking intervention during the module to enable them to reflect on the issues associated with incorporating physical activity into a healthy, balanced lifestyle. Assessment Coursework 100%

EDUP5007B

20

Students will select 20 - 40 credits from the following modules:

Option C will be made available as free choice options depending on student enrolment selections for Option A and Option B.

Name Code Credits

ATHLETIC AND AQUATIC ACTIVITIES

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module develops knowledge, skill and understanding of the fundamental principles of Athletics and Aquatics from both a conceptual and contextual perspective. The module focuses on the importance of body preparation, skill learning and progression. Learning Outcomes: a.Understand the fundamentals of technique, body training and progression in athletics and aquatics; b.Describe and apply the processes and skills required to work together in a group when learning relevant skills; c.Utilise and understand the importance of effective communication and safe practice in the activities studied; d.Develop technical knowledge, understanding and personal skills within athletics and aquatics. e.Understand and demonstrate sound officiating and judging of performance situations; f.Understand the contribution of athletics and aquatic activities to the physical education curriculum. Content: Athletics: warming up safely; track events, including sprints, relay and hurdles; jumps, focusing on high, long and triple jump; Throws, focusing on javelin, discus and shot putt. Aquatics: the theory and practice of aquatics, including fluid mechanics, buoyancy, propulsion, drag and streamlining; mechanics of strokes, stroke analysis, faults and correction of front and back crawl/ breast stroke and butterfly; contrasting activities: lifesaving, synchronised swimming and water polo. Assessment for this Module: Coursework 50% Course Test 50%

EDUP5006B

20

INCLUSIVE PHYSICAL EDUCATION

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module aims to develop knowledge and understanding of key concepts underpinning critical sociological enquiry in Physical Education by examining the way in which contemporary policies and practices of physical education influence conceptions of 'the body', 'ability' and 'health'. This module considers opportunities for and barriers to developing greater equity and inclusion in physical education. Integral to this module is a placement of the student's choice. Learning Outcomes: a.Understand and critique contemporary developments in physical education and the implications for equity, inclusion and equality; b.Appraise the justification of physical education on the curriculum; c.Apply principles in adapting practical activities to suit differing needs and abilities; d.Formulate logical arguments in support of your views and beliefs concerning the nature of physical education; e Critically reflect on and during observations and experiences within the professional placement through experiential learning and its relationship to underlying theory. Content This module aims to provide students with knowledge and understanding of inclusion issues as they relate to Physical Education and School Sports provision in order to gain a deeper understanding of individual differences concerning ability, gender and race. Students will critically analyse issues related to inclusion of pupils with differing abilities and needs in mainstream school, and the potential for all pupils to have access and opportunity to participate in meaningful physical activity. Students will also gain an understanding of physical education provision within Special Schools through a short placement opportunity. Assessment Coursework 100%

EDUP5019A

20

PARTNERSHIPS IN SPORT PROVISION

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON THE BA PHYSICAL EDUCATION. Aim: This module develops an understanding of the nature and purpose of sports development within its historical and current landscape. Students will complete the module with a thorough understanding of where sports development and community sport has come from and the contribution it currently makes to the government's agenda. Critically analysing the various national, regional and local partners who make up this landscape, students will explore the career opportunities that exist within this sector. Students should complete the module being equipped to start a career in the sports industry and with the knowledge and skills to progress within the field. Learning Outcomes: a.Show an appreciation of the range and structure of provision for sports activities in the UK; b.Assess the effectiveness of a range of providers in promoting and delivering sport in the community; c.Understand the functions and characteristics of sporting activities in the context of national politics; d.Explain and critique contemporary developments in sport and the implications for diverse communities, organisations and individuals. e.Appraise multi agency approaches in their direction and critique national strategies; f.Understand the inter-connection between selected industrial sectors of sport (public, private and voluntary); Content: Students will build up a picture of the PE and sport development spectrum from birth to life-long participation, including performance, volunteering, coaching and governance infra-structure across the East Region and the UK. A review of sport policy will take place, examining the implications and differences of delivering the governments sports agendas. Focus will also be on the reflection of the marketing of physical activity to adults and young people, drawing on national campaigns and initiatives. Provision across the public, private, voluntary and commercial sectors will be explored in relation to the nature of provision and the markets served. Assessment Coursework 100%

EDUP5017A

20

POLICY AND PRACTICE IN PHYSICAL EDUCATION

Description: This module introduces students to macro level policy and micro level practice in relation to the delivery of compelling high quality physical education and school sport. The module explores the emergence and rationalisation of physical education policy and national strategies such as the National Curriculum, Physical Education, School Sport and Club Links Strategy (PESSCL/PESSYP), physical literacy and accredited qualifications. Contemporary physical education practice is studied within the context of tradition and philosophies associated with the delivery of the subject. Safe practice and risk assessment is explored in relation to the delivery of high quality physical education and off-site outdoor and adventurous activities. The theory-practice interface is contextualised through a range of case studies, applied through a series of organised educational visits. Students embarking on this module must have UEA DBS clearance BEFORE the module starts. The learning objectives of this module are to: a) Understand macro level policy and micro level practice in relation to the delivery of high quality physical education and school sport; b) Know about the emergence and rationalisation of school physical education policy including the National Curriculum and national strategies; c) Appreciate physical literacy, contemporary physical education practice and the influences of tradition, ritual, philosophies and values; d) Gain an awareness of health, safety and risk assessment as part of on-site and off-site physical education curriculum activities; e) Know about academic qualifications in physical education; f) Experience case studies of high quality physical education and school sport practice, through a range of school and educational visits, contextualising the theory-practice interface. Learning outcomes: By the end of this module you will be able to: a) Demonstrate an informed perspective about the history, values, policy and practice in the provision of physical education and school sport in the UK; b) Demonstrate a working knowledge of the subject content and academic qualifications of physical education at Key Stages 1-5; c) Explain and critique contemporary developments in physical education and school sport; d) Appreciate the safety demands associated with on-site and off-site activities as part of the physical education curriculum; e) Critically appraise the justification of physical education on the curriculum; f) Formulate logical arguments in support of views and beliefs concerning the nature of physical education and school sport; g) Observe and reflect on specific physical education contexts.

EDUP5014B

20

PROFESSIONAL SKILLS

THIS MODULE IS ONLY AVAILABE TO STUDENTS ENROLLED ON THE BA PHYSICAL EDUCATION. Aim: This module aims to introduce students to the theoretical underpinnings of good practice in physical education teaching and to explore the fundamental subject specific teaching skills required for the effective delivery of physical education in schools. Integral to this module is a placement of the student's choice. Learning Outcomes: a.Understand the importance of positive learning climates in physical education lessons; b.Be aware of strategies for organising time, pupils and space to maximise participation and learning; c.Know the principles of safe practice in physical education lessons; d.Be familiar with the key principles of planning, presenting and progression of lessons; demonstrating and intervening in the effective delivery of physical education; e.Understand the principles of different teaching styles and different approaches to facilitating learning; f. Critically reflect on and during observations and experiences within a professional placement through experiential learning and its relationship to underlying theory. Content: Most elements of the module will be delivered through involvement and participation in practical workshops and seminars, to include the following: safe practice and risk assessment in physical education with regard to the environment, facilities, equipment, delivery and organisation or pupils. Planning decisions such as: content, organisation, presentation and progression of material; lesson structure and information to include in a lesson plan; reflection and evaluation of teaching; elements that constitute a positive learning climate and expressing authority in the classroom; progression in the range and content across the National Curriculum for Physical Education; the use of ICT to enhance teaching and learning in physical education; the continuum of teaching styles and models of teaching and learning such as Games for Understanding and Sport Education. Assessment Coursework 100%

EDUP5020A

20

PSYCHOLOGY OF PHYSICAL ACTIVITY

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module will provide students with an understanding of the key psychological correlates and consequences of health-enhancing physical activity and sedentary behaviour. It will introduce students to the theoretical underpinnings of this area of study. Learning Outcomes: a.Describe and understand the links between health and both physical activity and sedentary behaviour; b Understand the behavioural epidemiological framework for the study of physical activity; c.Identify and evaluate the correlates of physical activity; d.Summarise and evaluate key psychological theories of physical activity behaviour such as Theory of Planned behaviour, Self-Efficacy Theory, and Social Ecological Model; e.Discuss the Transtheoretical Model of behaviour change and its application to physical activity; f Summarise and evaluate key findings in relation to sedentary behaviour. . Content: This module aims to provide students with knowledge and understanding of factors associated with physical activity participation (initiation and maintenance). Students will analyse physical activity and sedentary behaviour and their links to health. Students will also gain an understanding of a range of theories associated with physical activity participation. Students will complete a walking intervention during the module to enable them to reflect on the issues associated with incorporating physical activity into a healthy, balanced lifestyle. Assessment Coursework 100%

EDUP5007B

20

Students will select 0 - 20 credits from the following modules:

Students must ensure that a module chosen from this range does not have a timetable clash with modules selected in other ranges. Please note that if you would like to study a module not listed below, please speak to the Course Director. The modules listed below are available subject to confirmation from the school.

Name Code Credits

INTRODUCTION TO BRITISH SIGN LANGUAGE I

A beginners' course in British Sign Language assuming no prior or minimal knowledge of the language. It is designed to provide students with basic training in communication with deaf people and an awareness of life and culture in the deaf world. Teaching and learning strategies include the use of signed conversation, role play, games and exercises to embed vocabulary and principles unique to a visual language. Assessment is based on a Sign Language conversation and one written assessment. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. Please note that students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module at the Teacher's discretion.

PPLB4031A

20

INTRODUCTION TO BRITISH SIGN LANGUAGE I (SPRING START)

A beginners' course in British Sign Language assuming no prior or minimal knowledge of the language. It is designed to provide students with basic training in communication with deaf people and an awareness of life and culture in the deaf world. Teaching and learning strategies include the use of signed conversation, role play, games and exercises to embed vocabulary and principles unique to a visual language. Assessment is based on a Sign Language conversation and in-class assessments. Please note that very occasionally subsidiary language modules may be cancelled due to low enrolment. More classes will be put on if demand for PPLB4032B is low. Please note that students who are found to have a level of knowledge that exceeds the level for which they have enrolled may be asked to withdraw from the module at the Teacher's discretion.

PPLB4033B

20

Students must study the following modules for 40 credits:

Name Code Credits

DISSERTATION

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module focuses on the designing and implementation of an independent original research study. Based on proposals developed at the end of the second year, students are required to implement and critically evaluate their chosen research topic. Students will utilise knowledge gained from other modules on the BA Physical Education programme and the expertise of the staff within the School of Education and Lifelong Learning. Learning Outcomes: a Organise and implement an independent research study within the chosen research context; b Effectively adopt organisational and time management strategies in completing the dissertation project; c Critically evaluate current literature and the theoretical perspectives, specific to the context of the proposed study. d Complete the key components of the dissertation, including introduction, literature review, methodology, data analysis, discussion and conclusion, specific to the chosen research topic; e Determine and implement suitable data analysis approaches, specific to the chosen research project; f Organise logically, discuss intelligently, and express clearly the results of this analysis and to offer appropriate insights into the research topic; g Demonstrate effective writing and presentation skills, appropriate to the chosen research topic. Content: Organising data collection within the chosen field of research; implementing ethical practices in consideration of sensitivities of the researcher and participants; developing theoretical perspectives and framework; organising data collection; conducting data analysis; Identifying and completing the key components of the dissertation chapters including: introduction, literature review, methodology, discussion and conclusion. Critical reflection on the practice of conducting independent research; writing coherent methodology and methods chapters; choosing forms of representation. Assessment: Dissertation 100% Word Count Min 8,000-9,000

EDUP6017Y

40

Students will select 20 credits from the following modules:

Name Code Credits

AESTHETIC ACTIVITIES

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module explores the fundamental principles of Gymnastics and Dance activities from a conceptual and contextual perspective. Students will develop their subject knowledge, skills and understanding through practical skills and performance, in preparation for an Initial Teacher Training course. Learning Outcomes: a Understand the fundamental techniques, body training and progression in gymnastics and dance within a Physical Education context. b Utilise and understand the importance of effective group work and safe practice in the gymnastics and dance. c Develop the ability to generate, explore, select, adapt and refine dance motifs and gymnastic sequences. d Observe and analyse movement patterns to evaluate performance and design strategies for bringing about improvement within a variety of given contexts. e Reflect on knowledge and practical competence, identifying strengths and weaknesses. f Understand and appreciate the conceptual and contextual place of aesthetic activities as part of the national curriculum for Physical Education. g Consolidate and extend knowledge of dance and Gymnastics in Key Stages 3 and 4 of the NCPE. Content: Through practical work students will develop their skills and understanding of the principles which underpin the learning outcomes of accurate replication and exploring and communicating ideas, concepts and emotions. Sessions will introduce fundamental principles of Dance - experiencing and developing personal skills in dance safety, techniques and styles pertaining to school dance contexts; generating, exploring, selecting, adapting and refining dance motifs in relation to dance ideas and specific groups; the study of choreographic devices in relation to dance ideas and styles. The second half of the semester sessions will introduce the fundamental principles of Gymnastics - warm up and conditioning for gymnastics, progressions and techniques development in the formal skills; rolls and inversion, introducing flight, safety and supporting considerations in vaulting, an introduction to apparatus. Assessment: Dance - Coursework and Practical Exam 50% Gym - Coursework and Practical Exam 50%

EDUP6006A

20

ANALYSIS AND CLASSIFICATION OF SPORT

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION Aim: In this module students will analyse sport activity at a conceptual level, developing an appreciation of the tactical, technical and physical demands imposed by the sport problems of the different activity. Learning Outcomes: a Identify and critically examine the classification systems for characterising sport and physical activity; b Identify and critically explain the structural, strategic and technical similarities and differences amongst sports. c Critically examine the scientific literature relating to performance analysis; d Demonstrate an understanding of the theoretical principles of the various aspects of performance analysis; e Know how to construct a performance analysis system; f Explain and interpret the results of various analysis systems; g Understand the implications that performance analysis data has for teachers; h Appreciate the contribution that the discipline of performance analysis makes to obtain a complete performance profile. Content What is sport and how is it defined; classification of sport - from an historical, physiological, psychological and curriculum perspective; uses of different classifications; similarities and differences among sports - structure, strategy and techniques; performance analysis; notational and match analysis systems - hand and computerised; analysis of movement patterns - time-motion analysis; analysis of performance - technique; physiological analysis - heart rate; and video feedback.

EDUP6010A

20

PSYCHOLOGY OF PHYSICAL EDUCATION

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON THE BA PHYSICAL EDUCATION. Aim: This module will provide students with an understanding of the key psychological factors that influence pupils' participation and engagement in PE. Students will consider the role of the teacher and the learning environment from a psychological perspective. It will introduce students to the theoretical and practical issues underpinning this area of study. Learning Outcomes: a.Critically evaluate a range of interpersonal, intrapersonal and situational factors that influence pupils' participation, behaviour and engagement in PE; b.Apply knowledge of theories to enhance the practical context; c.Critically reflect on the role of the teacher from a psychological perspective. Content: Factors influencing participation and engagement in PE including, attitudes, motivation, perceived competence, physical self-perceptions, interest and value, self-determination: theories of motivation; the motivational climate, prosocial behaviour; social influences; self-regulation; the role of the teacher from a psychological perspective.

EDUP6009A

20

Students will select 20 credits from the following modules:

Name Code Credits

HEALTH AND PHYSICAL ACTIVITY PROMOTION

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module analyses the concepts, principles and context underpinning health and physical activity promotion. Consideration is given to health, activity and fitness status of adults and young people, including exercise guidance for different population groups. The role of PE in health and physical activity promotion will be reviewed and examined, and students will assess intervention research evidence for the promotion of physical activity and assess the role of different agencies in the provision and promotion of health and physical activity. Students will complete an intervention strategy for their chosen target group based on national research and present their findings in an oral presentation. Learning Outcomes: a Define sport in a physical activity and health setting and understand the links between sport, health and physical activity: b Describe and critically evaluate the current guidelines for physical activity/exercise and their implications for health and health promotion; c Critically evaluate the correlates and barriers to physical activity in relation to the promotion of physical activity in a variety of populations; d Critically assess interventions and the research evidence for the promotion of sport, health and physical activity; e Understand the role of health education in promoting sport and physical activity in schools; f Propose feasible physical activity interventions for a target population. Content: The module will consider health and physical activity promotion in relation to theory and practice. Working in a local context, through national and local agencies; the implications for both physical and mental health; exercise and physical activity guidelines for a range of populations including adults, adolescents and young children; population surveys and barriers to physical activity and exercise participation; links between health and physical activity behaviour, physical activity intervention research. Assessment: Coursework 100%

EDUP6015B

20

OUTDOOR AND ADVENTUROUS ACTIVITIES

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION Aim: The Outdoor and Adventurous Activities (OAA) module is designed to develop an understanding of the value and importance of OAA in contemporary society and the importance of developing physical performance in the outdoors, and develop the necessary skills to effectively plan and lead an OAA trip. The module is designed to support the subject knowledge of OAA, both within and beyond the Physical Education Curriculum. Learning Outcomes: a Engage with a range of key theoretical perspectives and contemporary issues pertaining to OAA, including experiential learning and personal growth through adventure. b Develop an in-depth understanding of OAA and secure justifications of its importance and purpose within the school environment and beyond. c Develop proficiency in a range of activities ,maintaining logs, records and showing knowledge of awards and reflecting upon personal experiences within the OAA environment. d Demonstrate an understanding of significant contributors and figures which have influenced OAA. e Adopt a safe, purposeful and informed approach to planning and evaluating residential trips considering factors such as: personal protective equipment, competency, risk analysis and group management. Assessment: Coursework 50% Examination 50%

EDUP6013B

20

PHYSICAL EDUCATION IN THE 21 CENTURY

THIS MODULE IS ONLY FOR STUDENT ON THE BA PHYSICAL EDUCATION Aim: This module allows students to explore some of the social and cultural issues that inform the cultural structures found within physical education in contemporary British society and how these are formed and inform current identities, roles and positions of physical educators. Learning Outcomes: The ability to understand and utilise key theoretical theories that inform the structures and practices of physical education cultures. A critical awareness of the contemporary structures and social processes that influence the creation of physical education and sport subcultures. An understanding of the influence of physical education cultures upon the development of pupil and teaching identities. The ability to identify and evaluate topical issues, their meaning and function in contemporary culture. Assessment: Coursework 100%

EDUP6016B

20

Students will select 40 credits from the following modules:

Option C modules will be made available depending on student enrolment selections for Option A and Option B.

Name Code Credits

AESTHETIC ACTIVITIES

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module explores the fundamental principles of Gymnastics and Dance activities from a conceptual and contextual perspective. Students will develop their subject knowledge, skills and understanding through practical skills and performance, in preparation for an Initial Teacher Training course. Learning Outcomes: a Understand the fundamental techniques, body training and progression in gymnastics and dance within a Physical Education context. b Utilise and understand the importance of effective group work and safe practice in the gymnastics and dance. c Develop the ability to generate, explore, select, adapt and refine dance motifs and gymnastic sequences. d Observe and analyse movement patterns to evaluate performance and design strategies for bringing about improvement within a variety of given contexts. e Reflect on knowledge and practical competence, identifying strengths and weaknesses. f Understand and appreciate the conceptual and contextual place of aesthetic activities as part of the national curriculum for Physical Education. g Consolidate and extend knowledge of dance and Gymnastics in Key Stages 3 and 4 of the NCPE. Content: Through practical work students will develop their skills and understanding of the principles which underpin the learning outcomes of accurate replication and exploring and communicating ideas, concepts and emotions. Sessions will introduce fundamental principles of Dance - experiencing and developing personal skills in dance safety, techniques and styles pertaining to school dance contexts; generating, exploring, selecting, adapting and refining dance motifs in relation to dance ideas and specific groups; the study of choreographic devices in relation to dance ideas and styles. The second half of the semester sessions will introduce the fundamental principles of Gymnastics - warm up and conditioning for gymnastics, progressions and techniques development in the formal skills; rolls and inversion, introducing flight, safety and supporting considerations in vaulting, an introduction to apparatus. Assessment: Dance - Coursework and Practical Exam 50% Gym - Coursework and Practical Exam 50%

EDUP6006A

20

ANALYSIS AND CLASSIFICATION OF SPORT

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION Aim: In this module students will analyse sport activity at a conceptual level, developing an appreciation of the tactical, technical and physical demands imposed by the sport problems of the different activity. Learning Outcomes: a Identify and critically examine the classification systems for characterising sport and physical activity; b Identify and critically explain the structural, strategic and technical similarities and differences amongst sports. c Critically examine the scientific literature relating to performance analysis; d Demonstrate an understanding of the theoretical principles of the various aspects of performance analysis; e Know how to construct a performance analysis system; f Explain and interpret the results of various analysis systems; g Understand the implications that performance analysis data has for teachers; h Appreciate the contribution that the discipline of performance analysis makes to obtain a complete performance profile. Content What is sport and how is it defined; classification of sport - from an historical, physiological, psychological and curriculum perspective; uses of different classifications; similarities and differences among sports - structure, strategy and techniques; performance analysis; notational and match analysis systems - hand and computerised; analysis of movement patterns - time-motion analysis; analysis of performance - technique; physiological analysis - heart rate; and video feedback.

EDUP6010A

20

HEALTH AND PHYSICAL ACTIVITY PROMOTION

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION. Aim: This module analyses the concepts, principles and context underpinning health and physical activity promotion. Consideration is given to health, activity and fitness status of adults and young people, including exercise guidance for different population groups. The role of PE in health and physical activity promotion will be reviewed and examined, and students will assess intervention research evidence for the promotion of physical activity and assess the role of different agencies in the provision and promotion of health and physical activity. Students will complete an intervention strategy for their chosen target group based on national research and present their findings in an oral presentation. Learning Outcomes: a Define sport in a physical activity and health setting and understand the links between sport, health and physical activity: b Describe and critically evaluate the current guidelines for physical activity/exercise and their implications for health and health promotion; c Critically evaluate the correlates and barriers to physical activity in relation to the promotion of physical activity in a variety of populations; d Critically assess interventions and the research evidence for the promotion of sport, health and physical activity; e Understand the role of health education in promoting sport and physical activity in schools; f Propose feasible physical activity interventions for a target population. Content: The module will consider health and physical activity promotion in relation to theory and practice. Working in a local context, through national and local agencies; the implications for both physical and mental health; exercise and physical activity guidelines for a range of populations including adults, adolescents and young children; population surveys and barriers to physical activity and exercise participation; links between health and physical activity behaviour, physical activity intervention research. Assessment: Coursework 100%

EDUP6015B

20

OUTDOOR AND ADVENTUROUS ACTIVITIES

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON BA PHYSICAL EDUCATION Aim: The Outdoor and Adventurous Activities (OAA) module is designed to develop an understanding of the value and importance of OAA in contemporary society and the importance of developing physical performance in the outdoors, and develop the necessary skills to effectively plan and lead an OAA trip. The module is designed to support the subject knowledge of OAA, both within and beyond the Physical Education Curriculum. Learning Outcomes: a Engage with a range of key theoretical perspectives and contemporary issues pertaining to OAA, including experiential learning and personal growth through adventure. b Develop an in-depth understanding of OAA and secure justifications of its importance and purpose within the school environment and beyond. c Develop proficiency in a range of activities ,maintaining logs, records and showing knowledge of awards and reflecting upon personal experiences within the OAA environment. d Demonstrate an understanding of significant contributors and figures which have influenced OAA. e Adopt a safe, purposeful and informed approach to planning and evaluating residential trips considering factors such as: personal protective equipment, competency, risk analysis and group management. Assessment: Coursework 50% Examination 50%

EDUP6013B

20

PHYSICAL EDUCATION IN THE 21 CENTURY

THIS MODULE IS ONLY FOR STUDENT ON THE BA PHYSICAL EDUCATION Aim: This module allows students to explore some of the social and cultural issues that inform the cultural structures found within physical education in contemporary British society and how these are formed and inform current identities, roles and positions of physical educators. Learning Outcomes: The ability to understand and utilise key theoretical theories that inform the structures and practices of physical education cultures. A critical awareness of the contemporary structures and social processes that influence the creation of physical education and sport subcultures. An understanding of the influence of physical education cultures upon the development of pupil and teaching identities. The ability to identify and evaluate topical issues, their meaning and function in contemporary culture. Assessment: Coursework 100%

EDUP6016B

20

PSYCHOLOGY OF PHYSICAL EDUCATION

THIS MODULE IS ONLY AVAILABLE TO STUDENTS ENROLLED ON THE BA PHYSICAL EDUCATION. Aim: This module will provide students with an understanding of the key psychological factors that influence pupils' participation and engagement in PE. Students will consider the role of the teacher and the learning environment from a psychological perspective. It will introduce students to the theoretical and practical issues underpinning this area of study. Learning Outcomes: a.Critically evaluate a range of interpersonal, intrapersonal and situational factors that influence pupils' participation, behaviour and engagement in PE; b.Apply knowledge of theories to enhance the practical context; c.Critically reflect on the role of the teacher from a psychological perspective. Content: Factors influencing participation and engagement in PE including, attitudes, motivation, perceived competence, physical self-perceptions, interest and value, self-determination: theories of motivation; the motivational climate, prosocial behaviour; social influences; self-regulation; the role of the teacher from a psychological perspective.

EDUP6009A

20

Disclaimer

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.

Entry Requirements

  • A Level ABB excluding General Studies
  • International Baccalaureate 32 points
  • Scottish Advanced Highers ABB
  • Irish Leaving Certificate AABBBB OR 2 subjects at H1, 4 at H2
  • Access Course Pass with Distinction in 30 credits at Level 3 and Merit in 15 credits at Level 3. Leisure Tourism and Travel sports pathway preferred
  • BTEC DDM with Distinction in all compulsory Units (10 and 5 credits) and nothing below a Merit in any Unit. Acceptable BTEC's in a Sports pathway only
  • European Baccalaureate 75%

Entry Requirement

You are required to have Mathematics, English Language and a Science at a minimum of Grade C or Grade 4 or above at GCSE Level.

A GCE A-Level in General Studies is not accepted.

Students for whom English is a Foreign language

We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading):

  • IELTS: 6.5 overall (minimum 6.0 in all components)

We also accept a number of other English language tests. Please click here to see our full list.

INTO University of East Anglia

If you do not meet the academic and or English requirements for direct entry our partner, INTO University of East Anglia offers guaranteed progression on to this undergraduate degree upon successful completion of a preparation programme. Depending on your interests, and your qualifications you can take a variety of routes to this degree:

International Foundation in Pharmacy, Biomedicine and Health

Interviews

The majority of candidates will not be called for an interview and a decision will be made via UCAS Track. However, for some students an interview will be requested. You may be called for an interview to help the School of Study, and you, understand if the course is the right choice for you.  The interview will cover topics such as your current studies, reasons for choosing the course and your personal interests and extra-curricular activities.  Where an interview is required the Admissions Service will contact you directly to arrange a convenient time.

Gap Year

We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry and to contact admissions@uea.ac.uk directly to discuss this further.

Special Entry Requirements

Disclosure and Barring Service (DBS) Check

PROTECTION OF CHILDREN: Disclosure of criminal background for those with access to children
All applicants who have been offered a place to study the BA course will be required to obtain a new DBS Check.

An application pack will be sent from the University (this usually happens from April onwards). This should be completed and returned as soon as possible.

General information about this process can be obtained from the UK Governments Disclosure and Barring Service website.

Intakes

The School’s annual intake is in September of each year.

  • A Level ABB excluding General Studies
  • International Baccalaureate 32
  • Scottish Highers AABBB one Advanced Higher preferred
  • Scottish Advanced Highers ABB
  • Irish Leaving Certificate AABBBB
  • Access Course Humanities/Social Science pathway preferred. Pass with Distinction in 30 credits at Level 3 and Merit in 15 credits at Level 3
  • BTEC DDM with Distinction in all compulsory modules (10 and 5 credits) and nothing below a merit in any module. Acceptable BTEC's - Sport (Development Coaching and Fitness): Sport and Exercise Science: Sport (Performance and Excellence) only.
  • European Baccalaureate 75%

Students for whom English is a Foreign language

We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading):

  • IELTS (SELT): 6.5 overall (minimum 6.0 in all components)

We also accept a number of other English language tests. Please click here to see our full list.

INTO University of East Anglia

If you do not meet the academic and or English requirements for direct entry our partner, INTO University of East Anglia offers guaranteed progression on to this undergraduate degree upon successful completion of a preparation programme. Depending on your interests, and your qualifications you can take a variety of routes to this degree:

International Foundation in Pharmacy, Biomedicine and Health

Special Entry Requirements

All applicants must be able to illustrate recent active involvement in sport and/or training.

A-Level General Studies is not accepted for this course.

Disclosure and Barring Service (DBS) Check

PROTECTION OF CHILDREN: Disclosure of criminal background for those with access to children
All applicants who have been offered a place to study the BA course will be required to obtain a new DBS Check.

An application pack will be sent from the University (this usually happens from April onwards). This should be completed and returned as soon as possible.

General information about this process can be obtained from the UK Governments Disclosure and Barring Service website.

Intakes

The School’s annual intake is in September each year.

Alternative Qualifications

Candidates with equivalent qualifications are encouraged to apply, or contact the Admissions Office for further information.

International candidates are also actively encouraged to access the University's International Students webpage.

GCSE Offer

Students are required to have Mathematics, English Language and Science GCSEs at grade C or above.

Assessment

Key factors used to assess an application include:

  • Past and future achievement in examinations
  • Academic interest in the subject
  • Personal interests and extra-curricular activities
  • The reference

All applications are considered on their own individual merits.

Fees and Funding

Undergraduate University Fees and Financial Support: Home and EU Students

Tuition Fees

Please see our webpage for further information on the current amount of tuition fees payable for Home and EU students and for details of the support available.

Scholarships and Bursaries

We are committed to ensuring that costs do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds. 

Home/EU - The University of East Anglia offers a range of Bursaries and Scholarships.  To check if you are eligible please visit the website.

______________________________________________________________________

Undergraduate University Fees and Financial Support: International Students

Tuition Fees

Please see our webpage for further information on the current amount of tuition fees payable for International Students.

Scholarships

We offer a range of Scholarships for International Students – please see our website for further information.

How to Apply

Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.

UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The UCAS code name and number for the University of East Anglia is EANGL E14.

Further information

If you would like to discuss your individual circumstances with the Admissions Office prior to applying please do contact us:

Admissions Office (Education)
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

Register your details via our Online Enquiry Form.

International candidates are also actively encouraged to access the University's International section of our website.

    Next Steps

    We already know that your university experience will be life-changing, wherever you decide to go. At UEA, we also want to make that experience brilliant, in every way. Explore these pages to see exactly how we do this…

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

    Admissions enquiries:
    admissions@uea.ac.uk or
    telephone +44 (0)1603 591515