BSc (Hons) Sport and Exercise

Study a diverse range of topics – from sport psychology and coaching, to community development and service provision. Abertay is Scotland's TOP Modern University for teaching satisfaction in Sports Science (The Guardian University Guide 2022).

Course detail

Start Date

September

Duration

4 years (full-time)

Award Title

BSc (Hons)

UCAS Code

C600

Programme Overview

Dive in to a rich pool of diverse sport and exercise topics – from scientific support, coaching and service provision to duty of care and community development, this programme has been designed to reflect an ever-evolving employment market.  

Gain a deeper understanding of the sciences that underpin sport, and discover how the body responds to sport by exploring topics including physiology, psychology and biomechanics, as well as social policy and sport development. 

You can choose from a range of study programmes that address the physiology and psychology of performance, the science of training practices, the development and social impact of sport and exercise (for example, on health and wellbeing), and the evaluation and analysis of sports performance.

You’ll be given access to our Human Performance Laboratory, Strength and Conditioning Suite and Motion Tracking Laboratory. This means you will be able to use equipment such as the environmental chamber, gas analysis, force platform and 2-D cameras.

This degree provides you with topical information, an ability to translate theory to practice, and the opportunity to gain relevant employment experience within the industry, while still providing you with the flexibility to follow your own interests. 

This course regularly scores over 90% for Overall Student Satisfaction in the National Student Survey, and rated an impressive 96% in 2020

Abertay is widely regarded as THE place to come for high quality teaching. But don't take our word for it:

  • UK University of the Year for Teaching Quality (The Times/Sunday Times Good University Guide 2021).
  • Top 10 in the UK for Student Satisfaction with Teaching, Course and Feedback (Guardian University Guide 2021).
  • UK Top 10 for Student Satisfaction (National Student Survey 2020).

Your Journey Starts Here

In the first two years, you’ll follow a core curriculum that provides a basis for more specialised study in the final two years. 

At the end of the second year of study, you’ll choose a route leading to BSc (Hons) in one of the following specific named awards:

  • BSc (Hons) Sport and Exercise Science
  • BSc (Hons) Physical Activity and Health
  • BSc (Hons) Sport and Exercise
  • BSc (Hons) Sports Development and Coaching
  • BSc (Hons) Strength and Conditioning

Practical activities and work placements will enable you to contextualise theory to real life applications – including volunteering with the Active Schools programme – and work towards National Governing Body, or industry qualifications.

Male using an exercise bike

About Your Modules

All modules shown are indicative and reflect course content for the current academic year. Modules are reviewed annually and may be subject to change. If you receive an offer to study with us we will send you a Programme document  that sets out exactly which modules you can expect to take as part of your Abertay University degree programme. Please see Terms and Conditions for more information.

Modules

Year 1 Core Modules

You must study and pass all four core modules​

Brief description

The key social issues in sport and exercise contexts.

Indicative content:

  • Recognising and defining the disciplines within social science: The major disciplines within social science in the context of sport and exercise (e.g., sociology of sport, sport development, sport history).
  • Discrimination in sport: Sources of discrimination in sport and exercise contexts (e.g., gender, class, ethnicity, LGBTI).
  • Sport Political Ideology: How political systems impact upon and use sport.
  • Ethics and sport: Moral and ethical issues in sport and exercise. This context provides a unique environment for moral and ethical issues.
  • Qualitative methodologies: Qualitative research and how this type of research has developed our understanding of sport and exercise.

Brief description

Skeletal and muscular anatomy and the fundamentals of biomechanics applied within a physical activity and health perspective.

Indicative content:

  • Anatomy: The structure and function of healthy bones, joints, tendons and ligaments. Identify major muscle groups and the relationship between muscles (i.e. agonist, antagonist, synergist and fixator).
  • Kinesiology: The normal patterns of movements available at peripheral joints within healthy individuals. Content will include axes of rotation and lever systems within the human body.
  • Kinematics: Basic linear biomechanical principles regarding the description of motion including, vectors, displacement, velocity and acceleration and the ability to accurately calculate these.
  • Kinetics: Newton’s laws of motion, forces, movement of mass, momentum and impulse and the moment of inertia.
  • Analysis of human movement: Biomechanical measures of human movement, including stability and balance within a healthy population. Additionally methods of accurate recording using 2D motion analysis.

Brief description

Introduction to physiology.

Indicative content:

  • Introduction to systems and cells: Organisation of the human body, structure and function of cells.
  • Nervous system and muscle contraction: Basic structure of the nervous system. This will include an introduction to motor and sensory nerves, skeletal muscle structure, muscle fibre types, motor units and muscle excitation and contraction.
  • Bioenergetics and metabolism: Use of carbohydrates and fats as fuels to provide energy at rest and during exercise. Influence of selected hormones on metabolism and fuel use.
  • Cardiovascular system: Anatomy and basic physiology of the cardiovascular system including the structure of the heart and blood vessels. An introduction to the electrical activity of the heart.

Brief description

The determinants and consequences of physical activity as well as interventions to increase participation and decrease sedentary behaviours.

Indicative content:

  • Psychological determinants of exercise: Exercise motivation; self−competencies; social physique anxiety; attitudes and beliefs about health.
  • Psychological outcomes of exercise: Mechanisms and hypotheses; self−esteem; mood enhancement through activity; harmful psychological effects of exercise.
  • Models of health behaviour: Health belief model, Attitudinal−based theories, Self− efficacy and competence−based theories, Self− determination, transtheoretical model.
  • Physical activity promotion: Individual/group and community interventions.

Year 1 Option Modules

You must study and pass one option module of your choosing

Brief description

The major practical and theoretical principles that underpin leadership roles in physical activity and sport. 

Module content:

  • Role: The concept of leadership in sport and physical activity, and how we define these roles. The various contexts in which they operate and the issues of role ambiguity and role conflict.
  • Approach: How the attitude held by an individual acts as the guiding principle for the training and development of their participants. Identify your own leadership philosophy/style and the strengths/weaknesses of this.
  • Planning training sessions: The key stages in the planning of a sport/exercise sessions. The importance of systematic, integrated and serial sessions and the underpinning need to consider the context and participants.
  • Practical instruction: Engage in leading sessions as both a coach/instructor and as a participant. Work in a range of contexts and attempt to overcome different limitations within them.
  • Evaluation: Identify the success/failure of training sessions, the ongoing implications of this, and the limitations of the evaluation process itself.

Years 1 and 2 Elective Modules

You must study and pass one elective module of your choosing

Brief description

Introduction of the concept of smart cities - hard infrastructure, social capital including local skills and community institutions, and digital technologies to fuel sustainable economic development and provide an attractive environment for all.

Module content:

  • Social impacts
    There is an overall need for theoretical and methodological plurality in how we assess the impact and value of future cities in terms for individual and societal well−being. Gaps in our understanding relate to the complex ways individuals and groups engage with built and natural settings, the cultural goods and consequent benefits that may arise and the inequalities associated with these cultural benefits.

 

  • Security

Different types of cyber-attacks that could be launched against a Smart City. Impact of cyber-attacks. Approaches to securing the smart grid and critical infrastructure, i.e. improving cyber resilience.

 

  • Sustainable urban food production

Includes the long established allotments movement to large scale projects based on sustainability throughout the food chain. Urban food production includes the long established allotments movement. The demand for urban growing also responds to the densification and intensification of living areas, due to population rise, migration and demographic aging with lower housing and ‘garden’ space standards placing greater importance on collective production.

 

  • Energy, waste and water

At present, water and wastewater facilities are often the largest and most energy intensive responsibilities owned and operated by local governments, representing up to 35% of municipal energy use. Future cities will need to utilise more sustainable methods of water and waste water management and renewable energy production.

 

  • Digital technologies

Digital technologies will play a major role in creating sustainable and resilient cities offering a vehicle for more inclusive decision−making process and promoting dialog amongst architects, urban planners, the public and technologists.

Brief description

Develop a range of skills, knowledge and techniques within the natural, technological and social sciences relevant to the study of environmental sustainability and life in the twenty-first century. Understand the critical issues that confront humanity and begin to discern appropriate responses

Module content:

  • The Challenge of Sustainable Development
    Problems associated with life in the 21st Century and the relationship to scientific provisionalism and uncertainty are discussed.
     
  • The Genesis of Sustainable Development Concept
    Developments associated with the Club of Rome are outlined while Limits to Growth and the Tragedy of the Commons are discussed.
     
  • Evolution of Sustainable Development
    The Reo Summit and Suitability, and Policy Developments thereof will be discussed.
     
  • Scientific Inquiry and Sustainable Development
    We will look at controversial issues like climate change, oil peak, and food production and the role of science in helping delimit them as problematic will be outlined.
     
  • Mainstreaming Sustainability
    Sustainability and Mitigation, Adaptation and Resilience, as individual and social concerns, will be evaluated. And their role in transformation will be discussed.
     
  • Communicating Sustainability
    Human well-being, Environmental Justice, Environmental Policy and the practicalities of Sustainability in Scotland are discussed.
     
  • Sustainable Development in Practice
    Community Empowerment associated with Land Reform. Energy Production and Food Production in Tayside are looked at.
     
  • Ethics and Sustainability Policy
    Active citizenship and Globalisation are discussed.
     
  • Innovating Locally, Transforming Globally
    Transformations that are required to embrace Sustainability will be analysed and discussed.
     
  • Active Relationship for Sustainable Futures
    Thinking Globally, acting locally.

Brief description

How lifestyle can effect physical and mental well-being. Reflect on your own lifestyle choices and how to incorporate good health behaviours into your life.

Module content:

  • Sleep and stress
    The impact of sleep and stress on health and performance. Completion of sleep diaries and questionnaires related to sleep patterns and stress.
     
  • Physical activity
    Current physical activity recommendations, components of physical fitness.
     
  • Physical inactivity
    Understanding why people are inactive. The link between physical inactivity, obesity and type 2 diabetes.
     
  • Physical activity and mental well-being
    The effects of physical activity on mental well-being.
     
  • The effect of carbohydrate consumption and exercise on blood glucose
    Measurement and recording of blood glucose in response to the carbohydrate ingestion and exercise.
     
  • Simple health and fitness testing
    Measurement and recording of data. Tests will include blood pressure, strength, endurance and flexibility. Data will be compared with normative values for these tests.

Brief description

Develop critical thinking skills that form the basis for progression across the academic disciplines of the university. Learn how to recognise, construct, evaluate, criticise and defend different forms of argument.

Module content:

  • Potential 'Timeless' Debates
    Debates delivered by internal and external experts on: e.g. existence of God; privacy and civil society; private property; money as source of 'evil'; nature/nurture; free speech; pornography; capital punishment; prostitution; animal experimentation; meaning of justice; abortion; affirmative action; just war; trade union power; good life/good political community; human nature; monarchy; value of democracy; meaning of equality; citizenship rights etc.
     
  • Potential 'Timely' Debates
    Debates delivered by internal and external experts on: eg, Scottish independence, academic freedom; drug legalisation; drug use in sport; immigration; free health care; war on terror; EU membership; euthanasia; progressive taxation; race and gender discrimination; gay marriage; human rights; politics/sport; global warming; internet censorship; nuclear power; education league tables; nuclear weapons; GM agriculture; religion; cloning; fair trade; value of contemporary culture; etc.
     
  • Critical Thinking Seminars
    Follow-up discursive discipline specific seminar sessions led by teaching staff on topics covered in formal debates. Students are tutored to identify types of argument presented, evaluate perspectives and to reflect upon their own reasoning processes and value assumptions. The debates and seminars facilitate a foundation for the acquisition of graduate attributes.
     
  • WEB CT Wiki Discussion Forum
    Students will be required to work in small groups to write a short 800 word indicative "Thinking Summary" online Wiki of the arguments presented in each debate. These summaries will be constructed by each designated Thinking Group of three students using the Wiki facility on Blackboard which will facilitate further discussion on the moderated WEB CT discussion forum.

Brief description

The social, managerial, economic, political, and technical challenges and opportunities associated with emerging renewable energy innovation, production, supply and consumption.

Module content:

  • Renewable Energy Nontechnical Challenges and Opportunities
    Social and political challenges and opportunities of renewable energy production supply and consumption. Economic and environmental challenges of renewable energy production supply and consumption. Strategic and managerial challenges of renewable energy production supply and consumption.
     
  • Renewable Energy Technological challenges and opportunities
    Geotechnical, Geophysical and Hydrographic information; Knowledge of sources of hydrographic information and interpretation of published charts. Forces on structures; Appreciation of the various forces acting on marine structures. Technical limitations and challenges of energy distribution systems and energy storage. Current technological development trend, collaborative innovation in renewable energy.

Brief description

An understanding of the concepts of tolerance, and the importance of making sound ethical decisions. Develop the qualities, characteristics and skills to meet the aspiration for Abertay graduates to become global and active citizens. 

Module content:

  • Introduction to equality and ethics legislation equality and ethics legislation.
     
  • Diversity competence; moral/ethical reasoning Inclusiveness, equal opportunities, positive action, Reasonable Adjustment, moral/ethical reasoning.
     
  • Attributes for the workplace and for global citizenship.
     
  • Reflective Practice Application of models of reflective practice.
     
  • Contemporary Issues.

Brief description

Learn how to adjust language to suit context. Analyse a range of linguistic issues, including “proper English”, how language can be used to create moral panics, and the ethics of communication.

Module content:

• Good English": the role of standardisation, dialect and idiolect − how we choose language to reflect our identities and our role in a speech or discourse community.

• Language and influence: how the media constructs narratives to persuade or inform the audience (and how to tell the difference).

• Creating a narrative across genres: the conventions, freedoms and limitations of different forms; using these forms in new ways.

• Narrative changes over time: how authors reinvent old stories to reflect current concerns.

• Technical writing: the use and manipulation of data; hearing the author's voice; critiquing "bad science".

• The ethics of communication: (electronic) media and ownership, attribution and theft.

Brief description

“Personal” digital safety to make computer security fun, practical and eye-opening.  Learn the base knowledge that will continue to be relevant to future generations of devices.

Module content:

  • Current state of computer security.

An overview including legal aspects.
 

  • Cyber-attacks, vulnerabilities and threats:

Malware, Network attacks (denial of service, packet sniffing etc.), bots and rootkits. How the bad guys can obtain your password.
 

  • Information Leakage, recovery and forensics recovering deleted or corrupted files.

What your browser knows about you. Web browser forensics.
 

  • Securing networks, accounts and devices

Defence against malware, honeypots, Secure protocols, intrusion detection, Password security, Mobile device security
 

  • Human aspects of cyber security

The Psychology of Hackers, Social Engineering, identity theft, Usability vs security.
 

  • Breaking the code

An introduction to cryptography, Encryption and Decryption, public and private keys, the key exchange problem.
 

  • History of Cryptography

The Caesar cipher, polyalphabetic ciphers, the Playfair cipher, the role of Enigma and the Bletchley Park cryptographers in WWII
 

  • Computers and Crypto Diffie-Hellman and RSA encryption

Phil Zimmerman and “Pretty Good Protection". Quantum Cryptography – Provably unbreakable information hiding. Mathematical Underpinnings – Large prime numbers and why they matter.
 

  • Steganography

A picture's worth a thousand words when you're hiding the wood in the trees.
 

  • The Law, Society and Cryptography

Why you can be imprisoned for forgetting your password. The Civil Liberties Arguments for and against strong-crypto. International perspectives on information hiding, information freedom, the right to privacy and the conflicts between these. Are unbreakable cyphers an unqualified “good thing”?

Brief description

Develop perspectives on the key challenges faced by humankind such as environmental change, pollution, food security, energy provision, conflicts, terrorism, emerging diseases, and changing demographics. Understand the overwhelming complexity of the problems and the need for interdisciplinary approaches to create solutions.

Module content:

  • Interdisciplinary research
    Introductory lectures will discuss the definitions, methods, benefits, challenges, and drawbacks of disciplinary and interdisciplinary approaches and the role of public policy influencing research
     
  • Global Challenges
    Challenges will be introduced from different disciplines. Indicative examples include: − Climate Change: causes and impact – Serious Games: science and application of visualization and games − Global Security − Valuing ecosystems: balancing policy, economics and environment − Contemporary challenges to healthy living − Food security: global threats and local needs – Energy Poverty – Space Travel.

Brief description

Design an activity to communicate and present scientific principles to primary school children. Learn about working as a group and how to communicate complex ideas.

Module content:

  • Developing a Science Communication activity
    Target audience, sources of information to identify suitable activities (CfE documentation etc.), health and safety, issues around working with specific groups, accessibility, ethics, costing and sustainability.
     
  • The landscape of engagement and current practice
    Types of public engagement activities, target audiences, funding, role of learned societies universities and other bodies. Public engagement in Dundee and Tayside.

Brief description

Work in a team to develop game design concepts for serious applications. Gain the knowledge, processes and techniques of game design and study examples of serious games developed to benefit society.

Module content:

•    Overview of Games
A brief history of games, game art and gamification.

•    Games for change
Understanding how games can benefit society.

•    Game mechanics
Deconstructing core components of popular game genres.

•    Gameplay constructs
What is gameplay and how is this broken down and communicated within the game design.

•    The game design process
Conceptualisation, iteration, phases of workflow.

•    Game design theory and practice
Identifying the elements within effective design and how they are implemented.

•    Documenting the design interactive
Oriented design, technical design, capturing requirements.

•    Business models
Exploring methods that can be used to generate revenue within the game design.

Brief description

Develop the knowledge and awareness required to make good career decisions and the skills and confidence to successfully navigate each stage of the recruitment process for graduate jobs.

Module content:

  • Developing self-awareness
    Profiling of personal strengths, values and priorities in relation to career choice.
     
  • Developing opportunity awareness
    Generating career ideas based on your personal profile; Exploring the range of graduate opportunities within job sectors of interest; Reviewing occupations that are directly related to your own subject discipline.
     
  • Developing a career action plan
    Matching your personal profile with best fit opportunities in the job market; Creating a timeline of actions to improve your prospects of meeting your aim.
     
  • Developing job seeking skills
    Sourcing suitable job opportunities - both advertised and unadvertised; Creating a professional image online; Identifying the skills and qualities employers look for in graduates; Learning how to produce targeted applications for specific job roles; Practising the presentation of your strengths and motivations in face to face selection activities.

Brief description

Learn about natural disaster such as landslides and flooding, structural disasters such as the Tay Rail Bridge and the system of critical infrastructure (such as road, rail, air and shipping transport networks, power grid, gas and water networks, health system) that constitute the backbone of modern societies.

Module content:

  • Overview of the scope and the content of concept of critical infrastructure failure during natural disasters and resilience against such failures
    the consequences of geophysical, hydrological and meteorological disasters on critical infrastructure and critical infrastructure protection capabilities against natural disasters. Interdependencies of critical infrastructures during large disasters, presents a brief review of current research being done in this field, and presents a methodology to address interdependencies.
     
  • The identification of the vulnerabilities of the critical systems
    The critical systems upon which modern society, economy, and polity depend. The identification of the vulnerabilities of these systems threats that might exploit these vulnerabilities. The effort to develop techniques to mitigate these vulnerabilities through improved design.
     
  • Flooding in Scotland
    general overview of fluvial, pluvial and coastal flooding, the structural, economic and societal impact and responses to flooding. Resources will include historical examples, current policies and information (including SEPA flood maps). Case study (with virtual/actual field visit?) the Perth Floods of 1990 and 1993 and the Perth flood defence scheme*
     
  • Landslide origins, types and mitigations
    General overview what landslides are, why they happen and what can be done to prevent them.
     
  • Structural Failure
    e.g. why did the Tay Bridge fails and what did the failure mean for the Forth Rail Bridge
     
  • Reports and investigations
    the role of reports in accident and disaster investigations in creating informative reports; case studies of accidents, disasters, learning from history, learning from case studies, learning from common law
     
  • Case studies
    Power System Blackouts, Smart Grids and self-healing systems. Nuclear Plant Emergency How Would the Public Respond?

Brief description

Introduction to the skills and knowledge needed to launch a small business successfully. This module will define and help you acquire the personal and professional skills needed to develop a professional career and/or to succeed as entrepreneurs in Small and Medium sized Enterprises (SMEs).

Module content:

  • Understanding entrepreneurship.
     
  • Generating successful business ideas.
     
  • Environmental scanning.
     
  • Developing a credible business plan that includes evaluating business ideas.
     
  • Presenting the business idea.

Brief description

An understanding of some of the processes involved in food production. Discuss common misconceptions and ideas which present the food and nutritional industries in a bad light.

Module content:

  • Student led investigations
    Student led investigations of the different sectors within the food and drink industry including: prebiotics – and the controversy surrounding the term; if barbequing is a healthy cooking method; and exposing the celebrity chef - common Myths about cooking
     
  • Consumerism
    Does the food industry listen to us? -Understanding consumer and sensory science to better understand why you buy the products you buy. - How food / public health is reported by the media? - The French paradox / Mediterranean diet.
     
  • Future of food
    Ethical food production and the future of foods, and, what’s waste got to do with it?
     
  • Debunking myths
    Debunking food myths, more science than science fiction in our food today, like the science behind getting sauce out of a bottle and what to drink – Whisky or Beer?
     
  • Facts from fiction
    Finding facts from fiction, investigating the three second rule – should I eat things that have fallen on the floor? What’s so super about super-foods? Fat or sugar: Which is worse?

Brief description

Learn how we approach and understand mental health, from historic, social, therapeutic, and individual perspectives. Explore questions such as ‘what is madness?’, ‘how does society position people with mental illness?’, and ‘how do we best respond to challenges to our mental health?’

Module content:

  • Historical and cultural perspective on mental illness
    How do we ‘think’ about mental health, and mental ill health?
     
  • Diagnosis and the anti-psychiatry movement
    Who holds the power to decide what is normal in terms of psychological well-being and behaviour?
     
  • Gender, culture and mental health
    How gendered cultural expectations and representations influence how we respond to mental health issues.
     
  • Media representations
    The impact of film and literature on attitudes and understandings of mental health.
     
  • Resilience, treatment and recovery
    Common mental health problems in the UK, treatment and management, and frameworks for enhancing well-being and resilience.

Brief description

An introduction to the wide range of disciplines in forensic investigation. Learn how crimes are investigated from the moment of reporting through to the presentation of the evidence in court. A hypothetical case study provides an over-arching framework in which to explore the critical aspects of forensic investigations. It involves not only physical and electronic evidence, but also statements from witnesses, suspects and victims which requires cross discipline collaboration of professionals.

Module content:

  • Crime Scene Investigation
    How a crime scene is examined in the context of incomplete contextual information and to avoid loss or contamination of evidence and the maximising of the value of evidential material.
     
  • Media Involvement
    Positive and negative effects of the media/public interest in the crime.
     
  • Forensic Biology
    Examination and evidential value of body fluids, DNA, hairs and fibres.
     
  • Forensic Chemistry
    Analysis for drugs, toxicological analysis, firearms, explosives, and trace evidence.
     
  • Digital Sources
    Evidence from CCT, mobile phones, computer hardware, on−line behaviour.
     
  • Forensic Reasoning and Practice
    An introduction to forensic problem solving, thinking styles, case assessment and interpretation.
     
  • Psychology of Witnesses and Suspects
    False confessions, offender profiling, effects and avoidance of cognitive bias in forensic science through process design.

Brief description

The overall purpose of this module is to develop students’ understanding of the major practical and theoretical principles that underpin leadership roles in physical activity and sport. This will be achieved by explicitly addressing students’ knowledge of the variety of roles that are undertaken by leaders in physical activity and sport and the skills needed to work across a wide variety of physical activity contexts. Students will have the opportunity to engage in both theoretical underpinnings of practice and in practical settings to develop their own leadership skills.

Indicative content:

  • Role: Students will discuss the concept of leadership in sport and physical activity, and how we define these roles. They will look at the various contexts in which they operate and consider the issues of role ambiguity and role conflict.

  • Approach: Students will be asked to consider the how the attitude held by an individual acts as the guiding principle for the training and development of their participants. Students will identify their own leadership philosophy/style and the strengths/weaknesses of this.

  • Planning trainings sessions: Students will learn the key stages in the planning of a sport/exercise sessions. They will focus on the importance of systematic, integrated and serial sessions and the underpinning need to consider the context and participants

  • Practical instruction: Students will be expected to engage in leading sessions as both a coach/instructor and as a participant. They will be work in a range of contexts and attempt to overcome different limitations within these contexts.

  • Evaluation: Students will need to identify the success/failure of training sessions, the ongoing implications of this, and the limitations of the evaluation process itself.

Year 2 Core Modules

You must study and pass all four core modules​

Brief description

The overall purpose of this module is to develop students’ understanding of the core concepts of sport and exercise psychology and how these apply to real world environments. This will be achieved by explicitly addressing students’ knowledge of affect, behaviour and cognition within relevant contexts. Students will examine intrapersonal and interpersonal factors and explore how these factors both shape and are shaped by involvement in sport and exercise. Through engaging with this module you will develop the Intellectual, Professional, Digital and Active Citizen Abertay Attributes. 

Indicative content:

1. Definition of the field of sport and exercise psychology
2. Fundamentals of sport and exercise psychology
3. The role of personality in sport; models of achievement motivation and competitiveness; motivational climates; stress, arousal, anxiety and other emotional processes.
4. Group processes: Group and team dynamics, group cohesion, communication, leadership.
5. An introduction to psychological skills

Brief description

This module is to provide the student with an understanding of the core concepts of sport and exercise physiology and the application to sport and exercise. The focus is on systems such as the cardiovascular and endocrine systems, and also bioenergetics and Neuromuscular adaptations to exercise. Through engaging with this module you will develop the Intellectual, Digital and Personal Abertay Attributes.

Indicative content:

1. Fundamentals of bioenergetics
Students will further explore the core concepts of energy production during exercise, examining the interaction of the different energy systems during exercise, how these change with intensity of activity and the role of the endocrine system. Students will also begin to explore protein metabolism
2. Neuromuscular adaptations to exercise
Students will learn about how the body adapts to different types of exercise (endurance, resistance and high intensity).
3. Fatigue
Students will learn about possible causes of peripheral fatigue during exercise.
4. Cardiovascular adaptations to endurance training
Students will learn about how the cardiovascular systems adapts to endurance training and how this can influence performance.
5. Physiological Testing
Students will explore a number of physiological tests that are used routinely for health and fitness assessment. They will develop an understanding of the tests and their limitations and will be introduced to ethical and practical considerations when working with individuals with protected characteristics. Students will also learn how to analyse and interpret the results of physiological tests.

Brief description

This module will give students the opportunity to lead, develop and/or support the delivery of physical activity sessions to school pupils in Dundee. Students will also have an opportunity to engage with a range of employers from the Sport and Fitness industry to gain insight into the requirements of particular roles. These experiences should enable the student to develop a career plan for future employment. Through engaging with this module you will develop the Professional, Personal, Digital and Active Citizen Abertay Attributes. 

Indicative content:

1. Planning and delivering activity sessions
Session planning; managing time/resources/people; working within a team; Active Schools/Positive Coaching Scotland training; physical literacy and the development of this in children, managing challenging behaviour; developing diversity competence; Growth Mindset; contemporary issues in the sport and fitness industry.
2. Personal Development Planning (PDP)
Completing SWOT analyses; personal objective/goal setting; action planning; electronic PDPs.
3. Reflective practice
Application of models of reflective practice; guided reflection to highlight learning; making theory− practice links; career planning.
4. Articulating skill development
Using electronic platforms and oral media to promote knowledge and skills to external audiences in the context of employability; careers/external speaker workshops.

Brief description

This module introduces the student to the study of biomechanical concepts applied within a sport health and performance perspective. It will offer the student the opportunity to analyse movement using various biomechanical laboratory techniques including those relating to movement analysis, ground reaction forces and the application of Newton's Laws. Through engaging with this module you will develop the Intellectual, Professional, Digital and Personal Abertay Attributes.

Indicative content:

1. Biomechanical concepts in sport and exercise
Further develop understanding of how linear kinetics and kinematics influence performance and health measures. This includes kinematic measures of motion, forces calculations (ground reaction force, impulse), movement of mass and power development. These will be considered and applied in a sport, health and exercise context.
2. Specialist equipment use (injury)
Learn about the use of specialist equipment, such as force platforms, 2D motion analysis, contact mats, and electromyography to assess injury risk.
3. Specialist equipment use (performance)
Learn about the use of specialist equipment, such as force platforms, 2D motion analysis, contact mats, and electromyography to improve performance.
4. Research Design
Consider the importance of research design and how to identify variable types and control measures needed for robust biomechanical experiments.

Brief description

This module introduces the student to the basic concepts and importance of physical activity for health and wellbeing. Through engaging with this module you will also develop the intellectual, professional and digital Abertay attributes.

Indicative content:

1. Health correlates and determinants
Introduction to factors that underpin health with a focus on the Dahlgren and Whitehead model.
2. Role and importance of physical activity and health
Introduction to evidence of how physical activity can impact both physical and mental health, and the role and importance of physical activity in contemporary society.
3. Principles of strength and conditioning training for programme design
Introduction to the key concepts and fundamental principles of S&C for the general population. These include how to conduct an appropriate needs analysis and how this process informs the construction and implementation of basic programme designs in the context of health and wellbein

Year 2 Microcredentials - Term 2

If you are a Direct Entrant (new student) to this year of study and have not previously taken module ABE101, then you MUST take ABE201 as part of your Microcredential selection. If you have previously taken ABE101 then you are NOT permitted to take ABE201.

Please choose a total of TWENTY credits worth of microcredential (ABE) modules in Term 2.

Brief description

Throughout the microcredential you will become familiar with university systems (including the virtual learning environment), consider what attributes make a successful student and develop key successful student habits.

Indicative content

  • Navigating Abertay Systems: Be introduced to and understand how to engage with Abertay systems and tools such as MyLearningSpace, MS Teams, OASIS, MyAbertay etc.
  • Expectations of University and You: Explore your own and the universities expectations of you and of the university; Consider the code of conduct; independent learning; blended learning; how university is structured; health and safety; and the Abertay attributes.
  • Understanding and Searching Information: How scholarly information is generated and disseminated, key characteristics of different information types. Planning, using, and refining appropriate search strategies; online search tools; using a range of web and database search functionality. 
  • Successful Student Behaviours: Develop strategies to key successful student behaviours including Defeating Procrastination, Time Management, Notetaking and preparing for classes, Growth Mindset, Accessing student support and opportunities.
  • Referencing: Understand what is meant by academic integrity, plagiarism, and the need for appropriate referencing; creating reference lists and in-text citations; use of referencing tools to manage information.
  • Sounding Academic: Explore what lecturers mean by “academic style” and “the right language”; Understand what is meant by and how to learn the rules of academic writing characteristics. Consider how this differs between college and university; Learn how to paraphrase. Explore how assessments, marking and feedback works at university.
  • Evaluating Information: Using appropriate quality criteria to critically evaluate information from any source to determine authority and bias.

Brief description

This microcredential provides you with the space and time to develop your skills in designing, planning, delivering, and showcasing an artefact responding to the societal issue. The microcredential is flexible and you will have a choice of what and how you create your response.

Indicative content

  • The Big Issue: You will be introduced to the big society issue that will be the focus of your artefact response. Learning materials available will help you consider your response to the challenge.
  • Developing Ideas: You will think creatively as to how you will respond to the big issue. You will consider your intended artefact aims, outcomes and target audience. 
  • Responding to the Challenge: Resources and guidance will be available as you respond to the challenge and create your artefact.
  • Preparing for the Showcase: Guidance will be available on how best to showcase your artefact for the assessment. You will develop your presentation skills to support you in showcasing the artefact. 
  • Showcase Event: You will attend a showcase event and present your artefact.

Brief description

You will discuss a range of anti-racist approaches and how they apply within the context of professional communications. You will examine case studies and scenarios to identify the nature of bias in society explore ways to be anti-racist especially in professional communications.

Indicative content

  • Racial Bias in Society: Using case studies and scenarios to discuss various forms of racism in society, you will explore the need for anti-racist practice in professional communications. 
  • Classification of Anti-Racist Practice: This section compares different anti-racists approaches applied across several contexts. You will discuss the challenges and benefits of each approach. You will identify barriers to implementation of anti-racist practice.
  • Discuss Anti-Racist Approaches for Successful Professional Communications: You will be introduced to various communications frameworks (e.g. the humanity-centric framework) and will explore scenarios for the application of these frameworks in a range of professional contexts.
  • Embedding Anti-Racism in Digital and Social Media Communications: How can you discuss matters of race and anti-racism on digital and social media while maintaining a professional persona. We will examine cases for best practices and explore ways to avoid bigoted language in digital communications. 

Brief description

In this module you will study two ways of analysing language: (i) a basic introduction to conversation analysis and discourse analysis as applied to ordinary talk/texting, and (ii) and introduction text mining, based on identifying patterns and developing insights from text-based data available on the Internet (e.g., social media data, online texts, online reviews etc).

Indicative content

  • Conversation Analysis and Talk and Text as Action: A brief overview of the CA focus on language as action; an examination of how people talk in terms of questions, answers, invitations, excuses, justifications etc.; an examination of texting, emojis, misunderstandings.
  • Text Mining: Introduction to text mining and its uses in a social sciences and business context; Online data sources; The text mining process: data collection, pre-processing and analysis; effectively communicating and visualising insights from textual data.

Brief description

By the end of this microcredential, you will be able to evaluate and select machine learning algorithms and AWS services to be appropriately applied to different business problems.

Indicative content

  • Introduction to Machine Learning: What is ML? ML process, business problem solved with ML, ML tools, Amazon SageMaker, ML challenges, supervised learning (regression, classification), unsupervised learning (clustering, dimensionality reduction), reinforcement learning, etc.
  • Implementing a ML pipeline using Amazon Sage Maker: Formulating ML problems, collecting and securing data, extracting, transferring and loading data, evaluating your data, finding corelation, feature engineering, data cleaning, dealing with outliers, training, deployment, performance evaluation, hyperparameters and model tuning.
  • Forecasting: Time series analysis, Amazon Forecast, Implementing a forecast model, Stock Predictions.
  • Computer Vision: Facial Recognition, Image and Video Analysis, Dataset Preparation.
  • Natural Language Processing: Amazon Comprehend, Polly, Translate, and Lex, Creating a chatbot, Alexa, etc.

Brief description

This online module will support you to get familiar with sustainability and introduce you to tools that can help you to understand and reduce your climate impact. By increasing your sustainability self-awareness, you will be able to make a positive difference in your own life, and in the organisations and communities around you.

Indicative content

  • What is sustainability and how is it linked to Climate Change?: We define sustainability, enhancing understanding of the links between society, economy, and environment. Climate change is explained and linked to sustainability. We provide clear accessible information about the reliable science of climate change. We describe the need efforts towards limiting human-induced global warming (limiting cumulative CO2 and other greenhouse gas emissions). 
  • Global Sustainability: We introduce the United Nations Sustainability Goals (SDGs). The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries - developed and developing - in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests. 
  • Personal Sustainability: The WWF environmental footprint tool is a great way to start your personal sustainability journey. The planet is in crisis - from climate change to the pollution in our oceans and devastation of our forests. It's up to all of us to fix it. Take your first step with our environmental footprint calculator. 
  • Community Sustainability and Climate Resilience: Community climate resilience comes in many forms. In this topic we introduce ideas which can provide multiple benefits of people, planet, and prosperity. We showcase inspiring examples whereby working with natural processes (Biophilic design, blue and green infrastructure) we can connect people with nature to improve their well-being and quality of life, whilst simultaneously tackling climate change and storing carbon.
  • Global Solutions: What is the world doing about it? What impact do Global Climate and Biodiversity agreements (COP26 etc) really have? What’s happening here? Where are the challenges and the good news stories? We showcase positive initiatives focussed on progress.

Brief description

By the end of the module, you will know more about key aspects of nutrition and health and be better equipped to identify and tackle the barriers that prevent you from eating well.

Indicative content

  • Healthy eating on a budget: This topic will show you that healthy eating doesn’t have to be expensive! You will be given basic nutritional knowledge, as well as skills and practical tips to be able to eat a healthy diet on a budget. You will then be able to develop your own menu and share it with your peers, so you learn from us as well as from each other.
  • Prebiotics, probiotics and health: You will learn about the importance of our microbiota on health, and how what we eat can modulate it. You will be provided with cooking tips and will be able to develop your own fermented foods for better gut health.
  • Fat or sugar, which is worse?: You may have heard that fats are bad for our health, or perhaps you have heard it is all about the sugars? You will learn about the role of both sugars and fats in our diet; what makes them good or bad for health and the science behind it. You will be given the tools to assess your own sugar and fat intake as well as tips to implement the changes you need to eat better. 
  • The British diet vs Mediterranean diet: What is a Mediterranean diet and what are its real benefits? Is it just a diet or a pattern? Can we get the same benefits as those living in Mediterranean countries? In this topic, you will explore how feasible it is for us to adopt the Mediterranean diet and lifestyle, considering the seasonality of ingredients as well as sustainability. 
  • What drives our food choices?: How healthy do you think your diet is? Do you find it easy to eat well? With this topic you will become more aware of our obesogenic environment, of how the food industry talks to us, and how the media report nutritional claims. You will learn to look more closely and more critically at your environment, so you can make healthier decisions.

Brief description

This microcredential will help you to refine your current writing skills through the analysis and discussion of a range of texts and exercises, enabling you to then apply these techniques to assignments for your other modules.

Indicative content

  • Speaking the language: How to develop your academic and professional vocabulary: understanding the genre; understanding your reader’s expectations.
  • Meeting expectations: Why different assignments have different requirements: decoding instructions; selecting appropriate writing techniques.
  • Tightening up the nuts and bolts: How to improve your writing accuracy: reviewing key grammar and punctuation issues; improving your editing and proofreading.
  • Standing on the shoulders of giants: How to borrow from the greats: reviewing the principles of citing sources; using writing techniques to incorporate research into writing.

Brief description

This module will help you develop a better understanding of the difference between media reporting and scientific evaluation. It will equip you with the skills to look beyond sensational stories related to human behaviour and dig deeper into a topic area to validate the evidence.

Indicative content

  • Paranormal Beliefs and Experiences: Is Extrasensory Perception Real? Is there really evidence that we can predict the future?
  • Myths about the Brain: Can repressed memories be recovered in therapy? How easily are false memories created? What are the implications for the justice system? 
  • Myths about our Mind and Body: Is the key to success in everyday life simply a case of posing like a powerful superhero? 
  • Myths about Language: Does being bilingual make you smarter and keep your brain younger? Are bilingual people less likely to get dementia as a result of this lifelong brain training?

Brief description

Through this microcredential you will gain an insight into what the world of work may look like in the (near) future. This includes developing a knowledge of how the economy and labour market evolves and why individual skills-sets and employability are so important and intrinsically linked to this process.

Indicative content

  • The future of work: What will the future of work look like? What is used to predict how the world or work will change? Can the future of the economy and of work be accurately predicted? 
  • Key factors that influence change: Identifying some of the key factors that influence how the world of work and our economy evolves and changes.
  • The key role of skills and personal employability: The emergence and decline of skills: skills are fundamental to the economy (and graduate employers). What skills will be most in demand and/or be most valuable to our economy in future and why? Understand the importance of skills to the economy (and to graduate employers) at both the macro and micro level. Know what specific new skills are emerging and becoming more valuable and sought after, (as others are in decline) for our modern economy and graduate labour market. 
  • Labour market information - what is it for?: Labour market Information is hugely important to our understanding of our economy at any given time: and also, in looking at the present and past to help predict future growth, opportunities, shortages and skills gaps. Recognise the importance of key Labour Market Information (LMI). Have the ability to source and use key Labour Market Information (LMI). Understand how to use accurate Labour Market Information as a tool to help their own personal development and future career planning. 
  • What now?: Some help and steer – suggestions to you may wish to use your new knowledge and insight to help with your own career aspirations, planning and personal/professional development while at university.

Brief description

Some businesses have the sole focus of making money whereas others exist to also make a difference. Social enterprises are becoming more popular, and recognisable, and are making an impact across the world. From supporting the homeless, to giving waste products a second life, social enterprises are fighting for various causes. 

Indicative content

  • What is a social enterprise and how does it function?: What the definition of a social enterprise is with examples from different sectors.
  • How do social enterprises identify problems to tackle?: How social enterprises decide on what they will tackle and how they will do it. 
  • How do you gather evidence that there is a problem requiring a solution?: Way in which you can gather evidence and data to validate the idea for a social enterprise. Determining needs and wants within a category. 
  • How to identify skills and knowledge gaps: Understanding the skillsets within a founding team to fulfil the tasks required to start a social enterprise. 
  • How to understand the problem you are trying to solve: Knowing the problem, you are trying to solve and how this effects the target customers the social enterprise is aimed at. Looking at the issues in a customer-focussed way. 
  • How to develop a social impact plan: What is involved in a social impact plan and how to put one together. 

Brief description

This module will introduce you to the study of AI and Society. Artificial Intelligence (AI) is a set of technologies and concepts and can be understood as using computers and software to denote problem-solving capacities and knowledge acquisition (intelligence) which otherwise we believe only belongs to natural beings such as humans.

Indicative content

  • Introduction to the core concepts: A brief introduction to the concepts of “artificial”, “intelligence” and “society”. 
  • Introduction to the problem of AI and Society: A discussion of where the problem of the impact of AI on Society comes from, presentation of some of the original debates and examples.
  • Contemporary debates: A discussion of the contemporary debates about the impact of AI on Society, with examples.

Brief description

What is Artificial Intelligence (AI) and how has it shaped our past and present? These are questions we will explore on a guided tour of AI from the past to the present and the future. You will develop a better understanding of what AI is and isn’t.

Indicative content

  • Historical AI: Tracing the historical development of “traditional” AI systems including aircraft autopilots, expert systems, and accounting/financial software.
  • Current AI: Covering the contemporary generation of AI technologies in areas such as speech recognition (e.g., Alexa, Siri) and recommendation systems (e.g., Amazon, YouTube). Examples will be drawn from Health, Sport, Games, Engineering, Business, Law and Computing. 
  • Future AI: Exploring the limitations of today’s AI when it comes to general intelligence and contextual adaptation. Examples will be drawn from Health, Sport, Games, Engineering, Business, Law and Computing.
  • My AI: How AI will impact your future, and how you can use AI to help you achieve your career goals.  Reflection on how AI may inform your subject area going forward.

Brief description

This microcredential is aimed at you, if you have an interest in technology but are not experts. The microcredential will develop your digital safety and how to stay safe online.

Indicative content

  • Threat Landscape: Cyberattacks and online threats. System vulnerabilities. Social Engineering. Rights and computer laws.
  • Authentication: Password security. Biometrics. MFA and Password managers. Good practices for authentication.
  • Secure Communication: Web browser security. Certificates and trust. Effective encryption. Secure communication methods.
  • Personal Information Privacy: Information leakage. Personal information privacy and open-source intelligence. Device encryption and security. Security mindfulness.
  • Malware: Types of malware. Identifying malicious software. Malware propagation techniques. Malware removal and preventative measures.

Brief description

This microcredential will help you to develop and build your own confidence in applying numeracy skills in real world situations.

Indicative content

  • What is my GPA and how likely am I to get a First? (BASIC NUMERACY): Calculation and manipulation of data using Percentages, Indices (Powers), Roots, Probability, and simple equations. 
  • The power of prediction (GRAPHS): Straight line graphs, Gradients, Equations of a straight line, Intercepts. Drawing graphs - Linear equations, Distances between points. Simultaneous linear equations.  
  • Love a good puzzle (ALGEBRA): Changing subject of formulae. Factorisation - common factors, Difference of two squares, Trinomials. Solving simultaneous equations by Substitution and Elimination.
  • Advanced power of prediction (FUNCTIONS): Introduction to functions – Linear and Quadratic and solving quadratic equations. Factorising Quadratic equations.
  • Love a good triangle (TRIGONOMETRY): Trignometric functions - Sine, cosine and tangent. Trignometric formulae.

Brief description

In this microcredential, you will learn more about how digital media production professionals in the UK and China are working together to reduce barriers and identify new opportunities for collaboration and growth.

Indicative content

  • History and future of videogames in China: Focussing on the videogame sector as a case study of Chinese digital creative industries, how has the videogames market and industry developed in China, how is the Chinese videogames economy currently constituted, and what does the future hold?
  • Consumer trends and audience preferences: What is popular with audiences in China? What can we note about preferences in terms of narrative content, aesthetics, play styles etc. when compared with other markets?
  • Policy and regulation: What unique regulations or limitations are imposed on digital media within China, and what similarities are there with other national and transnational regulations? How is creative content development and publishing shaped by policy in China? What social and ethical challenges are presented by regulation, in China as well as in the UK?
  • Transnational working and co-production: How is digital creative content conceived, developed, and released by professionals working across borders? What are the challenges for small and independent creative studios, compared with multi-nationals with studios based in and outside China?
  • Publishing in China: How do digital media content like videogames make it to market in China? What processes and requirements must creative businesses be aware of, and how do developers find, connect to, and work with Chinese publishers? How to consumers in China access content, including on grey markets?
  • Challenges and success: Hear from UK and Chinese professionals on the China market, co-operation, the hurdles they cleared, and how they found success.

Brief description

Increasingly, the role of creativity in supporting and maintaining wellbeing is being researched and celebrated. This module will introduce you to the current theory in this area, as well as a range of creative resources shown to be helpful for both self-care and the support of others.

Indicative content

  • Why does creativity matter?: An introduction to why creativity matters when it comes to mental health.
  • Your brain on words: The place of stories in their various forms as a resource for wellbeing.
  • Engaging the senses: The potential of tools such as music and art for self-care.

Year 3 Core Modules

You must study and pass one core module

Brief description

Develop your ideas about research in sport, exercise, physical activity and health, to better understand and appreciate published research and design your own research project.

Indicative content:

  • The research process: The steps associated with planning and conducting a research process.
  • Formulating and refining research questions: How research ideas are questions are generated and refined.
  • Research methodologies: Various research methodologies (e.g., quantitative, qualitative and mixed−methods). Develop an appreciation of diverse approaches to research in sport, exercise, physical activity and health.
  • Ethical issues: The key ethical issues associated with research in sport, exercise, physical activity and health.
  • Practical skill development: Develop your practical research skills in your chosen discipline area.

Year 3 Option Modules

You must study and pass five option modules of your choosing, three from Group [A] and two from Group [B]. One of them must be a Work Placement module in either Year 3 or Year 4

Brief description

The concepts of coaching and learning and their application to physical activity environments. Move beyond a reductionist view of coaching simply as a systematic procedure and consider and discuss the influence of the social aspects of coaching such as leadership, relationships, and social environments.

Module content:

  • Coaching and learning: The definition and purpose of coaching and learning and what it has to do with teaching and education.
  • The role of the coach: The role of the coach, their purpose and what they try to achieve.  Consider the level of participation, demands placed on coaches by external bodies, and coaches own philosophies towards the instruction of athletes.
  • The coaching process: The key characteristics of coaching. Consider a variety of leadership and relationship models and how they fit into the idea of coaching as a systematic process.
  • Skill development: The principles that underpin the creation on an efficient learning environment. Consider modern theories of skill acquisition and how they relate to effective teaching.
  • Participant groups: Different categorisations of participants and how this impacts on the planning and delivery of the coaching process.

Brief description

The health benefits of physical activity and its potential function in disease prevention, treatment and its role in promoting and maintaining public health.

Module content:

  • Relationship between physical activity and health: Physical activity and disease mortality Morbidity. Historical perspective to present day.
  • Epidemiology of physical activity: Concepts and methods in physical activity Epidemiology Epidemiological measures.
  • Variations in health status: Influence of age, gender, social status, education.
  • Determinants of participation in physical activity: Challenges of engaging people in physical activity.
  • Physical activity recommendations.
  • Place and emphasis of physical activity in health policy: Identified role of physical activity in policies to promote health. Developing role, adoption and promotion of physical activity as a tool to promote health of the nation.
  • Role of physical activity in promoting physical and mental health: Physical and mental health benefits of regular participation in physical activity.

Brief description

A work placement to give you structured and practical experience of your own particular area of the sports industry to enhance your employability. 

Module content:

  • Career pathways: Reflect on your prospective career path. Identify strengths and limitations that you can address to enhance your career progression.
  • Understanding the prospective work environment and organisation: Identify appropriate organisations and opportunities in line with your own continued professional development. Engage in organising an appropriate work placement. Be guided by staff, but lead the process, to develop your ability to find and apply for appropriate employment.
  • Work placement: Undertake the appropriate work placement aligned with your study programme and within a prospective work environment. 

Brief description

Physiological adaptations to exercise from a health related viewpoint. 

Module content:

  • Acute and chronic adaptation to training: How the different physiological systems in the body adapt, both in the short and longer term, to training.
  • Cellular physiology: Some of the cellular adaptations that occur in the body in response to training.
  • Training for heath: How to explain such adaptations through exercise training.
  • Testing for change: A range of suitable tests to measure change in the body from a health related viewpoint.

Brief description

Theoretical and practical knowledge of the fundamentals of strength and conditioning. Learn some of the major underpinning physiological and biomechanical components of human performance, and scientifically justified periodised methods for training to achieve specific goals. 

Module content:

  • Introduction to Strength and Conditioning/Functional Screening: Introduction to key terminology/concepts of Strength and Conditioning and a fundamental understanding of basic functional athlete screening.
  • Introduction to Human Movement: An introduction to human anatomy and the mechanics of human force production (e.g., planes of movement, lever systems).
  • Introduction to Compound lifting: Introduction to the major compound exercises (e.g., Back/Front Squat, Dead−Lift, Bent−Over Row, Bench Press and an introduction to Weightlifting derivatives) with Key technical elements and coaching points associated with each lift.
  • Neuromuscular physiology: Neuromuscular physiology and fibre types.
  • Plyometric training: An introduction to the fundamental principles underpinning Plyometric Training (Stretch−Shortening −Cycle) and an understanding of the key technical coaching points.
  • Sports nutrition: Principles of periodised sports nutrition for S&C training programmes.

Brief description

The core physiological concepts that underpin performance. Gain knowledge of biochemical, cardiovascular and neuromuscular bases for performance and training the body for endurance, team and strength. Use both physiological and biomechanical equipment to explore and collect physiological data in relation to enhancing sports performance outcomes.

Module content:

  • Biochemistry of performance: The core concepts of energy production during sport and exercise, the metabolic processes and the rate limiting steps for performance and the metabolic adaptations to training.
  • Cardiovascular system and performance: Cardiac output and blood flow regulation and cardiovascular adaptation to training.
  • Neuromuscular system and performance: The contractile mechanism, motor unit activation, neuromuscular fatigue and strength, power and speed performance.
  • Doping and performance: The role of doping in elite sport and the physiological adaptations to doping.
  • Training for performance: Different training modalities to improve endurance and anaerobic power and strength. How to plan energy specific programmes.

Brief description

Contemporary issues in sport and exercise, particularly those you are likely to encounter and have to navigate in future employment.

Module content:

  • Social theory: Key aspects of social theory that can be/have been used to explain phenomena in sport and exercise.
  • Inequality and discrimination: The main sources of inequality and discrimination in sport and exercise (e.g., gender, social class, ethnicity, LGBTI).
  • Sport and politics: How various political systems/ ideologies and governing bodies use sport/athletes as a vehicle for social control.
  • Ethics and sport: Moral and ethical issues in sport and exercise (e.g., child protection). Sport and exercise cultures provide a unique environment for moral and ethical issues.

Brief description

Theory and knowledge of sports psychology and aspects of applied sports psychology in the sport and performance context.

Module content:

  • Sports psychology context and practice: Role(s) of the sports psychologists; contexts and different perspectives on the work of a sports psychologist.
  • Planning and developing interventions: The needs analysis process; empowerment; ownership and motivation; assessment of efficacy.
  • Psychological skills training: Theory and research of goal setting, relaxation, energisation, imagery, positive self-talk, pre-performance and performance routines. Performance enhancement contexts; injury prevention and rehabilitation contexts.

Brief description

Sports policy and development in the UK. Gain the knowledge and expertise to evaluate sports development planning and development.

Module content:

  • Introduction to managing sport development: Outline of the courses content and overall rationale.
  • Sport, exercise and physical body culture: Sociological considerations. Making sense of sport in a sport development context.
  • UK Sport: Emergence of sports development; Historical perspectives; Overview of key rationales and values underpinning sport and physical activity. Development of sport or development through sport.
  • Sport and social policy issues: Health and well−being; Social welfare; Sports equality; Young people and education; Urban regeneration; Elite sport.
  • Ideologies underpinning sport: Political Ideologies and the emergence of the New Right and New Labour. Rationales for sport policy initiatives. Policy making process. Models of policy development, planning and implementation.
  • Structures and governance of sport: Structures and governance of sport in the UK context.
  • Strategic management and organisational theory.
  • Marketing and managing sports development.
  • Monitoring and evaluation.

Brief description

The principles of biomechanics and the concept of performance analysis within a sporting context. Using biomechanics to create evidence based intervention strategies to optimise performance.

Module content:

  • Performance analysis: Identify what performance analysis is, observe performance analysis against existing models, apply and assess the efficacy of the different types of performance analysis.
  • Notational analysis: Concepts of notational analysis and methods for team and individual performance. Apply notational analysis methods to a performance setting.
  • Biomechanical concepts associated with performance: Evaluate biomechanical concepts in relation to their application within a sporting/performance concept. Discuss biomechanical factors that contribute to performance or used to optimise performance.
  • Development of intermediate laboratory skills: Develop intermediate laboratory skills in collection of biomechanical data including, 3D assessment of movement, kinetics using force platforms (ground reaction forces and stability).
  • Data processing and analysis: How to effectively process and analyse biomechanical data generated using biomechanical laboratory equipment.

Brief description

Health issues high on the policy agenda and the ways in which participation in physical activity can be and is promoted as a way to address them.

Module content:

  • Defining health: The different ways in which health can and will be defined.
  • Complexity of health promotion in contemporary society: The ways in which health promotion has the potential to both reduce and exacerbate existing social inequalities.
  • Physical activity, its determinants and importance for health promotion: The factors that influence physical activity and its fundamental role in health promotion.
  • Critical engagement with the Obesity ‘Epidemic’: Why obesity is prioritised on the health policy agenda.
  • Health promotion, physical activity and the environment: The environmental factors that influence the promotion of health and physical activity participation.

Brief description

The aetiology, physiology and pathophysiology of obesity and the principal non-communicable diseases.

Module content:

  • Pathophysiology of Obesity: The pathophysiology of obesity and its exacerbation by physical inactivity.
  • Pathophysiology of Type II Diabetes: The pathophysiology of Type II Diabetes and its exacerbation by physical inactivity.
  • Pathophysiology of Cardiovascular: The pathophysiology of cardiovascular disease and its exacerbation by physical inactivity.
  • Pathophysiology of Cancer: The pathophysiology of cancer and its exacerbation by physical inactivity.

Historical, Social and Cultural Aspects of Golf - SPS315

Year 4 Core Modules

You must study and pass one core module

Brief description

Undertake an independent research project in an area of sport, health or physical activity. 

Indicative content:

  • Research project topics: Select your research project topic with staff guidance. You are allocated a supervisory tutor within the Division.
  • Supervisory sessions: These cover the identification of a research question; necessary elements of research design; the approach needed to prepare for and complete the research project; a range of appropriate research methods; appropriate statistical analyses; the structure of the research report; the interpretation of the research results; possible or probable conclusions; and the writing of the report.

Year 4 Option Modules

You must study and pass four option modules, two from Group [A] and two from Group [B]. If you didn’t take the Work Placement module in year 3, you must make the Career Placement module in Group [A] one of your choices.

Brief description

A work placement within a prospective work environment to expand your knowledge and understanding of your subject and its applications within a real-life setting. 

Module content:

  • Career pathways: Reflect on your prospective career path and evaluate your subject-based and transferable skills, identifying strengths and limitations to address to enhance your career progression.
  • Understanding the prospective work environment and organisation: Identify appropriate organisations and opportunities for enhancing you own continued professional development. Engage in organising an appropriate work placement. Be guided by staff but lead the process to find and apply for appropriate employment.
  • Work placement: Undergo an appropriate programme within a prospective work environment to enhance your ability to progress within your selected career pathway.

Brief description

Additional concepts, methods and techniques used in biomechanics. The interdisciplinary nature of sport biomechanics and injury prevention, for example the physiology of fatigue and its application to biomechanical measures.

Module content:

  • Clinical Biomechanics: Gait analysis – changes throughout the lifespan, effects of different footwear (including different cushioning systems and materials), effects of certain diseases and disabilities (including development of prostheses). Injury risk and prevention, including those through impacts, chronic and acute injuries and how these can be linked to health and safety issues.
  • Sport and Exercise Biomechanics: Injury risk, prevention and performance – use of biomechanical aids (including ankle bracing and taping) and their effects on injury incidence and performance. Integrative biomechanical assessment, which will focus on the utilisation and application of biomechanical laboratory skills developed in the third year module.

Brief description

The role of physical activity for special populations. How participation in physical activity has the potential to enhance physical, social and mental health and well−being. The challenges of getting different population groups to engage in physical activity.

Module content:

  • Guidelines: Population physical activity guidelines.
  • Benefits: Physical, social and mental health benefits associated with physical activity.
  • Needs and challenges: Identification of physical activity needs and challenges associated with engaging different groups in physical activity.
  • Participation: Examine participation trends associated with different populations.
  • Exploration of attitudes, beliefs and values: Exploration of attitudes, beliefs and values of different populations regarding physical activity.

Brief description

Pursue a topic of interest, different from any other work either submitted or proposed relevant to your selected pathway. Manage your own learning and set agreed objectives.

Module content:

  • General: Content will depend on individual learning outcomes agreed.

Brief description

One of the most important aspects of sport is the people involved, whether they are taking part, coaching, administering, volunteering or involved in some other capacity. The Sport Duty of Care Review raised questions about whether the wellbeing and welfare of people are being put at the centre of what sport does and delivers. 

Module content:

  • Safeguarding: What more could be done to strengthen sport’s position in relation to the protection of young people and adults at all levels of sport.
  • Equality, Diversity and Inclusion: Specific aspects of duty of care with relevance to equality, diversity and inclusion.
  • Injuries: How the likelihood of injury can be lessened and whether improvements can be made to how sporting injuries are treated in the short and long term.
  • Career transitions: The support people receive as they transition through the sport system, including entering and leaving top-level sport.
  • Mental health: Issues relating to the prevention, identification and management of mental health issues in sportspeople.
  • Education: How sportspeople can be supported to help them balance education with their sporting activities.
  • Representation of the participant’s voice: How the views of sportspeople are considered in decisions affecting them in sport.

Brief description

The professionalism and development of coaching and learning using an evidence-based approach contextualised to real world examples. The issues of professionalism in education and teaching and the different approaches to the development of those responsible for expertise in athletes and other learners.

Module content:

  • The coach as a professional: The expanded roles of a professional coach. The definition of professionalism and the concepts involved in the recognition of coaching as a profession.
  • Coach education: Research−led knowledge and scientific literature and the links it has to the advice and guidance given to those leading coaching and learning. The dissemination of knowledge and the appropriateness of how it is presented.
  • National Governing Bodies: The role NGBs play in supporting coaching and learning. The increasing professionalism of the coaching process, coach education, and scientific support.
  • Volunteer culture: The volunteer culture in sports coaching within the UK and the tensions this can create with the need for legislation, licensing, and education.

Brief description

The way sport can be used to address social issues, some of the problems with this approach, and how these issues can be overcome. A theoretical and practical toolkit for sport development work.

Module content:

  • Community development: A community development approach to sport delivery.
  • Ideologies of sport for development: The political ideologies associated with sport development work.
  • Community Practice: The community practice approach to sporting provision.
  • Sport and urban regeneration: The use of sport as a tool of urban development.
  • Sport for development and peace: The use of sport as a tool of international development.
  • Sport, globalisation and development: Recent changes in societies and their implications for sport and development.
  • Sport, capitalism and inequality: The links between sport, capitalism and inequality.
  • Liberating education and critical consciousness: The notion of liberating education and how it can be applied to sport development work.
  • The politics of development: The political nature of development work and the utility of social movements for development.

Brief description

Theoretical and practical skills for the analysis and interpretation of behaviour change needs and intervention strategies that elicit lifestyle change to promote positive health and wellbeing.

Module content:

  • Theory: Effective communication, Self-awareness, Listening skills.
  • Management skills: Practicalities of management, administration and organisation of client.
  • Behaviour Change: Identify Influences on behaviour. Understanding and assessing behaviour, Individual behaviour and motivation, Determinants and factors that impact on behaviour and motivation.
  • Time management: Aspects of time management. Changing time management. Effective planning.
  • Goal setting: Identifying Goals. Developing Practical Realistic goals. Short long term goals. Achieving goals.
  • Behaviour Change models: Models of behaviour change. Social cognitive theory, relapse prevention model, ecological theories of behaviour, stages of readiness. Moderator’s mediators of change. Behaviour change process.
  • Promoting Adherence: Self efficacy. Social Support. Behaviour change skills, Impact of habitual behaviour, Factors that affect adherence. Overcoming barriers.

Brief description

The core physiological concepts that underpin exercise performance. The external environment and gender and their impacts on performance and training the body for endurance, team and strength.

Module content:

  • Fatigue: The concept of fatigue and how it regulates performance via central and peripheral regulators.
  • Exercise in different temperatures: Systems adaptation − how the different physiological systems adapt to different temperatures.
  • Exercise with different levels of oxygen availability: Systems adaptation − how the different physiological systems adapt to hypoxia and hyperbaria.
  • Overtraining or under-recovery: The role of recovery in ensuring optimal performance.
  • Gender responses: The physiological responses and training adaptations in males and females.

Brief description

Build on the earlier module, Fundamentals of Strength and Conditioning (SPS305). More advanced training methods and theory, with an emphasis on developing long-term training programmes across a diverse range of sports. Units of assessments will be closely aligned with the UKSCA assessment framework.

Module content:

  • Olympic lifting: A progression from the content covered in SPS305, practical competency and technical knowledge of the Clean and Jerk/ Snatch exercises and their variations.
  • Recovery exercise: The mechanisms involved in fatigue and recovery during and after exercise.
  • Assessment of Strength and Power: Issues in strength and power assessment, specific laboratory based and field based protocols, designing testing batteries.
  • Speed, Agility and Plyometric Exercise: Follow on from material covered in SPS305, with emphasis on advanced programme design and interpretation of the scientific literature.
  • Performance analysis: Identifying main physiological and biomechanical requirements of various sports and designing appropriate conditioning interventions.
  • Practical applications: Methods of dealing with a range of practical scenarios in strength and conditioning.
  • Interpretation and dissemination of information: How to interpret scientific data and articles and be able to disseminate findings to a range of populations (e.g coaches, athletes).

Brief description

Build on the foundational theoretical knowledge of sport and exercise psychology and address advanced and contemporary topics for a more in−depth and current perspective of theory and research in the field.

Module content:

  • Motivation and emotion: e.g. self−determination, stress appraisals and coping, burnout, mind-sets.
  • Cognitive sport psychology: e.g. attentional processes, reinvestment theory.
  • Sport, exercise psychology and health: e.g. exercise dependence and addiction; psychology and injury; PA, sedentary behaviours and psychosocial health.
  • Social sport and exercise psychology: e.g. the physical self, communication, coach−athlete relationship.

How the Course Works

Learning and Assessment

The degree combines lectures, small group work, and practical activities. You also undertake work placements to reinforce the link between theory and practice.

You’ll be encouraged to evaluate information and challenge commonly held ideas about sport and exercise, as well as being invited to research your own areas of interest and expertise.

Assessment uses a combination of examination and coursework to help you develop a variety of intellectual and practical skills, such as being able to put forward a position based on evidence, or being able to discuss and promote ideas within a group.

Entry Requirements

Please note: All new entrants are required to undertake a criminal records check (PVG) at the point of entry to the programme. All applicants must have a pass Maths - National 5 grade C or GCSE grade C/4.  National 5 Lifeskill Maths and Application of Maths accepted in lieu of Maths.

Higher Application of Maths at grade C accepted.

Please visit our Entry from College pages for suitable College courses.

Republic of Ireland applicants, click on the UK tabs and scroll down to find your Entry Requirements.

See information about studying and applying to Abertay for International students.

Qualification Type Grade Requirements Essential Subjects
Higher (standard entry) ABBB To include at least one of the following: Biology, Chemistry, Physics, PE‌ and Maths
Higher (minimum entry) We may make you an offer at the minimum entry grades if you meet the criteria. Find out if you're eligible for minimum entry (see below). BBC To include Biology or Chemistry or Physics or PE or Maths at B
A-Level BCC To include at least one of the following: Biology, Chemistry, Physics, PE‌ and Maths, Sport Science and Active Leisure Industry
Irish Highers H2H3H3H3 To include at least one of the following: Biology, Chemistry, Physics, PE‌ and Maths
International Baccalaureate 29 Points To include at least one of the following: Biology, Chemistry, Physics, PE‌ and Maths or Analysis & Approaches at S5 or H4
BTEC Extended Diploma DMM Sport/Sport and Exercise Sciences
AHEAD   Successful completion of the relevant stream of our AHEAD programme
SWAP Access ABB Access to: Life Sciences, Health & Life Sciences, Sciences, Biological Sciences, Biological & Biomedical Sciences, University Study (to include all 4 Human Biology units)
SQA HNC/HND A Our Entry from College pages list approved HNC/HND courses
Qualification Type Grade Requirements Essential Subjects
Advanced Higher ABB To include PE and Biology or Chemistry or Physics
A-Level ABB To include PE and Biology or Chemistry or Physics
BTEC Extended Diploma D*DD Sport/Sport & Exercise Sciences
International Baccalaureate    
SQA HNC/HND A/AA Our Entry from College pages list approved HNC/HND courses
BTEC HNC M Sport
Qualification Grade Requirements Essential Subjects
SQA HND A/AA Our Entry from College pages list approved HND courses
BTEC HND M Sport

We accept a wide range of qualifications from applicants from across the world. Please select your country from the searchable list below to view different qualification entry requirements. If you have different qualifications to those listed, please contact us using the form below.

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Academic Requirements

Applicants will typically be required to achieve BCC at A-Level, to include any essential subject(s).

Applicants will typically be required to pass the International Baccalaureate (IB) Diploma with an overall score of 29 points, to include any essential subject(s) at S5 or H4.

English language: English B at S5 or H4 is accepted. For English A, no grade is specified. For alternative English language qualifications, please see below.

Applicants will typically require a High School GPA of 3.0, plus one of the following:

  • SAT (I) score of 1150
  • 3 AP Tests at grades 433
  • 3 SAT Subject Tests at 600
  • ACT Composite score of 26

A combination of AP/SAT II tests may be used, provided they are in different subjects.

Applicants will typically be required to pass the Caribbean Advanced Proficiency Examination (CAPE) with 6 units as follows: 1 unit at II, 3 units at III, 2 units at IV, to include any essential subject(s) at III.

Applicants will typically be required to pass the European Baccalaureate with an overall grade of 73%, to include any essential subject(s) at grade 7.

English language: English Language 1 at grade 6 or English Language 2 at grade 7 are accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Diplomë e Maturës Shtetëore with an overall grade of 8.0, to include any essential subject(s).

Applicants will typically be required to pass the Baccalauréat Technique / Commercial with an overall grade of 15, to include any essential subject(s).

Applicants will typically be required to pass the Baccalauréat de l'Enseignement Secondaire with an overall grade of 15, to include any essential subject(s).

Applicants with national school qualilfications will typically be required to pass the first year of a university degree in a relevant subject with an average grade of 13/20, to include any essential subject(s).

Applicants will typically be required to pass the Trayecto Técnico Profesional with an overall grade of 7.0, to include any essential subject(s).

Applicants will typically be required to pass the Título de Técnico Superior/Universitario with an overall grade of 7.0, to include any essential subject(s).

Applicants will typically be required to pass the Araratian Baccalaureate at Extended Level with grades BBC, to include any essential subjects.

Applicants will typically be required to pass the Certificate of Secondary General Education wih an average of 13 and the first year of a university degree in a relevant subject with an average grade of 66%, to include any essential subject(s).

Applicants will typically be required to pass the Year 12 Certificate plus ATAR rank of 80 or Overall Position of 9, to include any essential subject(s) at Year 12 with grade B, grade 3 or Sound Achievement.

Applicants will typically be required to pass the Reifeprüfung/Maturazeugnis with an overall grade of 2.5, to include any essential subject(s) at grade 2.

English language: English at grade 2 in the Reifeprüfung/Maturazeugnis is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Tam Orta Tahsil Hazzinda Aggestat with an average of 4, and the first year of a university degree in a relevant subject with an average grade of 68%, to include any essential subject(s).

Applicants will typically be required to pass the Shahadat Al-Thanawaya Al-Aama/General Secondary Education Certificate with an average of 60%, and the first year of a university degree or post-secondary diploma in a relevant subject with an average grade of 70% or 2.75 (on the 4 point scale), to include any essential subject(s).

Applicants will typically be required to pass the Intermediate/Higher Secondary School Certificate at an average of 2.5, and the first year of a university degree in a relevant subject with an average grade of 55% or B-, to include any essential subject(s) at 60% or grade B.

Applicants will typically be required to pass the Certificate of General Secondary Education at an average of 6, and the first year of a university degree in a relevant subject with an average grade of 6.5, to include any essential subject(s).

Applicants will typically be required to pass the Certificate d'Enseignement Secondaire Supérieur with an overall average of 65%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Diploma van secundair onderwijs with an overall average of 65%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Abschlusszeugnis der Oberstufe des Sekundarunterrichts with an overall average of 65%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Diploma de Bachiller at 64%, and the first year of a university degree in a relevant subject with an average grade of 65%, to include any essential subject(s) at 70%.

Applicants will typically be required to pass the General Certificate of Secondary Education at an average of 4.5, and the first year of a university degree in a relevant subject with an average grade of 70%, to include any essential subject(s).

Applicants will typically be required to pass the Certificado de Conculsão de Segundo Grau with an average score of 8.2, to include any essential subject(s) at grade 8.0.

Applicants will typically be required to pass the Certificado de Conclusão de Ensino Médio with an average score of 8.2, to include any essential subject(s) at grade 8.0.

Applicants will typically be required to pass Brunei A Levels in 3 subjects at grades BCC, to include any essential subject(s).

Applicants will typically be required to pass the Diploma za Sredno Obrazonvanie with an average score of 4.75, to include any essential subject(s) at grade 5.

Applicants will typically be required to pass the Diploma of Upper Secondary Education at average of C, and the first year of a university degree in a relevant subject with an average grade of 67%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Baccalaureat or Baccalaureat Technique at an overall grade of 13, to include any essential subject(s) at grade 12.

Applicants will typically be required to complete the Secondary School Diploma or Diplôme d'Études Collégiales with five grade 12 subjects at an average of 70%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Licencia de Education at an average of 4.5, and the first year of a university degree in a relevant subject with an average grade of 5.0, to include any essential subject(s) at grade 5.

Applicants will typically be required to complete Senior Middle/High School Certificate/Diploma at an average of 77%, to include any essential subject(s) at 77%; and pass GAOKAO with 550 points (based on the 750 points scheme).

Applicants will typically be required to pass the Bachiller Academico at an average of 3.25, and the first year of a university degree or Tecnico Universitario in a relevant subject with an average grade of 3.5, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Svjedodžba o Maturi with an overall grade of 3.6, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Apolytírio Lykeíou with an overall grade of 17.5, to include any essential subject(s) at grade 17.

Applicants will typically be required to pass the Vysvědčení o maturitní zkoušce with an overall grade of 2.2, to include any essential subject(s) at grade 2.

Applicants will typically be required to complete the Studentereksamen (STX), including 3 Level A subjects an overall grade of 7, to include any essential subject(s) at grade 7.

English language: Studentereksamen English Level A or B at grade 7 is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Título de Bachiller at an average of 7.0, and the first year of a university degree in a relevant subject with an average grade of 14 / 65%, to include any essential subject(s) at 60%.

Applicants will typically be required to pass the Gumaasiumi lõputunnistus with an average score of 3.6, to include any essential subject(s) at grade 4; and pass 3 state examinations at a minimum of 60% (or 2 states examinations plus C1 Advanced English CAE or IELTS).

English language: 75% in the English state examination is accepted, or C1 Advanced English CAE or IELTS (overall score 6.0 with no band lower than 5.5). For alternative English language qualifications, please see below.

Applicants will typically be required to complete the Studentsprogv at an overall grade of 7, to include any essential subject(s) at Level A grade 7.

Applicants will typically be required to pass the Ylioppilastutkinto/Studentexamen at an overall grade 4.5, to include any essential subject(s) at grade 5.

English language: Advanced English at grade 5 within the Ylioppilastutkinto/Studentexamen is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Baccalauréat Général/Professionnel/Technologique at an overall grade 12.5, to include any essential subject(s) at grade 13.

English language. English at grade 14 in the Baccalauréat Général/Professionnel/Technologique is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Option Internationale du Baccalauréat at an overall grade 11.5, to include any essential subject(s) at grade 13.

English language. English at grade 13 in the Option Internationale du Baccalauréat is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the NECO in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 60%/2.70, to include any essential subject(s) at 60%/2.70.

English language: English at C6 or higher in the NECO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the WAEC in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 60%/2.70, to include any essential subject(s) at 60%/2.70.

English language: English at C6 or higher in the WAEC is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Sashualo Skolis Atestati (Secondary School Certificate) at an average grade of 7, and the first year of a university degree in a relevant subject with an average grade of 70%, to include any essential subject(s).

Applicants will typically be required to pass the Shualo Specialuri Sastsavleblis Diplomi (Special School Leaving Diploma) at an average grade of 7, and the first year of a university degree in a relevant subject with an average grade of 70%, to include any essential subject(s).

Applicants will typically be required to pass the Abitur with an overall grade of 2.2, to include any essential subject(s) at grade 11.

English language: Abitur English at grade 10 is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the NECO in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of B/55%, to include any essential subject(s) at grade B/55%.

English language: English at C6 or higher in the NECO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the WAEC in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of B/55%, to include any essential subject(s) at grade B/55%.

English language: English at C6 or higher in the WAEC is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Greek Apolytirion of Geniko Lykeio at grade 17.5 and 3 Pan-Hellenic exams at an average of 16.5, to include any essential subject(s) at grade 17.

Applicants will typically be required to pass the Hong Kong HKDSE at 3333 in 4 core subjects, with elective subjects at 433 (for 3 electives) or 44 (for 2 electives), to include any essential subject(s) at 3.

Applicants will typically be required to pass the Érettségi Bizonyítvány at an overall grade 4.2, with 2 higher subjects at grade 4, to include any essential subject(s).

Applicants will typically be required to pass the Stúdentspróf at an overall grade 6.5, to include any essential subject(s) at grade 6.

Applicants will typically be required to pass the Indian Senior School (Year 12) exam at an average of 65%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Sekolah Menengah Kejuruan/Madrasah Aliyah (SMK / MA) at 78%, to include any essential subject(s).

Applicants will typically be required to pass the Post School Qualification Diploma 1 at 2.5, to include any essential subject(s).

Applicants from Ireland should check the UK Year 1 Entry tab for entry requirements with Irish Highers.

Applicants will typically be required to pass the Te'udat Bagrut or Bagrut with at least 2 subjects at level 5 and 1 subject at level 4 at an average of 65%, to include any essential subject(s) at Level 5 with 65%.

Applicants will typically be required to pass the Diploma di Esame di Stato at 75%, to include any essential subject(s) at grade 8 (on the 10 point scale) or grade 16 (on the 20 point scale).

Applicants will typically be required to pass the Upper Secondary School Leaving Certificate at grade 3.75, to include any essential subject(s) at grade 4.

Applicants will typically be required to pass the Certificate of Completed Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 75% / 2.67, to include any essential subject(s).

Applicants will typically be required to pass the Kenya Certificate of Secondary Education (KCSE) at an average of B, and the first year of a university degree in a relevant subject with an average grade of 55%, to include any essential subject(s) at 55%.

Applicants will typically be required to pass the Certificate of Complete General Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 3.6, to include any essential subject(s).

Applicants will typically be required to pass the Atestas par vispārējo vidējo izglītību with an average score of 7.5, to include 3 state exams at a minimum of 75%, to include any essential subject(s) at 70%.

English language: 80% in the English state exam is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Baccalauréat Libanais or Baccalauréat II with 14, to include any essential subject(s) at grade 12.

Applicants will typically be required to pass the Brandos Atestatas with an average score of 7.5 with a minimum of 75% in 3 state exams, to include any essential subject(s) at grade 8.

English language: 80% in the English state exam is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Diplôme de Fin d'Études Secondaires at an overall grade of 44, to include any essential subject(s) at grade 44.

Applicants will typically be required to pass the Certificate of Higher Secondary Education with 73%, to include any essential subject(s) at 73%.

Applicants will typically be required to pass the Ensino Secundário Complementar with grade 2.8, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Cambridge Overseas Higher School Certificate (COHSC) with grades BCC, to include any essential subject(s) at grade C.

Applicants will typically be required to pass the Malawian School Certificate of Education at grade 5, and the first year of a university degree in a relevant subject with an average of 65%, to include any essential subject(s).

Applicants will typically be required to pass the Sijil Tinggi Persekolahan Malaysia (STPM) with a minimum of 3 subjects at BBC or 2.67 GPA, to include any essential subject(s) at grade B/3.

Applicants will typically be required to pass the Unified Examination Certificate (UEC) with 4 subjects at 75% / A2 B5 B5 B5, to include any essential subject(s) at grade 75%/B5.

Applicants will typically be required to pass the Matriculation Certificate Examination with grades BB at Advanced level and BCCC at Intermediate level, to include any essential subject(s) at Advanced level grade C.

Applicants will typically be required to pass the Diplomă de Bacalaureat with an overall grade of 7.0, to include any essential subject(s) at grade 7.

Applicants will typically be required to pass the Certificate of Secondary Education at 70%, and the first year of a university degree in a relevant subject with an average of 75%, to include any essential subject(s).

Applicants will typically be required to pass the Higher Secondary Education Certificate (HSC) with 68%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Voorbereidend Wetenschappelijk Onderwijs (VWO) with an overall score of 7.0, to include any essential subject(s) at grade 7.

English language: English at grade 8 in HAVO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the NECO in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 3.0 or 55%, to include any essential subject(s) at grade 3.0 or 55%.

English language: English at C6 or higher in the NECO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the WAEC in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 3.0/55%, to include any essential subject(s) at grade 3.0/55%.

English language: English at C6 or higher in the WAEC is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Secondary School Leaving Diploma/Matura with an overall grade of 3.75, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Vitnemål for Vidergaende Opplaering with an overall average of 3.8, to include any essential subject(s) at grade 4.

English language: English at grade 4 in the Vitnemål for Vidergaende Opplaering is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Higher Secondary School Certificate at an average of 60%, and the first year of a university degree in a relevant subject with an average grade of 64%/3.0, to include any essential subject(s) at 68%.

Applicants will typically be required to pass the Matura with an average score of 65%, to include 3 Advanced subjects at a minimum of 50%, to include any essential subject(s) at Advanced level with a score of 70%.

Applicants will typically be required to pass the Diploma/Certificado Nível Secundário de Educação with an overall grade of 15, to include any essential subject(s) at grade 16.

Applicants will typically be required to pass the Qatar Senior School Certificate (Shahadat Al-Thanawaya Al-Aama) at an average of 60%, and the first year of a university degree in a relevant subject with an average grade of 2.5/75%, to include any essential subject(s) at 2.5/75%.

Applicants will typically be required to pass the Diplomă de Bacalaureat with an overall grade of 7.5, to include any essential subject(s) at grade 8.

Applicants will typically be required to pass the Attestat o Srednem Obrzovanii (Certificate of Secondary Education) at an average of 4, and the first year of a university degree in a relevant subject with an average grade of 3.7, to include any essential subject(s).

Applicants will typically be required to pass the General Secondary Education Certificate (Tawjihiyah) with an average of 60%, and either the post-secondary diploma or first year of a university degree in a relevant subject with an average grade of 3.5/75%, to include any essential subject(s) at 75%.

Applicants will typically be required to pass Singapore GCE A-Levels with grades BCC, to include any essential subject(s).

Applicants will typically be required to pass the Vysvedčenie o maturitnej skúške at grade 2.2, to include any essential subject(s) at grade 2.

English language: English at B2 level at grade 2 in the Vysvedčenie o maturitnej skúške is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Maturitetno spričevalo at grade 3.8, to include any essential subject(s) at grade 4.

Applicants will typically be required to pass the National Senior Certificate (with Matriculation Endorsement) with 4 subjects at 6555, to include any essential subject(s).

Applicants will typically be required to pass the Título de Bachiller with an average score of 7.2, to include any essential subject(s) at grade 7.

Applicants will typically be required to pass the Sudan School Certificate with an average of 60%/C, and the first year of a university degree in a relevant subject with an average grade of 70%/B, to include any essential subject(s).

Applicants will typically be required to pass the Avgangsbetyg/Slutbetyg fran Gymnasieskola with an average score of 16.5, to include any essential subject(s) at level 5 grade B.

English language: English Level 5 at grade B or English Level 6 at grade C in the Avgangsbetyg/Slutbetyg fran Gymnasieskola is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Certificat de Maturité with an overall grade of 4.6, to include any essential subject(s) at grade 5.

Applicants will typically be required to pass Maturitätszeugnis with an overall grade of 4.6, to include any essential subject(s) at grade 5.

Applicants will typically be required to pass the Attestato Di Maturità with an overall grade of 4.6, to include any essential subject(s) at grade 5.

Applicants will typically be required to pass the Certificate of Complete General Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 3.6, to include any essential subject(s).

Applicants will typically be required to complete the Certificate of Secondary Education/Maw 6 with an average of 75%/3.3, to include any essential subject(s) at grade 3; or complete the first year of a university degree in a relevant subject with an average of 2.5, to include any essential subject(s) at 2.5.

Applicants will typically be required to pass the High School Diploma at an average of 55%, and the first year of a university degree in a relevant subject with an average grade of 3.2 (on the 5 point scale) or 60 (on the 100 point scale), to include any essential subject(s).

Applicants will typically be required to pass the Certificate of Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 3.7, to include any essential subject(s).

Applicants will typically be required to pass the Certificate of Complete General Secondary Education, and the first year of a university degree in a relevant subject with an average grade of 70% / 2.6 (on the 4 point scale) / 4.2 (on the 5 point scale), to include any essential subject(s).

Applicants will typically be required to pass the General Secondary Education Certificate Examination at 65%, and the first year of a university degree in a relevant subject with an average grade of 2.3, to include any essential subject(s) at grade 2.3.

Applicants will typically be required to pass the Diploma of Academic Lyceum at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 65%, to include any essential subject(s).

Applicants will typically be required to pass the Título de Técnico Superior Universitario, and the first year of a university degree in a relevant subject with an average grade of 55% / 6.3 (on the 10 point scale) / 13 (on the 20 point scale), to include any essential subject(s).

Applicants will typically be required to pass the Zimbabwe General Certificate of Education at Advanced Level with grades BCC, to include any essential subject(s).


English Language Requirements

All courses at Abertay University are taught in English. If your first language is not English, you will need to demonstrate that you meet our English language requirements. Accepted English language qualifications include:

IELTS - overall score of 6.0 with no band lower than 5.5

TOEFL - overall score of 78 (individual elements: L-17, R-18, S-20, W-17)

Cambridge FCE/CAE/CPE - overall score of 169 on Cambridge Grading Scale

International Baccalaureate - English B at S5 or H4, English A no specific grade required

European Baccalaureate - English Language 1 at grade 6 or English Language 2 at grade 7

You do not need to prove your knowledge of English language if you are a national of certain countries. Please see English Language Requirements for the full list of accepted qualifications and further details.

 

If your academic qualifications aren't listed above, or if you have any further questions, please contact our international team using the form below. There is also lots of useful information for international applicants on how to apply, visa information, and studying in Scotland on our international pages.


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Support for Ukrainian students

We're keen to offer help to Ukrainian students who may wish to transfer from their existing institution in Ukraine or to register with us as new students for intake in September. There will be no tuition fees charged for the duration of the degree programme, as those with refugee status are treated as ‘Home/Scottish’ students and will also have access to the Student Awards Agency for Scotland bursary and student loans. Our Recruitment Team can help guide applicants.

SEND AN ENQUIRY

Not sure if you're eligible for entry?

If you have the potential and motivation to study at university, regardless of your background or personal circumstances, we welcome your application.

We understand some people have faced extra challenges before applying to university, which is why we consider the background in which your academic grades have been achieved when making an offer.

If you expect to receive passes in three Scottish Highers (grades A-C) and have either ...

  • been in care
  • participated in a targeted aspiration-raising programme such as LIFT OFF, LEAPS, FOCUS West, or Aspire North
  • no family background of going to university
  • attended a school or lived in an area where not many people go to university

... we encourage you to submit an application.

Fees and funding

The course fees you'll pay and the funding available to you depends on factors such as your nationality, location, personal circumstances and the course you are studying. 

More information

Find out about grants, bursaries, tuition fee loans, maintenance loans and living costs in our undergraduate fees and funding section.

 

Scholarships

We offer a range of scholarships to help support your studies with us.

As well as Abertay scholarships for English, Welsh, Northern Irish and international students, there are a range of corporate and philanthropic scholarships available. Some are course specific, many are not. There are some listed below or you can visit the Undergraduate scholarship pages.

View all

Abertay RUK Scholarship: Science and Social Science

A scholarship for prospective undergraduate Science and Social Science students applying from England, Wales or Northern Ireland.

Abertay International Scholarship

This is an award of up to £12,000 for prospective international undergraduate students.

The Robert Reid Bursary

Two £1,000 awards for students who have overcome challenges to attend university.

Careers

Graduates are typically well placed to work as sports development officers, high-performance coaches, scientific support specialists, outdoor instructors, fitness consultants, lifestyle managers, health promotion specialists, teachers, lecturers, physical activity leaders, or researchers.

The broad range of studies in Years 1 and 2 will give you a solid foundation, providing flexibility for your future career, while the emphasis on employability will allow you to experience the industry and meet key individuals in order to make your mark before even finishing your studies.

Two males watching a football match

Industry Links

You’ll have the opportunity to develop links with various sports industries and work towards achieving awards through this. Work placements that are embedded in the curriculum are an integral part of this process.

Abertay staff have strong research links and many are members of professional societies. There are good links between Division of Sport and Exercise Science staff and industry, and many staff are also current practitioners.

Female working on an exercise bike - two other females spectating and taking notes

Get inspired

Meet some of our Sports graduates and find out what they've gone on to do.

Fraser Murray next to the green and yellow Biella Rugby Club logo wearing a team shirt

Fraser Murray

Fraser is Head of Strength and Conditioning for the First Team of Biella Rugby Club in Italy.

Find out more

A photo of Paul Brand in Manchester United kit holding a trophy

Paul Brand

Paul landed his dream job as Head of First Team Analysis at Manchester United.

Find out more

A picture of Debbi McCullock in her Spartans coaching outfit.

Debbi McCulloch

Debbi rose up from groundsman to Business and Operations Manager at Spartans Academy.

Find out more

Unistats

Unistats collates comparable information in areas students have identified as important in making decisions about what and where to study. The core information it contains is called the Unistats dataset (formerly the Key Information Set (KIS)).

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