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Bangor University

Sport Science

UCAS Code: C607

Master of Science - MSci

Entry requirements


GCSE/National 4/National 5

Grade C/4 in English Language, Maths and Science

UCAS Tariff

136

Typical offer is based on a minimum of 136 tariff points from a Level 3 qualification* e.g. • A Levels • BTEC National/Extended Diploma and Cambridge Technical Extended Diploma: DDD • International Baccalaureate Diploma • Access: Pass Access to Higher Education Diploma • Sports Leaders UK: Higher Sports Leadership qualifications • Welsh Baccalaureate • Extended Project Qualification • General Studies not accepted International Candidates: school leaving qualifications and college diplomas are accepted from countries worldwide (subject to minimum English Language requirements), details at: www.bangor.ac.uk/international/applying/entryrequirements We also welcome applications from mature applicants. *For full details go to our website and for a full list of accepted Level 3 qualifications, go to www.ucas.com

100%
Applicants receiving offers

About this course


Course option

4.0years

Full-time | 2020

Subject

Sport and exercise sciences

The MSci is an extended undergraduate programme that allows students to graduate either with a BSc (Hons) at the end of Year 3 or with a Masters at the end of Year 4. The School of Sport, Health and Exercise Sciences offer this course.

Following a research-based approach, the key aspects of this degree include the study of how to improve physical and mental performance to help individuals to achieve their personal potential, together with the development of student’s own research and analytical skills.

Not only will this prepare you for a career as a sports scientist working with squads of elite performers to fine-tune their training but it will give you the background needed for a career in sports science research.

We place a strong emphasis on applying theoretical knowledge to performance and all students, regardless of the course they are on, undertake a Research Skills module. This gives them the opportunity to integrate the knowledge they have accumulated in an individual Research Project during their MSci year. Both these modules are compulsory.

Research Skills – This covers three main topics; quantitative research design, the analysis of group differences and regression analyses using quantitative methods and qualitative research methods and analysis.

Students read series of scientific papers to develop their critical understanding of research design, including formulating a question, generating a hypothesis, study designs, sampling methods, ensuring validity and reliability, and good dissemination practices. Both original investigations and review studies will be included. The second topic involves using a wide variety of quantitative methods to analyse group differences and regression analyses. The qualitative part of the module will address the different philosophical positions underpinning quantitative and qualitative research; data collection methods, including interviews, focus groups and observational methods; and qualitative data analysis, including thematic content analysis, grounded theory and discourse analysis.

Research Project – This is an independent piece of research, and acts as the culmination of the academic challenges faced by the student. The module comprises 60 credits (ie equivalent to three double modules) and will formally equate to some 600 hours of student time.

Students work closely with their supervisor to develop a research project. Academic supervisors are leaders in their field of study and provide excellent research training and guidance throughout this process. Once an appropriate research question is agreed, students will implement a research design and method suited to the area of enquiry.

Multi-disciplinary and interdisciplinary studies, which might involve the student’s ongoing sport/exercise experience, will be encouraged. Each topic will normally involve data collection, analysis and interpretation and allow students to demonstrate their powers of imagination, initiative, independence and time management. Students are expected to show a thorough knowledge of the relevant sources of information and the ability to use them with discrimination; to provide full references; to exercise sound and independent judgment; to structure work logically and to express themselves with clarity and precision.

Modules

For details of the modular structure, please see the course description on Bangor University's website.

Tuition fees

Select where you currently live to see what you'll pay:

Channel Islands
£9,000
per year
England
£9,000
per year
EU
£9,000
per year
Northern Ireland
£9,000
per year
Scotland
£9,000
per year
Wales
£9,000
per year

The Uni


Course location:

Bangor University

Department:

School of Sport, Health and Exercise Sciences

TEF rating:

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What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

81%
med
Sport and exercise sciences

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Sport and exercise sciences

Teaching and learning

79%
Staff make the subject interesting
93%
Staff are good at explaining things
85%
Ideas and concepts are explored in-depth
72%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

85%
Library resources
90%
IT resources
87%
Course specific equipment and facilities
75%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions

Who studies this subject and how do they get on?

89%
UK students
11%
International students
66%
Male students
34%
Female students
81%
2:1 or above
10%
Drop out rate

Most popular A-Levels studied (and grade achieved)

B
D
D

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Sport and exercise sciences

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

£17,000
med
Average annual salary
97%
med
Employed or in further education
85%
low
Employed in a role where degree was essential or beneficial

Top job areas of graduates

18%
Sports and fitness occupations
12%
Customer service occupations
12%
Sales assistants and retail cashiers
What do graduate employment figures really tell you?

One of the fastest growing subjects in the country, the number of sports science graduates went from under 3,000 in 2003 to over 10,000 in 2013. Numbers have fallen slightly since 2015, but we still have over 9,000 graduates in the subject. However, the good news is the country's appetite for good health and fitness - and the adaptability of graduates in the subject - means that sports science grads are less likely than average to be out of work. Sports science graduates, not surprisingly, tend to get jobs in sport, fitness and health - coaching and teaching especially - but they're found all over the economy. Management and business are also popular options for graduates from this subject — and sports science graduates are particularly found where drive, determination and physical fitness are an advantage.

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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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