What will I study during this BSc (Hons) Sport and Exercise Science course?

The foundations and principles underpinning sport and exercise science are covered in the first two years (i.e. anatomy, physiology, biomechanics, psychology, health and physical activity). This provides the multi-disciplinary grounding recommended by the British Association of Sport and Exercise Sciences (BASES). In the final year, there is discipline specialisation and an independent research project led by the student. With strong links with industry partners, this programme has been designed to meet the needs and expectations of employers and with your future employability in mind.

In addition to the compulsory module topics that will prepare you for working in the Sport and Exercise domain we also want to ensure that as a Portobello graduate you are standing above others. To do this we have invested in working with experts in the field who will host webinars, activities and opportunities to apply your classroom-based content into practice. We have also partnered with The PFSA who are a globally recognised education provider in areas such as Performance Analysis, Talent Identification and Recruitment and Opposition Analysis. This partnership is important as we have secured the opportunity for all students to leave Portobello with at least a Level 1 and Level 2 in these areas as part of their studies.

Year 1
Year 2
Year 3

Introduction to Research Skills (20 Credits)

This module aims to introduce theoretical concepts underpinning inter-disciplinary
applied sport and exercise science practice, and to familiarise and develop computing competency, practical skills and techniques relevant to applied sport and exercise science settings.
To encourage students to engage with the development of employability skills by
completing a self-awareness statement.

Learning Outcomes
After completing the module the student should be able to:
1. Write in an evidence informed scientific manner using appropriate sentence and
paragraph structure and referencing.
2. Understand how to collect, present and interpret scientific data.
3. Identify and reflect upon the following aspects of self-awareness in respect of
personal development and career planning: strengths and weaknesses,
motivations and values, ability to work with others.
Introduction to Psychology (20 Credits)

Module Aims:

This module aims to develop knowledge and understanding of the foundation
concepts that underpin motor learning/control, sport, exercise and social psychology.

Learning Outcomes:

After completing the module the student should be able to:

1. Describe the stages of skill learning, motor learning theory and assessment,
augmented information, expertise and training, and motor control systems.
2. Describe the concepts of personality, anxiety, motivation and cohesion as they
apply to sport psychology.
3. Describe the key concepts associated with psychological well-being and exercise
related behavioural change: describe the psycho-socio, cultural and environmental
considerations of people in sport
Introduction to Biomechanics (20 Credits)

Module Aim:

The aim of this module is to introduce the basic principles of human anatomical
structure and biomechanics and to illustrate applications of these principles in sport,
exercise and health. The module also aims to provide an introduction to
experimental methods in biomechanics and to develop skills in data handling.

Learning Outcomes;

After completing the module the student should be able to:
1. Describe human anatomical structure and function and apply these concepts to
sport, exercise and health
2. Apply concepts and techniques of biomechanics to sport and exercise
Research Methods 2 (20 Credits)

Module Aim

The aim of this module is to introduce the fundamental concepts of research
methods, along with covering the basic application and interpretation of various data
analysis techniques.

Learning Outcomes

After completing the module the student should be able to:
1 Describe and identify various aspects of the different types of research design
2 Apply, interpret and report a variety of analysis techniques.
Physiological Response to Exercise (20 Credits)

Modules Aims:
To develop knowledge and understanding of the basic structure and function of key
physiological systems and metabolic processes and discuss how these systems and
processes respond to acute exercise.

Learning Outcomes:

After completing the module the student should be able to:
1. Describe the basic structure and function of key physiological systems and
metabolic processes
2. Describe how these physiological systems and metabolic processes respond to
acute exercise
Physical Activity, Health And Wellbeing Foundations (20 Credits)

Module Aims:
The aim of this module is to introduce the principles underpinning the promotion of
physically active, low sedentary, healthy lifestyles. The structure of this module is
guided by the behavioural epidemiology framework. The module also aims to provide
an introduction to quantitative and qualitative methodologies in physical activity (PA)
and sedentary behaviour (SB) research, and to develop skills in data analyses and interpretation.

Learning Outcomes:

After completing the module the student should be able to:
1 Explain the relationship between physical activity, sedentary behaviour and health
outcomes
2 Identify current national and international policies and guidelines related to
physical activity and sedentary behaviour
3 Explain methods for assessing physical activity and sedentary behaviour
4 Analyse, interpret and explain quantitative and qualitative data related to physical
activity and sedentary behaviour levels and participation
Applied Sport & Exercise Placement (20 Credits)

Module Aims:
The module aims to provide students with the opportunity to develop and reflect on
their theoretical knowledge and applied practice skills by engaging in a work related
learning project.

Learning Outcomes:

After completing the module the student should be able to:
1 Critically evaluate the important skills, applied knowledge and evidence base
required to work in applied Sport and Exercise Science
2 Critically reflect on issues relating to professional practice
3 Assimilate and present effective and relevant feedback and/or educational material

Psychological Principles (20 Credits)

Module Aims:

This module aims to develop students’ ability to evaluate psychological principles
associated with sport, exercise, and those associated with motor control and learning
and expertise. This will be evaluated via an essay based assessment, and laboratory
report examinations. Formative opportunities for students to self-evaluate their
understanding will be offered throughout the module and specified feed-forward
sessions. Students will also gain exposure to laboratory scenarios in the context of
motor learning and control in order to further develop their understanding of
experimental psychology.

Learning Outcomes:

After completing the module the student should be able to:

1 Critically evaluate the psychological principles associated with motor control and
learning and perceptual/cognitive expertise
2 Evaluate the psycho-socio, cultural and environmental considerations of
developing people in, and through, sport.
3 Evaluate the psychological principles associated with sport performance and
exercise interventions.
Biomechanical Principles (20 Credits)

Module Aim:

The aim of this module is to develop the understanding of biomechanical principles
and key measurement techniques for use in sport and exercise contexts.

Learning Outcomes:

After completing the module the student should be able to:
1 Analyse, interpret and report biomechanical data related to sports skills
2 Evaluate biomechanical principles in a sports and exercise context in terms of
forces, motion and muscle actions
Research Methods 2 (20 Credits)

Module Aim

The aim of this module is to introduce the fundamental concepts of research
methods, along with covering the basic application and interpretation of various data
analysis techniques.

Learning Outcomes

After completing the module the student should be able to:
1 Describe and identify various aspects of the different types of research design
2 Apply, interpret and report a variety of analysis techniques.
Physiological Responses to Exercise (20 Credits)

Module Aims:

To develop knowledge and understanding of the cardiovascular and metabolic
responses of acute and chronic exercise and discuss these in relation to human
health and performance.

Learning Outcomes:

After completing the module the student should be able to:

1. Explain the cardiovascular and metabolic responses to endurance, high intensity
and resistance exercise training
2. Explain the cardiovascular and metabolic responses to exercise training in
different environmental conditions and disease states
Physical Activity, Health & Wellbeing 1 (20 Credits)

Module Aim:

The aim of this module is to develop the student’s theoretical knowledge and
practical skills required for the promotion of physically active, low sedentary, healthy
lifestyles. The structure of this module, and associated modules at level 4 and 6, is
guided by the behavioural epidemiology framework. The module also aims to provide
practical opportunities to develop skills associated with the assessment of physical
activity and sedentary behaviour.

Learning Outcomes:

After completing the module the student should be able to:

1 Deploy a physical activity or sedentary behaviour assessment method, analyse
and interpret an associated data set, and communicate the findings to a participant
in a practical situation
2 Analyse the strengths and limitations of methods for assessing physical activity
and sedentary behaviour
3 Analyse determinants and correlates of physical activity and sedentary behaviour

Research Dissertation (40 Credits)

Module Aims:

This module aims to critically extend the students understanding and deployment of
the research process through the planning, production, analyses and report of a
piece of independent research conducted in a responsible, safe and ethical manner.

Learning Outcomes:

After completing the module the student should be able to:
1 Apply skills and competencies to conduct research in an area relevant to their
programme of study.
2 Critically appraise the research in a written format as specified by the major project
guidelines.
3 Present and defend the progress and summary of the project and its findings in a
scientific manner.
Contemporary Issues in Physical Activity, Health & Wellbeing Measurement (20 Credits)

Module Aims:
This module aims to engage students in current physical activity, sedentary
behaviour and health research and measurement concepts. Students will gain
experience of using physical activity and sedentary behaviour measurement tools
and analysis of physical activity data. Students will also gain an understanding of
other variables associated with physical activity and sedentary behaviour, including
the measurement and analysis of some health markers.

Learning Outcomes:

After completing the module the student should be able to:

1 Critically evaluate current research methodologies used to measure physical
activity, sedentary behaviour and associated variables.
2 Critically appraise research evidence to make informed decisions related to
physical activity/sedentary behaviour data collection, analysis and evidence
dissemination.
3 Locate and synthesise physical activity, sedentary behaviour and health research
literature.
4 Critically review current issues relevant to physical activity and/or sedentary
behaviour.
Physical Activity & Sedentary Behaviour Interventions in Practice (20 Credits)

Module Aims:

This module aims to engage students in key physical activity, sedentary behaviour
and health intervention concepts. It will explore current evidence and practice related
to promoting physical activity and reducing sedentary time in a range of
populations/settings and also examine how interventions are designed and
evaluated.

Learning Outcomes:

After completing the module the student should be able to:

1 Design physical activity and/or sedentary behaviour interventions based on
research evidence and best practice.
2 Devise evaluations of physical activity and/or sedentary behaviour interventions.
3 Critically appraise contemporary research evidence surrounding physical activity
prescription in clinical populations.
4 Produce physical activity prescription guidance for professionals and the general
populations.
Cardiovascular & Environmental Physiology (20 Credits)

Module Aims:

The module aims to provide students with the critical thinking skills necessary to
evaluate and understand the appropriate application of key cardiovascular
measurement techniques and to equip students with the applied knowledge
necessary to interpret data collected via these techniques. In addition, the module
aims to promote critical awareness of the limitations to human health and
performance under various physiological stressors, and how these limitations can be
overcome with appropriate adaptation strategies and interventions.

Learning Outcomes:

After completing the module the student should be able to:

1 Evaluate cardiovascular data and recognise when there are abnormalities present.
2 Discuss the validity, reliability and utility of cardiovascular measurement
techniques.
3 Critically analyse the limitations to performance and health, and form coping
strategies when individuals and athletes are confronted with common
physiological, behavioural and environmental stressors
Advanced Biomechanics (20 Credits)

Module Aim:
The aim of this module is for students to gain the knowledge and skills necessary for
evaluating gait quantitatively and to gain the critical knowledge of muscle and tendon
function and adaptation.

Learning Outcomes:

After completing the module the student should be able to:

1 Conduct an experimental analysis of human gait and interpret the findings
2 Critically evaluate the role of muscle and tendon function and adaptation
Applied Sport & Exercise Placement (20 Credits)

Module Aim:

The module aims to provide students with the opportunity to develop and reflect on
their theoretical knowledge and applied practice skills by engaging in a work related
learning project.

Learning Outcomes:

After completing the module the student should be able to:

1 Critically evaluate the important skills, applied knowledge and evidence base
required to work in applied Sport and Exercise Science
2 Critically reflect on issues relating to professional practice
3 Assimilate and present effective and relevant feedback and/or educational material

Personal Academic Tutor

Each student is assigned a personal academic tutor to support you throughout your learning journey. They are available to offer you telephone and email support at any time. You can arrange to meet them for further one to one guidance at a time convenient to you.

Many of our past graduates have found it is the opportunity to ask a simple question, seek direction and submit a draft of their assessment that supported them most to successful completion. Emailing your tutor at any stage during your programme to ask a query or submit a draft of your assessment supports you to achieve your personal best throughout your studies with Portobello.

This level of one to one support is a particular benefit to choosing Portobello as your Institute of choice to complete your studies.

Barry Roe

Barry Roe started out his career in what he calls one of the big three (Business, Medicine, Law).

“Nobody ever really entertained the possibility of a real career in sports, even though there were a lot of serious athletes involved, people who were hugely successful in their sporting lives, got scholarships and everything. They never took sport seriously in terms of seeing it as an actual career path.”

He landed that coveted corner office in a tall building managing pension funds. Barry had what most would consider a perk. His office literally overlooked the Leinster training ground. If Leinster scored a try off a set piece move on Friday night, Barry had seen it happen on Tuesday. He knew who the next superstar talent was and got to watch him everyday.

But that’s not what Barry wanted. Instead of a perk, it was only adding to his misery in his office job.

“It was only my wife really who sat me down and said ‘Look you’re obviously miserable.’

Having studied something like business and marketing, it was a great experience…but if I could go back I would definitely have just gone through the sporting route. If I could talk to my teenage self I would say what do you actually really like to do and what would you like to do with the rest of your life as opposed to what do you think you should be doing.

Forget what you think you should be doing, just go do what you like to do and you’ll succeed in it. You’ll make more successful leaps and bounds far quicker than you would slogging it out during a recession in finance.”

With a very understanding wife at his side, Barry gave up his career in finance and became a personal trainer. He earned his MSc Sports Performance from the University of Limerick before becoming a strength and conditioning coach and nutrition advisor for Munster Rugby.

“When you’re sitting there thinking ‘I’m here working in pension funds until I potentially start drawing my own pension.’ Nah, that was not happening. No. Game over.”

Having worked with elite athletes and having set up his own personal training business, Barry then sought out to satiate his desire to educate. That’s how he wound up at Portobello Institute.

“My philosophy is to always be open to new challenges and opportunities. In doing so, I feel that I will maintain a fresh perspective and continue to grow professionally and personally. My goal as an educator in the undergraduate program is to provide students with the knowledge and skills to become professionally competent in their chosen pathways.

My teaching philosophy takes a student-centric approach. I strive to create a collaborative and interactive learning environment; one that allows our diverse student body to share their own unique experiences and perspectives. My overall aim is to equip my students with the skills and confidence to make a seamless transition from their academic studies into their chosen careers.”

Becoming an educator was a natural fit for Barry as he has continually sought out education himself as a student. His initial degree in marketing wasn’t ultimately what he wanted to build his career in but it didn’t mar his passion for education. Since then he has earned his Masters from UL but also completed the National Qualifications in Suspension Training, Pre & Post Natal Exercise, Indoor Cycling and Kettlebell Training and further qualifications with the IRFU, U.K. Anti Doping, ISAK and Les Mills.

Sami Dowling

Position: Tutor

“In the right mindset, you can turn your weaknesses into strengths”

“Vision is the art of seeing what is invisible to others”

“Don’t lose the forest for the trees”

About Sami Dowling

Sami has over 15 years of experience as a strength and conditioning coach across multiple sports from development right up to and including the elite level. He spent 10 years working with Leinster Rugby and the IRFU and has extensive experience in the world of GAA at both club and county levels. He has worked with senior intercounty teams such as Dublin, Down, Longford, and Wexford, as well as club teams St. Vincent’s, Cuala, Carbury and Ballymun Kickhams. Sami has also transferred his skill set into the world of hockey, spending the last number of years working with Hockey Ireland and Pemproke Hockey club.

Sami’s Teaching Philosophy

After completing his Master’s in Strength in Conditioning, Sami gravitated towards tutoring, wanting to bridge the gap between evidence-based research and the art of coaching science.

Qualifications

Masters in Sports Science, UKSCA

Research / Industry Participation

Sports Science
Strength & Conditioning

Anthony Sheriff

“I very much took the scenic route to education.”

Anthony Sheriff isn’t joking. After leaving school in Ireland, he spent a year in Australia before returning to Ireland before then going to college in Liverpool. From there he found his way to different cities in the United Kingdom before spending two years as a teacher in Dubai.

Travelling the world may or may not have been a goal for Anthony that he was always aware of but it definitely would have been a surprise to his younger self that he was travelling as a teacher.

“When I was a teenager absolutely I was sports mad. Right back as far as I can remember as a child, my mam always says that I was kicking a football before I could walk. You’d probably struggle to find a sport that I haven’t played or competed in at one stage.

I was never the academic type. I was never the type to be massively interested in school apart from PE. When I was in school all I wanted to do was to be out playing sport really. It’s not that I hated school, I got the work done that had to be done but I think my mind was just on sport the whole time so I was never massively interested.”

Initially after leaving school, Anthony worked in different jobs. He was a greenkeeper, worked in a bar and in construction. He moved to Australia for a year on a whim when his friend asked him if he wanted to go.

Anthony openly admits that he didn’t know what he wanted to do at that stage of his life.

College didn’t become an option for him until he was 22 years of age after leaving secondary school at 18. It was all that time he spent on building sites in Australia that made him realize what he really wanted to pursue in life.

“I was doing a lot of these labouring jobs and it was a bit of craic and all on the site, it was enjoyable at times but I realized it wasn’t what I wanted to do long term. That’s when I started to have a deep think about what I wanted to do with the rest of my life.”

Since PE was the only thing he had any care for during his time in school, Anthony began searching through online courses to see what qualification he could actually earn and what career he could build. That led him to Liverpool John Moores University in England.

Once he started studying in Liverpool, Anthony no longer had to figure out what he wanted to do. His career outlined itself in front of him.

“Liverpool was where the opportunity was…an absolutely excellent college. It’s just a fantastic place. The tutors the way they worked with us so closely because going into it I was worrying you’d be going into a class of 100 people the way you see college on television and there’s these big lecture halls. It’s very impersonal.

But that wasn’t the experience at all. They focus on each individual. They’re just very, very helpful and the course they put on was excellent.”

After finishing his degree at LJMU, Anthony became a qualified PE teacher in England and earned his master’s degree in Sports and Exercise Psychology. Working in Manchester and studying in Leeds after going to college in Liverpool, Anthony was able to broaden his connections within the sports industry.

Since then he has worked with top level athletes to help them in sports psychology while also starting his own podcast that features some big names across different sports.

The balance between his two areas of expertise, sports psychology and teaching, have helped Anthony to become a very approachable tutor who encourages discussions in lectures to maximize the time he has with his students.

“I believe strongly in working together with the students n my class and will always encourage students to share their opinions to help create interesting discussions. I am also a strong believer in reflective practice and believe that this approach will allow me to improve continuously which will then maximize the student’s potential to achieve their goals.”

The broad nature of Anthony’s skill set and the fact that he has worked internationally in different roles at high levels made him an appealing tutor for Portobello Institute.

Our students continually benefit from his ability to connect with the individual and understand their needs.

“I’m used to working with children, teenagers, adults, whatever it may be. But also when I see students coming in and they’re studying PE, I can better understand them because I’ve taken the scenic route.

A lot of people come in straight from school, straight to college and then back into a classroom teaching whereas I very much didn’t do that. I know what it’s like to finish school and not really have a clue about what you want to do.

I’m one of those people who did every job in the world and I found out what I didn’t want to do before I found out what I did want to do. That’s definitely helped me understand students coming from different areas of life.”

Qualifications

BA(Hons) Education Studies and Physical Education

PGCE Primary Education with PE Specialism

MSc Sport and Exercise Psychology