Course Details

Portobello’s Institute’s BSc (Hons) Sport and Exercise Science has been designed, in collaboration with Liverpool John Moore’s University,  a leading university globally in the field of Sport Science. This broad based degree gives you the opportunity to learn from a range of experts who are all working in the field of sports science with a wide and varied career path upon completion.

 

Level
Undergraduate
Qualification
Honours Degree
Course Delivery Mode Start Date Duration
Course
BSc (Hons) Sport and Exercise Science
Delivery Mode
Blended Learning
Start Date
10th February 2024
Duration
3 years
Course
BSc (Hons) Sport and Exercise Science
Delivery Mode
Full Time
Start Date
30th September 2024
Duration
3 years
Course
BSc (Hons) Sport and Exercise Science
Delivery Mode
Blended Learning
Start Date
5th October 2024
Duration
3 years

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Hooray! One small step for you, one giant leap for your future! Enter your email and you will be redirected to our application platform, where you can complete your application in your own time. Here's what to expect:

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  2. You'll be redirected to our Application platform
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Overview

In collaboration with Liverpool John Moore’s University (LJMU), Portobello Institute are excited to offer this BSc (Hons) Sport and Exercise Science degree programme.  In addition to being taught by active practitioners within this field, you will also have access to additional CPD opportunities, cutting edge technologies, networking opportunities and a host of employability enhancement activities.  The successful completion of this programme alongside all the added extras that Portobello have to offer, will allow anyone who embarks on this journey with us, to be at the forefront of the discipline and create the opportunity to compete within the arena of Sport and Exercise Science.

Why should I study this course?

Why Sport and Exercise Science?

What is it?

Sport and exercise science is an interdisciplinary field that combines elements of physiology, biomechanics, psychology, nutrition, and other related disciplines to study and enhance human performance and physical activity. It focuses on understanding the physiological, biomechanical, and psychological factors that influence human movement and athletic performance.

Sport and exercise science encompasses a wide range of topics and applications, including:

  • Exercise physiology: Examining how the body responds and adapts to physical exercise, including cardiovascular and respiratory responses, energy systems, and muscle function.
  • Biomechanics: Investigating the mechanics and physics of human movement, including the analysis of forces, motion, and the impact of equipment on performance.
  • Sports psychology: Studying the psychological factors that affect performance, such as motivation, stress, attention, and goal setting.
  • Sports nutrition: Analysing the role of nutrition in optimizing athletic performance, including the study of macronutrients, micronutrients, hydration, and dietary strategies.
  • Strength and conditioning: Developing training programs to improve athletic performance, focusing on areas such as strength, power, speed, agility, and endurance.
  • Injury prevention and rehabilitation: Examining strategies to prevent sports-related injuries and developing rehabilitation protocols to help athletes recover from injuries.
  • Exercise prescription: Designing exercise programs for individuals or specific populations to improve health, fitness, and overall well-being.

Sport and exercise science professionals may work in various settings, including sports teams, fitness centres, research institutions, healthcare facilities, and academic institutions. Their roles can range from conducting research and providing performance analysis to designing training programs, advising athletes, and promoting physical activity for health benefits.

Overall, sport and exercise science aims to enhance athletic performance, optimize training and conditioning methods, prevent injuries, improve overall health and well-being, and contribute to the scientific knowledge of human movement and physical activity.

Who will recognise my qualification?

Upon completion of this level 8 degree programme, you will be awarded a BSc (Hons) Sport and Exercise Science from Liverpool John Moore’s University (LJMU). LJMU is recognised as one of the leading Sport Science universities in the UK and is ranked globally in the top ten.

You will be registered as a student with LJMU.

Qualifications Frameworks in Ireland and the UK

The Irish and UK qualifications authorities have collaborated on initiatives that promote the transparency, recognition and mobility of qualifications between our respective jurisdictions. The qualifications authorities in the UK and Ireland have agreed the qualifications frameworks in operation, Brexit will not impact this agreement.  Further guidance on this framework is available here.

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.

  • 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

Who will I learn from?

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

 

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.

Brian Spring

Brian Spring is a tutor for Portobello Institute’s sports department, working across a number of different modules including Human Physiology and Applied Principles of Strength and Conditioning.

Brian grew up in Co. Mayo, developing a strong love for sport and fitness through his playing of soccer and Brazilian jiu jitsu. He carried that love of sport right through his youth and into university.

“I decided to do Sport and Exercise Science in UL. Did my undergrad degree there for four years and loved every second of it. Ended up graduating top of my class.

“Then I went on and did a master’s in Sports Performance in UL also,” he said.

During his time doing his undergraduate, Brian was able to avail of some valuable practical experience many miles from his Mayo home.

“I worked with the West Coast Eagles in Australia for a year during my undergraduate degree.

“During their 2018 Grand Final winning season, I helped out with them on the sports science. Things like GPS, questionnaires, RPE monitoring and also their strength and conditioning side of things. In the gym with the lads every day, helping them with their gym programmes,” Brian said.

Brian’s disciplines cover a wide area of professional sports, but he says there isn’t one specific area he prefers working in.

“I enjoy everything because it all works together in terms of nutrition, psychology, physiology.

“Nothing works by itself; they all complement each other. I like looking at sport in a broader sense, trying to make the puzzle work and make everything fit together,” he says.

While on the field success was always the end goal for him and the team, Brian says there’s much more to enjoy from a backroom perspective than winning on matchday.

“Obviously seeing the team win on game day is great.

“But I also like seeing players return or if they are coming off a bad patch of performance and you’ve helped them do a bit of extra work in the gym. Whether it’s a bad patch of performance or coming back from injury, seeing them have a good game on the day is quite satisfying as well,” Brian said.

Upon returning from Down Under, and completing of his second degree with the university, Brian was offered a role as a teaching assistant with UL, discovering a passion for teaching along the way.

“After my master’s I worked as a teaching assistant in UL for a year. I taught labs and tutorials on nutrition, physiology, biomechanics, strength and conditioning, a bit of everything really, from undergraduate to postgraduate degree.

“I really enjoy seeing the students reach their goals for learning.

“From week one, their knowledge on physiology isn’t that wide and you get them to week 12 and you can have a proper discussion about exercise physiology and strength and conditioning, and they can start critically analysing what I’m saying to them and ask questions. Knowing that they can bring that information into a practical setting is quite rewarding too,” he said.

Like many practitioners who teach alongside their practical work, he likes how one can inform the other, and vice versa.

“The better understanding you have of the physiology and the strength and conditioning and all the theoretical things, the better you are able to explain these things to the athletes. That increases their buy-in, it makes them more likely to engage in the programme and what you’re telling them to do.

“And vice versa, obviously having a better understanding of how to communicate with athletes, how the theoretical knowledge is used in a practical sense, you can take that information to the students. There are times when there’s a bit of a disconnect between people who are lecturers, and who aren’t practitioners. It’s good to do both,” Brian said.

Brian now works with Portobello Institute across multiple degree programmes. While the UL position was something offered to him, he says that his current role with Portobello that he actually went looking for.

“In UL, it was something that I was approached for. But the Portobello gig is something I sought out and got in contact with Susan about. I love the teaching so it’s definitely something I want to keep on doing going forward.

“Now I’m in Portobello, lecturing on physiology, exercise physiology and strength and conditioning modules.

“I’m loving it so far. As I mentioned, I love working with people and helping them reach their goals. But I think the part I’m enjoying the most, so far, is seeing people’s knowledge grow.

“Having them a bit confused on week one until they’re asking some really great questions come week 12. We’re able to have conversations as a class and have a debate in class on certain topics. Just seeing their understanding and confidence grow is probably my favourite bit,” he said.

While he is exploring his passion for teaching with Portobello, Brian does not rule out a future focus on a return to more practitioner work.

“I definitely would like to keep working in sport in some respect.

“I think before, I always wanted to work at the highest level of sport. I now like the idea of working at the academy levels or with youth athletes a bit more because I feel like their development is nearly more important than the elite athletes’ development, which has nearly peaked.

“You’re maintaining their levels of fitness or skill whereas in a developing age, you can see the growth a lot more.”

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

 

How will I learn?

Full-Time delivery offers you the opportunity to study with a more traditional schedule with lectures delivered on-site in Portobello during weekdays. Typically, those lectures are generally scheduled between Tuesday and Thursday. Monday’s lectures are delivered online.

Blended Learning is essentially the same, with a blend of online and on-site lectures taking place at the weekends. This makes it easier for you to study while working full-time. It also makes studying for a degree more accessible if you live outside of Dublin.

With both delivery modes, there will be lectures you need to attend on-site due to the nature of the content – practical skills etc. All online only lectures are recorded for you to catch up later. Where lectures are delivered onsite – these will simultaneously be delivered online and will also be recorded so you can customise your learning journey – attend on-site, online, or catch-up later.

Delivery Mode

This course is delivered by blended learning. Blended learning takes the schedule of a traditional face to face learning programme and re-structures it to reduce the contact tuition time by introducing more online learning together with one to one tutor support.  This mode of delivery includes contact tuition and web-based e-learning sessions. The e-learning platform is interactive including recorded sessions, webinars with weekly content and assigned tasks to themes and topics. This mode of delivery will usually include a minimum of 1 weekend seminar per month attendance required.  This type of delivery allows you to work full-time and balance the requirements of a lengthy programme with home and work.


Course Structure

Students skills are promoted, practised and developed through active learning processes and a wide range of teaching methods including projects, group-learning activities, lectures, seminars, tutorials, guest lectures, field trips and guided independent study.

This course is delivered over three academic years. There are supported seminars held at weekends – the exact schedule will be available shortly. In the meantime, you can see an example schedule from another course here.

You will study between 4-6 modules each year. Modules include both practical and theoretical learning.  

Practical classes are delivered in a fully equipped training room with theory classes taking place in one of the many theory rooms within Portobello Institute. There is a fully equipped gym with strength and conditioning equipment available for use as part of your course.


THE ACADEMIC CALENDAR - February 2024

Semester 1 of this course runs from 10/02/24 – 31/05/24

Semester 2 of this course runs from 08/06/24 – 31/08/24

The second and third academic years of this course will run to a similar schedule in 2025 and 2026.

THE ACADEMIC CALENDAR - October 2024

The first academic year of this course runs from 05/10/24 – 24/05/25

The second and third academic years of this course will run to a similar schedule in 2025 and 2026.

A FLEXIBLE LEARNING JOURNEY

Classes are delivered on scheduled Saturdays or Sundays. Theory classes are delivered simultaneously onsite and online by Webinar whilst practical classes are delivered on site.

Webinars are recorded so you may catch up later if you are unable to attend offering you further flexibility during your learning journey.

The schedule for this programme will be released shortly.

How will I be assessed?

We use a SMART assessment strategy to offer you the best opportunity to excel. This type of strategy includes a range of assessment methods to suit the many learning styles of our students. Each module typically employs a number of different assessments giving our students the opportunity to succeed as a result of multiple varying assessment types.

Assessments are drawn from the following types; Multiple choice exams, standard exams, individual and group coursework, presentations, reflective assessments, laboratory reports, practical skill evaluations and research projects. 

Independent project work or research dissertations are used to demonstrate the capability in a range of intellectual skills. Practical skills are developed in a co-ordinated and progressive manner throughout the three levels of the programme.

We adopt a continuous assessment strategy so that you are working towards your overall grade throughout the entire course semester and for the duration of your degree programme 

Delivery Mode

This programme is delivered full-time; in third level education this means 12- 16 hours of lectures per week. Portobello ensures scheduling of course timetables is considerate of students travel and accommodation arrangements, part-time working and study-life balance. The course timetable is condensed to be delivered with onsite classes 2-3 days per week over 2 semesters. Examinations are held at the end of each semester.

There is a fully equipped gym with strength and conditioning equipment available for use as part of your course.

Tutor Support

You can email your tutor at any stage during the module to ask a simple query and there will be scheduled opportunities to submit a draft of your assignment. Our programme management team are always available to meet you or offer you telephone and email support. For more information about our team, click here. 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.

This level of one-to-one support is unique and is a particular benefit to choosing Portobello Institute. We have invested in a team of programme managers and tutors who are experienced sports therapists and clinicians as well as knowledgeable educators. They are available to assist you at every stage of this programme and support you to achieve your personal best.

Online Learning Portal – ePortobello

During the induction seminar, we will show you how to navigate and find what you need with all of the information you need to complete this programme uploaded on to ePortobello. The content of this programme is set out in an easy to follow format with a combination of notes, articles, podcasts and other materials that will help you to understand the subject and complete your assessments.


Course Structure

This course is delivered over three academic years with lectures scheduled mid-week – see “Delivery mode” for more details on scheduling of classes.

During your first year you will complete core modules which will introduce you to the programme of study and provide you with essential skills that will aid your study for the course of your degree.

In second year, you will complete a total of five modules, core modules which run for the duration of both semesters will be complemented by modules you will study for 1 semester only.

In third year, you will complete six modules, three core year long modules that run for the duration of both semesters, as well as an additional module each semester. The core modules include your final year dissertation project in the area of Sports Science and Exercise and your work placement. You will have the option to choose a module related to your area of interest to complete in first semester.


ACADEMIC CALENDAR - September 2024

The first semester of this course runs from 30/09/24 – 24/05/24

The second and third academic years of this course will run to a similar schedule in 2025 and 2026.

How will I be assessed?

We use a SMART assessment strategy to offer you the best opportunity to excel. This type of strategy includes a range of assessment methods to suit the many learning styles of our students. Each module typically employs a number of different assessments giving our students the opportunity to excel.

For example a module may be assessed with a multiple choice exam, a practical skills assessment and a presentation. These assessments may be equally weighted with 33% of marks allocated to each assessment.

Assessments are drawn from the following types; Multiple choice exams, standard exams, individual and group coursework, presentations, reflective assessments, laboratory reports, practical skill evaluations and research projects. 

Independent project work or research dissertations are used to demonstrate the capability in a range of intellectual skills. Practical skills are developed in a co-ordinated and progressive manner throughout the three levels of the programme.

We adopt a continuous assessment strategy so that you are working towards your overall grade throughout the entire course semester and for the duration of your degree programme 

Downloads

Course Delivery Mode
Course
BSc (Hons) Sport and Exercise Science
Delivery Mode
Blended Learning
Download Brochure
Course
BSc (Hons) Sport and Exercise Science
Delivery Mode
Full Time
Download Brochure

Career prospects

Studying sport and exercise science can lead to a variety of career opportunities in the field of sports, fitness, healthcare, research, and education. Here are some potential career prospects for individuals with a background in sport and exercise science:

  1. Sports scientist: Working with athletes and sports teams to analyse performance data, provide physiological assessments, design training programs, and monitor progress to optimize performance.
  2. Exercise physiologist: Conducting fitness assessments, developing exercise programs, and providing guidance on exercise prescription for individuals with various health goals, such as weight loss, rehabilitation, or chronic disease management.
  3. Strength and conditioning coach: Designing and implementing training programs to improve strength, power, speed, and overall athletic performance for athletes and fitness enthusiasts.
  4. Sports nutritionist: Providing nutritional advice, designing personalized meal plans, and educating individuals or teams on proper nutrition strategies to optimize performance, enhance recovery, and achieve specific body composition goals.
  5. Sports psychologist: Assisting athletes in managing stress, improving mental skills, enhancing motivation, and optimizing performance through techniques such as goal setting, visualization, and relaxation training.
  6. Exercise rehabilitation specialist: Developing and implementing rehabilitation programs for individuals recovering from injuries or surgeries, focusing on restoring function, reducing pain, and promoting safe return to physical activity.
  7. Fitness centre manager: Overseeing the operations of fitness facilities, managing staff, coordinating fitness programs, and ensuring a safe and engaging environment for clients.
  8. Researcher or academic: Conducting scientific research, publishing studies, and teaching in academic institutions, contributing to the advancement of knowledge in sport and exercise science.
  9. Exercise consultant: Working with corporate wellness programs, community organizations, or public health initiatives to promote physical activity, educate individuals on exercise benefits, and develop exercise programs tailored to specific populations.
  10. Sports performance analyst: Analysing performance data, using technology and software to assess technique, tactics, and physical performance, and providing feedback to athletes and coaches for performance improvement.

These are just a few examples of the many career paths available to individuals with a sport and exercise science background. The specific opportunities may vary depending on factors such as education level, experience, specialization, and personal interests.

What is the role of a Sports Scientist?

Sports scientists work in the sports industries with athletes, coaches and governing bodies to help improve elite performance or in communities or clinical settings on health promotion intervention, policy and strategy. Through the multi-disciplinary study of behavioural, physical and life sciences, this degree prepares you for a highly rewarding career in sports or exercise contexts - including scientific support, rehabilitation, exercise training and health promotion.

Related Courses

Blended Learning

MSc Sports Performance Analysis

Delivered through blended learning, you can work full-time and study this MSc in Sports Performance Analysis. This MSc provides you with an in-depth and relevant focus on applied and academic sports performance analysis skills that are needed for the role as a sports performance analyst in elite and professional sports environments.

Speak to an expert

Choosing a course that will lead you to your career of choice is a significant decision. Understanding the delivery modes, supports available, career opportunities and further study options are all key considerations when making your choice. Our course adviser team are experts in the courses Portobello offers, the employment prospects and possible progression routes to Masters programmes – they will guide you through the detail and support you with any queries you may have.

It is important you make the right choice for you and choose the Institute and course that will best suit your needs.

Your Consultant

Sports Advisor

About

As the Sports Admissions Advisor, I work with students from our sports departments. I get to play a vital part in the advancement of peoples lives and career ambitions from supporting students at the start of their journey through education, taking that forward with them as a lifelong passion and desire. Knowledge is key and I carry this message to all who have an interest in joining any of our sports courses.

What do you enjoy about working in Portobello?  

Being in admissions for the sports department you are lucky because not only do you play a vital part in the student’s life by way of providing clear advice on courses you also get to know the students and understand their visions from the very first interaction.

What inspires you about working in education?  

Education has always been a passion of mine as I do firmly believe that with the knowledge and skills for our desired careers, we can really go on to accomplish anything in life. I don’t believe that barriers shouldn’t exist when it comes to education, and I like to ensure nobody else feels they should either.

Have you a story that you recall that touched you/made you laugh/made you cry? 

Many of us can recall that one person be it an old schoolteacher or a college tutor who took that extra bit of interest in us, I believe these occurrences are pivotal. I’ve been fortunate enough in life to see the impact education and a second chance can do for people this attracted me into the career I have today.

Why do you want to help students to decide on their course choice?  

I love being a source of support and guidance for students as they navigate through the learning world. Portobello Institute is a special place to do this. I feel very fortunate to work alongside such a dedicated and warm-hearted team and love the dynamic and accommodating environment provided to meet everyone’s needs at every step of their journey.

Book a consultation

How do I apply?

Entry to this course is by direct application to the college.

With a Leaving Certificate

Leaving Certificate requirements – Minimum of grade C or O6 in ordinary level Biology* or Physical Education, English and Maths with a pass in 3 other subjects.

Sitting the Leaving Certificate in 2023

Students may apply and be granted a “Conditional Offer” prior to completing the Leaving Certificate.

Step 1 – Submit application

Step 2 – Review of application and confirmation of eligibility criteria and entry requirements

Step 3 – Conditional Offer issued on the basis of successful achievement of LC requirements

Step 4 – Confirm acceptance of a place and pay deposit as detailed

Places can not be held open for applicants awaiting leaving certificate results, however should a student accept a place and then choose not to progress with this course, after first round CAO offers have been made, a refund of 75% of fees paid will be made. Refunds must be requested in writing on or before 25th August 2023

Applicants who have previously completed the Leaving Certificate;

Minimum of grade C or O6 in ordinary level Biology* or Physical Education, English and Maths with a pass in 3 other subjects.

*Applicants who do not hold LC Biology or Physical Education, are required to undertake the QQI level 5 Anatomy & Physiology and use this award in place of LC Biology. This course is available through Portobello Institute, further information available here.

Without a Leaving Certificate

Students are accepted on to this programme without a leaving certificate however applicants must meet one of the following criteria;

  • QQI level 5 major award containing a biology subject
  • ITEC level 2 award containing anatomy & physiology
  • An undergraduate degree in another subject
  • QQI Level 5 Anatomy & Physiology – available through Portobello Institute
  • Mature entry at 21 years. Mature students are reviewed on a case by case basis and entry is via interview. Those without a grounding in science and a previous academic qualification in science or biology, must complete QQI Level 5 Anatomy & Physiology or equivalent. This course is available through Portobello Institute, further information available here.
  • Equivalent qualifications with biology/anatomy & physiology module
Application Process

Step 1

Complete the online booking form.

 

Step 2

Applicants will be contacted for confirmation of the entry criteria.

Step 3

Confirmation of a place will be given to applicants immediately meeting the criteria.

Applicants who do not meet the criteria, may be required to attend an interview with an offer of a place on the programme issued following assessment of suitability. Applicants confirm acceptance of offer by returning acceptance form.

Please note places on this course are only confirmed once tuition fees have been received.

Students will be registered as an undergraduate degree student with Liverpool John Moore’s University

Fees & Payment Options

Fees

Course Price

Year 1 base fee

€5,150

Exam Body Reg. Fee

€325.00

Overall Course Price

Total amount due

€5,475.00

Easy Payment Plan

Payment Option 1

33% deposit payment (€1,927.20), followed by 8 scheduled payments on the first of each month, commencing the 1st of the month after the start date of the course. Includes one off instalment fee of €365.

  • €489.10 due in month 1
  • €489.10 due in month 2
  • €489.10 due in month 3
  • €489.10 due in month 4
  • €489.10 due in month 5
  • €489.10 due in month 6
  • €489.10 due in month 7
  • €489.10 due in month 8

Fees

Course Price

Year 1 base fee

€5,885

Exam Body Reg. Fee

€325.00

Overall Course Price

Total amount due

€6,210.00

Easy Payment Plan

Payment Option 1

40% deposit payment (€2,602.00), followed by 6 scheduled payments on the first of each month, commencing the 1st of the month after the start date of the course. Includes one off instalment fee of €295.

  • €650.50 due in month 1
  • €650.50 due in month 2
  • €650.50 due in month 3
  • €650.50 due in month 4
  • €650.50 due in month 5
  • €650.50 due in month 6

Payment Option 2

40% deposit payment (€2,484.00) due on application of your course. Final balance (€3,726.00) due before the course start date.


Available Courses

Course Delivery Mode Start Date Duration Fees Per Year
Course
BSc (Hons) Sport and Exercise Science
Delivery Mode
Blended Learning
Start Date
10th February 2024
Duration
3 years
Fees Per Year
€5,475.00
Course
BSc (Hons) Sport and Exercise Science
Delivery Mode
Full Time
Start Date
30th September 2024
Duration
3 years
Fees Per Year
€6,210.00
Course
BSc (Hons) Sport and Exercise Science
Delivery Mode
Blended Learning
Start Date
5th October 2024
Duration
3 years
Fees Per Year
€6,220.00

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  2. You'll be redirected to our Application platform
  3. Start your application
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  5. Submit your application
  6. One of our course advisors will review and be in touch

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Apply

Hooray! One small step for you, one giant leap for your future! Enter your email and you will be redirected to our application platform, where you can complete your application in your own time. Here's what to expect:

  1. Enter your email
  2. You'll be redirected to our Application platform
  3. Start your application
  4. Choose your preferred payment option
  5. Submit your application
  6. One of our course advisors will review and be in touch

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