Information about the Bachelor education in Sports
Qualification awarded: Yrkeshögskoleexamen i idrott, Idrottsinstruktör (YH); equivalent to Bachelor of Sports Studies
Level of qualification: 1st cycle
Scope: 210 ECTS credits
Duration: 3.5 years
Mode of study: full-time
Language of tuition: Swedish
Programme director: Marko Vaappo
The aim is to educate sports instructors with a broad basic knowledge of the different areas of the profession as well as gaining a deeper expertise in the specific programme alternatives; sports or health promotion.
A sports instructor can lead and instruct different groups of people in physical activities, co-operate with them and support their sports related development. He/she can plan, carry out and evaluate different forms of sporting events. A health promotor can, in addition to the above, plan, carry out, evaluate and develop health promotional activities and projects on an individual, group or societal level, both independently and in co-operation with other professional groups.
The education includes both theoretical studies and professional practical periods. The studies emphasise the importance of scientific thinking and research-based knowledge, which in practical terms lays the foundation for an evidence-based way of working and a capacity to develop the profession and the person’s own professional competence. Knowledge in communication, learning, leadership and entrepreneurship are important components of the subject.
In addition to a wide academic network within education, research, development and innovation activities and a versatile collaboration with the partner institutions, Arcada as a university of applied sciences has close contacts to the working life. In addition to guest lecturers from our partner institutions we also invite representatives for working life and alumni as guest lecturers and inspirers. In order to meet the demands of the future labour market, both representatives for working life and alumni participate in the development of the educational programmes of the institution. Through these networks with institutions of higher education and working life the students at Arcada profit of the latest expertise and valuable work experience already during their studies.
Master’s degree at a university of applied sciences
Students who have completed a bachelor’s degree at a university of applied sciences and acquired at least three years’ experience in working life can deepen their professional competence by completing a master’s degree at a university of applied sciences. The master’s degree programmes consist of 60 or 90 ECTS credits and can often be completed while working.
A master’s degree at a university of applied sciences provides eligibility for public employment with requirement of higher academic degree
Arcada offers four Master’s programmes within sports, social- and healthcare: the social field, health promotion, rehabilitation and advanced clinical care (focus on patient safety) as well as global health care.
Master’s degree at a university
After a bachelor’s degree completed at a university of applied sciences, students can apply to a master’s degree programme at a university. The Master‘s degree studies usually consist of 120 credits (2 years of full-time study). The admission decisions are made by the receiving higher education institution.
Sports instructors (UAS) can apply to physical education teacher studies at Jyväskylä university. In addition to the Master’s studies, 55 ECTS complementary studies are generally required.
Licentiate and doctoral degrees
A person who has graduated with a master's degree can apply to licentiate and doctoral degree programmes at a university. The university assesses individually for each case whether the applicant has sufficient knowledge and skills for university postgraduate education.
The professional competence can also be developed by attending specialisation studies that do not lead to a degree. Specialisation studies are arranged in a flexible way and are therefore suitable for persons in working life.
Research, development and innovation
Research, development and innovation (RDI) is a daily form of operating that is strongly integrated in the education. The RDI-activity is a driving force in all knowledge development within the institution. The education at Arcada is research-based and the institution has a general mission to spread knowledge in society. The students are tied to the RDI-activities e.g. by various tasks that are pursued by the staff. Degree thesis and different projects are part of the RDI-activities and the students have an active role in these through e.g. contacts in working life and the collaboration created within the framework of the development of knowledge and competence in working life.
The overall goal of Arcada is to both externally and internally create an environment for internationally acclaimed RDI-activities that are multi professional and focus on different working environments in which the results are then applied.
In the RDI-activities within the department for health and welfare we primarily focus on three areas of knowledge development: health promotion, patient safety and social participation. These profile areas are strongly connected to laboratory environments. In the environments theory and practice are combined to an integrated knowledge and competence.
Within health promotion expert knowledge within the production of health promoting and preventive services and the areas of workplace health promotion, physical activity and health exercise and support of living conditions for elderly in their home environment are developed. The knowledge development concerns the individual’s health and welfare on an individual, group and societal level within varied health promoting arenas within daily and working life. A central development area is concerned with health promoting leadership.
Within the area of social participation one target area for knowledge development is groups with special needs, another is the social capital. To facilitate community, a sense of belonging, active participation and responsibility in the development of the society within vulnerable and exposed target groups such as addicts, lonely elderly and deprived children and youth is a comprehensive focus area. Another challenge is to develop rehabilitation models and –networks that support the physical, psychological and social functional capacity and control for risk groups with functional challenges such as disabilities, mental illness and functional hindrances in the musculoskeletal system.
The area of patient safety focuses on three sections; advanced clinical care, safety in relation to human factors and simulation as a means of pedagogy to increase patient safety. The section dealing with advanced clinical care is concerned with assuring patient safety.