Sports Studies

Programme profile

School of Sports Studies

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PREFACE
The world of any Sports Professional is constantly in motion and they often find themselves in
the limelight. The importance of the social, public health and economic value contributed by
sports is receiving increasing recognition.

This professional profile for the Bachelor’s in Sport Studies and the AD in Sports, Health &
Management of the Hanze University of Applied Sciences Groningen outlines what education
students receive to be able to thrive in a rapidly-changing field.

Students are offered an inspiring and high-quality programme, based on Hanze’s own vision on
education and the professional field, that allows them to develop into a professional capable of
establishing themselves in the field, making a valuable contribution to the further development
of professional practice and innovating the practice by way of practice-oriented research.

The programme’s competency profile is based on the national competency profile established
by the National Platform for Sports Studies (Dutch: Landelijk overleg Sportkunde). In addition,
the professional field has played a significant role in the development of the specific programme
profile in Groningen.

Hanze UAS lecturers Paul Beenen, Gerco van Dalfsen, Steven Doeven, Ben Hattink, Jim Lo-A-
Njoe, Hans Slender, Harriet Stam, en Hiske Wiggers all contributed to the development of the
profile on the basis of their expertise and experience.

It is our hope that following graduation from this programme, students will be putting the motto
‘Move to make a difference’ into practice wholeheartedly.

Groningen, June 2017

Roelie Guit
Team leader Sportkunde, Sports Studies and AD Sports, Health & Management

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CONTENTS

Preface 2
1 The world of a Sports Professional 4
1.1. Developments in society and the power of sports 4
1.1.1 The social value of sports 6
1.1.2 The public health value of sports 6
1.1.3 The economic value of sports 6
2. Vision on the job of Sports Professional 7
2.1 Professional identity 7
2.2 The professionalism of sports professional 7
3. Vision on education 8
3.1 Vision on education 8
3.1.1 Learning environment 8
3.1.2 Research competencies 9
3.2 Educational principles 10
3.3 Testing and assessment 10
4. Key points of emphasis within UAS Hanze and Sports Studies 12
4.1 Healthy Ageing 12
4.3 Internationalisation 13
4.4 Personal and social development 14
4.5 Professional excellence 15
4.6 Applied Sports Science professorship 15
5. Competences and learning outcomes 17
5.1 Competences of the Sports Professional 17
5.2 Competency levels 19
5.3 Learning outcomes 21
BiBLIOGRAPHY 32

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1 THE WORLD OF A SPORTS
PROFESSIONAL
Sports Professionals are professionals that exercise a variety of duties within multiple
organisations within the world of sports. On the one hand, the ‘power of sports’ provides
Sports Professionals with a great many opportunities, yet on the other hand Sports
Professionals are required to constantly change within a sporting world that is in transition
and in which sea changes are commonplace. To understand the field of Sports Professional,
it is important to examine what social developments are involved and how they affect the
world of sports.

1.1. DEVELOPMENTS IN SOCIETY AND THE POWER OF SPORTS

Society as a network
The advent of information technology and the Internet has resulted in everyone being given
the opportunity to make their mark on the global playing field. The world has never been as
connected as closely as it is today. That level of connection has allowed people to
collaborate in new ways and to put knowledge, ideas, talent, creativity and manpower
available in global society to better use than before (Kreijveld, 2012).

‘Within a network society, in which ever more interaction takes place via digital flows, sports
is still an arena in which a lot of physical encounters take place. Sports provides a social
meeting place, but sports is also on of the most important social practices from which people
derive their identity (Brabazon, 2006). Sports provides relaxation and literally gets people
moving, which makes a positive contribution to mental and physical health (Elias & Dunning,
2007; VWS, 2013). In addition, the sports sector is a sector that employs the largest number of
volunteers of any of the sectors in the Netherlands (CBS, 2015), which contributes to the
development of cultural capital that allows individuals to develop and/or allow social
integration and (re)socialisation to take place (Stempel, 2005). Furthermore, active sporting
activities contribute to character formation such as self-esteem, performance goals and
competitiveness (Van Bottenburg & Schuyt, 1996).’

Society as a knowledge economy

Knowledge makes all the difference in today’s economy, which primarily runs on service
provision (Powell & Snellman, 2005). Increasingly, it is the experience people have when
using a service or product that determines its value (Pine & Gilmore, 1999). Often times it is
the combination and application of new knowledge that leads to innovative solutions in
practice. The knowledge economy is a learning economy that is based on the capacity to
identify, take up and apply new knowledge (WRR, 2013). We will be seeing the
establishment of ever more hybrid organisations in which knowledge institutions,
authorities, companies, social organisations and citizens collaborate in a dynamic way to
work on improvements and innovations (Kreijveld, 2012). Knowledge workers can be
defined by a high degree of personal commitment and involvement in their profession,
strong professional ethics (quality driven) and identification with the profession. These

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professionals are able to operate autonomously and require that autonomy to make the
right choices (Kreijveld, 2012).

‘The world of sports is continuously in motion and is subject to many changes. New disciplines
and positions in sports are being created, while there is also a shift in the impetus (value
focus) behind sports. In part due to the shift in value focus, sports are organised in various
ways. In addition to the traditional organisational model, which centres on organised
sporting activities through sports associations, federations and organisations, a new world of
sports has come into being. In conjunction to this, the self-organisation of sports has also
taken flight with people getting on their race bike or going running, either individually in a
group, when it suits them. For that reason, in addition to the traditionally organised club
model of sports, we distinguish self-organised sports, commercially organised sports and
alternatively organised sports as new models (Van de Dool, 2016).’

Sustainable entrepreneurship
Entrepreneurship is a key pillar at the foundation of the knowledge economy (CPB, 2002).
Enterprising professionals, in particular, are able to implement new ideas and effect change.
An entrepreneur operates on the basis of a positive attitude, uses the resources that are
available, tries to combine ideas and take responsible risks, all of which without losing
control (Blekman, 2011; Sarasvathy, 2011). Entrepreneurship requires a broad definition in
which sustainable knowledge development plays a key role.

‘The developments outlined above provide opportunities for Sports Professionals, particularly
if they are able to respond to the changing needs in the sports community, and the
corresponding types of organisation, in an entrepreneurial way. For that reason, Sports
Professionals are trained to be able to put their professionalism to use and create value to the
full extent within the ever-changing world of sports. In addition to gains for the participant(s),
sports also yield gains for society. Within the Sports Studies programme, we believe in the
intrinsic and extrinsic value(s) of sports and, for that reason, train students to use that value
to the fullest in service of individuals, organisations and society. The intrinsic value of sports
lies in its individual nature and is primarily aimed at the world of sports and athletes
themselves; this is often referred to as sports as a goal (in itself).’

Within the Sports Studies programme, we distinguish between three key sports values:
 Social value – sports contributes to bringing about greater participation
 Health value – sports to realise Healthy Ageing
 Economic value – sports and the unlimited range of commercial opportunities

These distinctive values often crop up in relation to one another in (professional) practice
and in the programme. At the same time, we see that in the various objectives of sports,
there is a varying focus from one value to the other depending on circumstances.

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Figure 1: The value of Sports Studies

1.1.1 The social value of sports

The social value of sports to our society is significant. We use sports to achieve positive
socialisation, cohesion and for educational value. It is through sports and exercise that
people meet and participate in their community, and develop awareness of common values
and identity. Sports has the ability to unite people and provide structure in people’s lives.
This is reflected in aspects such as club life, but can also be seen in alternatively managed
sports and self-managed sports.

Sports Studies graduates are able to identify and apply the value of sports and exercise in
service of a social society and know how to optimise conditions to achieve that objective.

1.1.2 The public health value of sports

Sports and exercise play a crucial positive role in people’s health and well-being. The term
health, in this case, should be interpreted in terms of adaptation and self-management.
Healthy Ageing provides the context and the opportunity for people’s capacities and
abilities to be exploited. The power of sports aligns perfectly with this definition of health;
the positive power of sports contributes to the positive health of people and communities.

Sports Studies graduates are able to identify and apply the value of sports and exercise and
is mindful of a vibrant healthy society: Healthy Ageing.

1.1.3 The economic value of sports

The value of sports to the economy of the Netherlands can be said to be significant. Sports
contributes to the overall economy, but also provides employment opportunities (CBS,
2013), which is big business in the leisure, fitness and outdoors sectors. Following the
example of these sectors, there is an increasing amount of commercial activity, with
entrepreneurs identifying ever more opportunities.

Sports Studies graduates are able to recognise and apply the value sports and exercise have
in service of economic growth and commercial purposes.

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2. VISION ON THE JOB OF SPORTS
PROFESSIONAL
Sports Professionals are professionals that are able to use their strong sports identity to
face the challenges that lie in the sports domain and without (cross-sector) as a knowledge
worker. In this section, we will be outlining the key characteristics of a Sports Professional
and will sketch out the various positions Sports Professionals may come to hold.

2.1 PROFESSIONAL IDENTITY

The broad Sports Studies Bachelor’s programme is aimed at training enterprising students
to translate the social, health and economic value of sports into innovative concepts,
projects, programmes, and organisations. Sports Professionals contribute to formulating
answers to complex sports-related issues with which our ever more complex society is
confronted and in which the power of sports may be an enabler, and may have a key role,
for many. It is also a domain in which new positions, duties and roles are continuously
created. There is significant demand for so-called T-shaped professionals. This refers to
generalists with a broad basis of experience in various sports domains and relevant
knowledge fields, who subsequently have a specialism in a given domain in order to
contribute direct added value to sports organisations.

The professional identity of Sports Professional has a basis in sports. Sports Professionals
have sports expertise, have insight into the world of sports and are able to distinguish
themselves and demonstrate their added value within the sports community. Sports
Professionals are able to develop the profession through professional pride, by contributing
to the development of the profession and by defending the values they stand for as Sports
Professionals.

2.2 THE PROFESSIONALISM OF SPORTS PROFESSIONALS

A professional is someone who is able to integrate specialist knowledge, experience, skills

and attitude into their professional context with integrity based on their identity as a
Sports Professional. In addition, a professional strives to continually develop their skills in
order to exercise the profession better (professionalisation) and making a contribution to
continuously advance the profession alongside other professionals (Ruijters & Simons,
2014).

Sports Professionals have insight into and experience with sports and exercise and its
characteristics. Sports Professionals are knowledge workers that are able to develop
themselves continuously by way of (personal) leadership and demonstrated an
entrepreneurial and investigative attitude and act in a systematic manner based on the
knowledge available and thereby are able to work and collaborate in a result-oriented
manner both individually as well as within teams, organisations and networks. Within this
professional competency base, 21st century skills such as critical thinking, IT literacy,
creativity, problem-solving skills, communication, and socio-cultural skills play a key role
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(Voogt & Roblin, 2010). This broad competency base allows Sports Professionals to operate
at various (aggregation) levels. Sports Professionals approach the practice as a whole, being
able to switch between the different levels of trends and developments (macro level), the
way in which practice is structured (meso level) and the level of the individual (micro
level). Sports Professionals are able to switch between the various levels where necessary
and are able to collaborate on an interdisciplinary basis.

3. VISION ON EDUCATION
The Sports Studies programme has developed a distinctive vision when it comes to the way
in which the competency development of Sports Professionals is given shape. The approach
is based on the Hanze University of Applied Sciences Groningen’s vision and serves as a
basis for composition of the curriculum.

3.1 VISION ON EDUCATION

Realising the ambitions of Hanze UAS’s strategic policy Innovating Together requires the
dedication of all those involved within Hanze UAS. We can only achieve this if we agree on
how to realise our ambitions and if we feel responsible for the results. The expectation is
that teaching, including at Sports Studies, should focus on skills that may be useful in a
rapidly changing society, such as, critical, problem solving, creativity, collaboration,
personal growth and socialisation – so-called 21st century skills.

The Sports Studies curriculum is designed in such a way that the students can influence the
way they learn. This is achieved by focusing as much as possible on allowing students to
develop their professional identity and competencies independently, directly faced with a
complex professional context. Students are offered choices that enable them to express
their preferences with regard to content and personal learning strategy. In all curricula, a
number of credits have been reserved for the students to complete as they see fit. In
addition, students influence their own learning pathway towards the set learning outcomes
in the teaching units that are not freely selectable. Individual choices must be in the interest
of the student’s development and must always contribute to the student's learning process
and path towards the degree certificate. This more flexible approach has been achieved by
applying a modular design to the curriculum, affording students more freedom and
allowing connections to be made to issues and quality requirements from professional
practice.

3.1.1 Learning environment

The Sports Studies programme takes a competency-oriented approach to education. This
means that the relevant skills, attitude and knowledge required to exercise the profession
are practised and assessed in relation to one another. Although there may be individual
knowledge assessments throughout the programme, students’ exit levels are assessed by
way of authentic professional assignments. These assignments are designed to resemble
the activities of a novice professional as closely as possible. Our education is defined by a
dynamic interplay between the ambitions of the students, lecturers, learning outcomes and
the current demand in professional practice, resulting in a learning environment made up
of the following elements:
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 Inquiry-based learning (exploring a topic/knowledge)
 Practice-based learning (doing an activity)
 Creative learning (developing something)

Our educational approach is primarily based on learning using an evidence-informed

approach. The objective is not only the acquisition of knowledge and skills (exploring a
topic/knowledge), it is also about developing new knowledge and perspectives (developing
something and doing and activity) that contribute to realising improvements and impact in
professional practice. In addition, we encourage students to make a contribution to society
based on their own interests: Share your talent, Move the world. We empower students by
focusing any guidance on the strengths of each individual from an entrepreneurial
perspective: strength-based guidance. The key principle being that the lecturer and the
student share responsibility for the creation of a stimulating learning environment. The
learning environment should further challenge students in terms of imagination, creativity
and action orientation.

Within the curriculum, each student will take part in a living lab (‘innovatiewerkplaats’,
IWP) at least once. The ideal living lab is a lab (social system) in which students work on
complex and topical issues alongside partners of knowledge institutions and peers from
professional practice. Solving these issues requires participants to co-create (practice-
based and creative learning) knowledge in a way that transcends the boundaries of
traditional structures, sectors, disciplines and/or forms of working and learning. A living
lab achieves its objective if the participants collaborate on research, design and knowledge
issues from professional practice/society which lead to an impact on the professional field
and if all participants achieve their own (learning) objectives.

3.1.2 Research competencies

The research-oriented attitude of the programme means that Sports Professionals develop
crucial skills such as problem-solving, analytical skills, creativity, advisory skills and the
ability to work on project basis (Van der Sijde, 2010a). It requires a critical and reflective
attitude in which awareness of the ‘body of knowledge’ of the profession is updated and in
which professionals are able to act on the basis of this knowledge in a methodical and
evidence-informed manner. Sports Professionals are required to combine academic
sources, experiences and sources from professional practice in order to arrive at innovative
solutions. This attitude is expressed in skills such as asking the right questions and in the
drive to realise sustainable solutions for situations where standard solutions would not
suffice (Van der Sijde, 2010b).

In addition, Sports Professional must possess the research skills to enable them to analyse
and diagnose complex problems from professional practice; formulate, implement or assess
solutions based on methodologically sound research; and make use of the state-of-the-art
knowledge available (Andriessen, 2014). Sports Professionals are able to translate relevant
questions from practice into research questions by exposing the knowledge gap and by
answering those questions through reliable and valid research. The objective of research in
a Sports Studies context is to contribute to the development (or improvement) of a usable
or innovative professional product as a solution to a problem in professional practice.

Our programme’s research vision (De Jong, Slender & Beenen, 2016) assumes a process of
resolving practical issues that may arise in consultation with professional practice. Sports
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Professionals must be able to collaborate within interdisciplinary communities to design
innovative solutions to issues that affect multiple domains. In the future, practice-based
research will increasingly take place within communities of practices and living labs.
Students, lecturers, researchers and our professional practice will be working together to
develop such communities.

Students must have the necessary research competencies that contribute to improvements
to the profession for which they are being trained. These research competencies consist of
three key components (Andriessen, 2014):
 A research-oriented attitude. This means that students should be attentive, inquisitive,
thoughtful, and critical, and willing to share information;
 Able to apply the research findings of other studies. This means that students should be
able to find their way around, assess, and apply the relevant academic and specialist
literature of their profession;
 Able to conduct research. This means that they should be able to be familiar with the
common industry standards regarding data collection and analysis, and that they are
able to apply those methods to collect data within their profession. The relevant quality
requirements follow the relevant industry quality criteria, which are often different from
the requirements regarding data collection and analysis within scientific research.

3.2 EDUCATIONAL PRINCIPLES

In order to offer Sports Professionals education that is inspiring and effective, we have
designed our curriculum based on the principles of competency and skills-based learning.
Students and lecturers work on real-life profession-oriented assignments, preferably in
communities of practices (COPs). The profession-oriented assignment is the key focus of
every study programme. The profession-oriented assignment always consists of three
elements: inquiry-based learning (exploring a topic/knowledge), practice-based learning
(doing an activity) and creative learning (developing something). This working method
allows the challenges and case studies from with field to be discussed, analysed and steered
in a direction to effect an impact on professional practice by students with their peers.
Parallel to this approach, in areas where it cannot be applied, we support students by
offering the curriculum separately in the form of conceptual knowledge, skills relating to
(sports) practice, and coaching.

Our vision on learning takes into account the unpredictability of the future and the rapid
changes in professional practice. For that reason, our objective is to train students that have
strong adaptive skills. In our teaching methods, we ask that the student take on an active,
constructive and self-managing role. Students are given increasingly more responsibility
regarding their learning process and that is what allows us to prepare them for a process of
lifelong learning.

3.3 TESTING AND ASSESSMENT

The manner of assessment of the curriculum and evaluation of students is in line with the
ambitions of the institute and our vision of education. The School of Sports Studies’
assessment and evaluation programme focuses on:
 appreciative assessment and evaluation;
 learning pathway independent assessment;
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  efficient assessment and evaluation.

3.3.1 Appreciative assessment and evaluation

Appreciative assessment and evaluation means that...
 students are invited at very regular intervals to demonstrate what
progress they have made (formative assessment);
 students are invited to demonstrate what they have already achieved in
respect of each competency (summative assessment);
 students are taught to evaluate themselves and others and to be evaluated
by others (incl. self-assessment, peer assessment and co-assessment);
 the assessment system is aimed at giving students insight into their
competency development in relation to the learning process (assessment
for learning) and regarding the products to be realised (assessment of
learning).

3.3.2 Learning pathway independent assessment and evaluation

Learning pathway independent assessment and evaluation means that...
 the content and format of the curriculum enables the students to achieve
that learning outcomes of the programme;
 the programme has learning outcomes that can be achieved from a
variety of contexts, case studies or practice situations;
 in addition to the regular programme, students have room to achieve
and/or demonstrate learning outcomes in their own way.

3.3.3 Efficient assessment and evaluation

Efficient assessment and evaluation means that...
 the relevant assessment and evaluation encourages students to actively
be engaged in the course and with the subject (enhance participation);
 assessment and evaluation is designed in such a way so to unburden
lecturers where possible;
 the manner of assessment and evaluation contributes to an effective
learning environment;
 a digital assessment is carried out of where the format may offer added
value and would be suitable for the curriculum and the learning outcomes
to be assessed.

A fleshed out version of the assessment policy is available in the Assessment Policy 2017-
2021 – Appreciative assessment, School of Sports Studies (June 2017)

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4. KEY POINTS OF EMPHASIS WITHIN
HANZE UAS AND SPORTS STUDIES
In addition to the learning environment outlined above, which is based on the principles of
the Hanze UAS strategic policy (Innovating Together), within Sports Studies, we have
chosen to focus on the topics of entrepreneurship, internationalisation, personal and social
development, Healthy Ageing and Excellence in the way outlined below.

4.1 HEALTHY AGEING

The arrival of the network society has resulted in our society becoming less physically
active. This lack of exercise is one of the greatest public health issues of this century (Blair,
2009; Lancet, 2012). Sufficient movement and exercise has a significant effect on (positive)
health and has the potential to be a positive factor in affecting the way people function.
Across the board, sports makes a contribution to the definition of positive health used by
the World Health Organisation (Huber, et al., 2011). It is our view that Sports Professionals
should make a contribution to the healthy upbringing and healthy ageing of society. Thus
we arrive at the heart of the Hanze UAS’s Healthy Ageing programme. The Healthy Ageing
programme aims to achieve the physical, mental and social health and vitality of as many
people as possible. Within that, the Sports Professional should be focused on the capacity to
adapt and/or manage themselves (self-regulation).

4.2 ENTREPRENEURSHIP
Each programme and every student within Hanze UAS is able to plot a learning course
toward becoming an enterprising professional or a professional entrepreneurial according
to its or their abilities and needs.

The Groningen model for entrepreneurial learning consist of 4 phases:

 Phase 1: the enterprising individual;
 Phase 2: the entrepreneurial professional;
 Phase 3: the professional entrepreneur;
 Phase 4: the innovative enterprise.

All Sports Studies graduates operate at least at level 2, and achieve level 3 and 4 at the end
of the programme by way of an exit specialisation. The aim is to have students already
working in the domain of sports during their studies and already (partly) generating
income through their activities. The programme also strives to realise other values, in
addition to financial-economic value, at the level of the individual, organisation and/or
society (e.g. social value, sustainability and/or health). After all, creating a plurality of value
in an innovative manner requires an entrepreneurial attitude within existing sports-related
organisations, but can also be achieved via the creation of a new private organisation. Such
values are not created in isolation. Collaborations, partnerships, co-creations with other
organisations (public, private and hybrid forms) are crucial starting points for individuals
and (budding) enterprises. This applies to the people (customers and suppliers) within
Sports Studies, the study programme and the department as a w hole. The objective to
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allow opportunities in the world of sports to be identified and seized for commercial
opportunities to be grown.

The specific combination of sports and entrepreneurship as a professional domain has

potential and can be sub-divided into four categories (Hattink, 2016):
 Entrepreneurship in sports: the primary processes of a sports business/organisation is
aimed at sporting activities with/of its customers, guests and/or patients. Such
organisations include fitness centres, martial arts schools, personal trainers;
 Entrepreneurship alongside sports: the primary processes of the
organisation/business do not lie in sports activities, but sports does play a key
(supporting or even vital) role. This may include a passive sports experience at a
sporting event, journalism/media communications, technology (e.g. rise of e-sports),
lifestyle improvement offerings, etc.;
 Entrepreneurship for sports: the primary processes of the business/organisation are
aimed at facilitating and supporting active and passive sporting activities, chiefly as a
supplier: sports wear, materials, technology, accommodation, research;
 Entrepreneurship by way of sports: the primary process here is effectively to facilitate
the commercial activity of others through sports. This includes networking
opportunities during sporting activities, varying from a business club to a business
community participating in a sporting event.

All of this centres on knowledge-intensive entrepreneurship, the competencies, qualities,

and capital for which are created, developed and disseminated by the Bachelor's
programme in Sport Studies. A great deal of the characteristics and activities related to
sports (training/practice, performance, passion/drive, multiple influencing (f)actors) also
apply to an entrepreneurial approach. This relationship is brought to the foreground and as
such constitutes a unique and distinguishing feature of the programme.

4.3 INTERNATIONALISATION
Share your talent, Move the world. Moving the world: Our international stance is gaining
ever more ground and support. That is why at Hanze UAS, we work towards fostering an
international community and culture. We believe that creating an international culture
within our university of applied sciences will make our teaching more challenging and
produce smarter, more innovative and enterprising students who will find work more
quickly after graduation.

The current and future world of Sports Professionals is characterised by a diversity of

people and cultures and much more intensive contact between those people and cultures,
both physically and digitally. This offers tremendous opportunities for inspiration and co-
creation to take place and puts us face to face with our own peculiarities and particularities
and those of others. The vast and open world we live in has seen rapid changes take place in
recent years, which have not yet been fully embedded in our organisations and actions.
Sports Professionals, first and foremost, are citizens that respect the cultural origins of
people and individuals and regard that plurality of cultural diversity as a source of
inspiration. In addition, they are knowledge workers who are able to manage the
overlapping knowledge domains of sports and health from an international perspective.
Consequently, training such professionals requires for internationalisation and
interculturalisation to be an integral part of the development of our students. This calls for
an environment in which exploration and experimentation are possible within a safe

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learning environment. The curriculum (including assessment) and research act as
‘enablers’ to develop the following competencies:

 International competence: knowledge of and ability in international relations (e.g.

foreign language skills and knowledge of the political, social and economic
development of countries and regions).
 Intercultural competence: the development of understanding, respect and empathy for
people with different national, cultural social, religious and ethnic origins.

4.4 PERSONAL AND SOCIAL DEVELOPMENT

Hanze UAS regards it as our particular mission to ensure that every member of the learning
community is aware of their social responsibility: ‘Because teaching is more than just
knowledge transfer, which is why we also encourage personal and social development’
(bildung). This is something we endorse and emphasise within Sports Studies. Both
university staff and students are encouraged to grow and develop and to make a valuable
contribution to society. Development, innovation, being inspirational and simultaneously
‘delivering’ means being responsive to and responsible for ourselves and our environment.
Personal and social development is also part of the development of staff members.

Investments in personal and social development by increasing self-knowledge, through

dialogue skills and argumentation goes towards benefiting Sports Professionals in all
manner of professional situations in the future. The investment being made is for the long
term. After all, it’s about sustainable learning. These days, in order to claim a place in the
world, as a professional and as a citizen, and in order to safeguard the democratic nature of
society, we can no longer focus merely on linear models, protocols or lines of thinking. We
can only forge a wholesome way forward by focusing on the creativity of individuals, the
innovative power of groups and on the social commitment of the many. These reasons, in
part, have resulted in general UAS competencies (general, occasionally per UAS or school)
being formulated in recent years in addition to the professional competencies, which often
refer to aspects of personal and social development. In addition, the so-called Dublin
descriptors for higher education in Europe also contain elements of bildung.

Furthermore, Hanze UAS recently introduced the ‘Bildung palette’, which is to serve as a
reference framework for schools and degree programme to shape their ‘Personal and social
development’ components. This palette includes the following colours:
 Self-management: who am I?
 Critical thinking: what do I think of it?
 Imaginative capacity: what are the possibilities?
 Moral compass: what is good?
 Sense of community: what do we have in common?
 Social responsibility: who do I want to be as a citizen?
 Legacy: what should we take with us?
 Practice: how do I / we improve?

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4.5 PROFESSIONAL EXCELLENCE
Room for excellence within Hanze UAS Groningen means that talented students will go on
to become excellent professionals (Room for Excellence, 2008). In Hanze UAS’ vision, the
concept of ‘professional excellence’ refers to a combination of abilities: aspects such as
entrepreneurship, creativity and social competencies may play a key role in addition to
intellectual skills. This open-minded professional is also referred to as the ‘T-shaped
professional’. Minors allows student to broaden or deepen their knowledge, while the broad
orientation fosters awareness of the environment, agility and flexibility. The exact ratio may
differ per field and per individual.

Sports Studies works hard to create an ambitious study culture and offers extra challenges
to outstanding students. Students who wish to get the best out of themselves and like to be
challenged may, if deemed suitable, take part in the so-called Honours Talent Programme
(HTP).

The profile below stipulates the qualities, characteristics and conduct typical of an excellent
professional in the field of sports and that distinguish this sports professional from
someone simply good in the field. Good sports professionals are masters in their field. They
have a broad range of expertise, are able to demonstrate excellent professional conduct,
show (social) commitment and have an in-depth understanding of sports infrastructure.
The profile of an excellent sports professional supplements the basic profile of Sports
Professionals with an additional five domains and underlying behavioural traits.

4.6 APPLIED SPORTS SCIENCE PROFESSORSHIP

Professorships develop new knowledge that can be directly applied in practice and
education to improve performance. Their research has practical relevance, is methodically
sound and ethically substantiated. It is aimed at producing results that are transferrable to
contexts other than that which was the subject of the research. The professors are affiliated
to Living Labs and connect the knowledge from the Living Labs and the knowledge from
research programmes to education and the professional field.

In terms of selection of research subjects, the professorship allows itself to be informed by

international, national, and regional issues and developments in professional practice, the
Hanze UAS’s research ambitions and by issues from the (future) professional field. In
summary, the following themes and subjects have been selected by the professorship:

15
Figure 2: Themes of the Applied Sports Science professorship

16
5. COMPETENCES AND LEARNING OUTCOMES
The Sports Professional identity provides a framework of values, principles and various generic professional competences that form
the integral basis for the four nationally defined subject-specific professional competences. Together, they make up the Groningen
profile of the Sports Professional. Within the study programme, the general professional competences and subject-specific professional
competences are always assessed in conjunction with each other throughout the entire programme, which means they are also tested in
the final assessment of the semester programme. This is reflected in the curriculum plan.

5.1 COMPETENCES OF THE SPORTS PROFESSIONAL

Sport Studies Groningen adopts a competence-based approach to work and study. To enable the monitoring of the student’s growth in
‘competence’ and align it with the ‘zone of proximal development’, a classification of levels, increasing in independence and complexity,
provides a good starting point.

Sports Professionals:
1 develop their Sports Professional identity in terms of professional proficiency;
And the following general professional competencies:
2 Methodical and evidence-based approach;
3 Work well in networks and teams, etc.;
4 Communicate effectively;
5 Function effectively in an international and intercultural environment;
6 Act responsibly and demonstrate engaged citizenship.
The subject-specific professional competencies are defined as follows:
7 Research and develop products for sports and exercise; Figure 3: Competencies of the Sports Professional
8 Organises, positions and supervises projects and programmes promoting sports and exercise;
9 Manages and oversees the work processes of a sports and exercise organisation, while demonstrating an enterprising attitude;
10 Developing, assessing and advising on strategy and policy concerning sports and exercise

17
5.2 COMPETENCY LEVELS

Given that the competency development primarily takes places in situations that
realistically emulate professional practice, the programme is designed to give professional
practice is prominent place from the very first block. When designing the study programme,
the complexity of the demand from professional practice, the context and the actions
themselves were chiefly taken into account. Nevertheless, the programme also takes into
account the degree of independence, responsibility and transfer. Eventually, students must
demonstrate the competencies at Level C by way of professional products, feedback on
performance in practice and subject-specific reflection.

Level A Level B Level C

Complexity of the Structured, methods Less structured, Complex,
task can be applied methods must be unstructured,
within the task adapted to the improves methods
situation and adapts
standards to the
situation in hand
Complexity of the Familiar, simple and Familiar, more Unknown, more
context structured context, complex and complex and
very few partially structured partially unspecified
stakeholders context, several context, large
stakeholders number of
stakeholders
Complexity of the Works primarily by Researches the issue Analyses problems,
actions way of instruction in depth without any questions and
and based on form of supervision difficulties
routine and works on a independently, uses
specific situation creativity to tackle
based on certain the issue
guidelines
Responsibility Responsible for Responsible for the Works in a pro-active
individual tasks and relevant track and ismanner, is able to
accounts for the able to account for account for the
progress made the decisions made choices made in a
and for the results professional way
based on theory and
information
collected.
Transfer of Applies knowledge Collects and Is able to identify
knowledge and and skills provided. develops relevant gaps in knowledge
skills knowledge and skills and skills based on
and is able to apply independent
them. analysis, and is able
to develop and apply
that knowledge and
those skills
Table 1: Competency level

18
In Groningen, Sports Professionals are trained to become T-shaped professionals, meaning
that broad input is provided within Sports Studies and that there is more focus on a focus
specialisation during the exit phase.

19
5.3 LEARNING OUTCOMES
Below is an overview of the above-mentioned competences and associated learning outcomes. The competence descriptions focus on exit level (C).
This document thus forms the basis for the content of the study programme.

1 Sports Professional identity

Sports Professionals have a professional identity which combines sporting individuality with research and creative ability, to be used to continually
develop their individual and the collective knowledge of the professional group and field. They identify and explore opportunities in dynamic contexts,
seeking to establish dialogue and co-creation at various levels to create value, thereby positioning and promoting the role of Sport Professional.
Level A Level B Level C
1.1 Reflection and Sports Professionals reflect upon their Sports Professionals reflect upon their Sports Professionals reflect upon their
sport awareness own professional and occupational own professional and occupational own professional and occupational
identity in relation to their identity in relation to the specificity of identity in relation to the specificity of
environment. Sports Professionals their environment. They demonstrate their environment. They take into
describe or identify the individual insight into the differences and account the balance between the
nature of sport and show insight into necessary balance between the uniqueness of sports on the one hand
the social value that sport offers. uniqueness of sports on the one hand and the social embedding of sports on
and the social embedding of sports on the other hand.
the other hand.
1.2 Professional Sports Professionals adopt a Sports Professionals adopt a respectful Sports Professionals adopt a respectful
attitude respectful attitude towards clients and attitude towards clients and peers, take attitude towards clients and peers, take
peers, take responsibility, work responsibility, work carefully, project responsibility, prove themselves to be
carefully, project and demonstrate the and demonstrate the right image and knowledge workers and share
right image and etiquette, and strive to etiquette, and strive to develop their knowledge, work carefully, project and
develop their expertise. expertise. demonstrate the right image and
etiquette, and strive to develop their
expertise.
1.3 Career Sports Professionals can identify Sports Professionals develop their Sports Professionals continually develop
development points for improvement regarding professional identity and demonstrate their professional identity and
and professional their professional identity and make they have a proper grasp on the contribute to developing and raising the
training choices that contribute to this professional role of a Sports profile of the role of Sports Professional
improvement in a positive manner. Professional. They visibly invest time and to establishing new functional
and effort in establishing new collaborations.
functional collaborations,

20
 2. Methodical and evidence-based approach
Sports Professionals adopt a methodical approach. They support raising questions when dealing with professional issues and, together with stakeholders,
formulate the best possible solution, based on careful consideration of various sources. In doing so, they contribute to the knowledge development of the
professional group.
Level A Level B Level C
2.1 Methodical Under supervision, Sports Sports Professionals devise and Sports Professionals devise and
approach Professionals devise and implement implement the best possible solution to implement the best possible solution to
the best possible solution to simple issues from professional practice. They issues from professional practice. They
issues from professional practice. do so methodically and largely do so methodically and independently,
They do so by taking a number of independently, based on various based on various sources of knowledge
methodical steps as well as using sources of knowledge and/or and/or experiences and in collaboration
various different sources of experiences and with due regard for with stakeholders.
knowledge and/or experiences, with input from stakeholders.
due regard for input from
stakeholders.
2.2 Knowledge Sports Professionals are open to Sports Professionals create new Sports Professional create new
worker acquiring new knowledge and share it knowledge and share it with knowledge and make an active
actively. They show insight into the knowledge networks/communities, contribution to collective knowledge
potential value of knowledge thereby striving for transparency and networks/communities. In doing so
networks/communities and actively collaboration. they strive to achieve transparency,
seek to take part in those networks. cooperation and (efficient) sharing of
knowledge.

21
 3. Collaborating in teams and networks
Sports Professionals establish relationships, collaborations and/or coalitions and explore the boundaries of their own profession in order to pursue
common goals efficiently, thus creating value. They position and establish themselves within these professional networks.
Level A Level B Level C
3.1 Collaboration Sports Professionals enter into Sports Professionals enter into Within collaborations, Sports
collaborations and formulate common collaborations and actively contribute Professionals strive to achieve common
goals while respecting the diversity in to common goals, taking into account goals, taking into account and
people and views. The contribution and respecting the diversity in people respecting the diversity in people and
made by Sports Professionals is and views. The aim of the collaboration views. The aim of the collaboration is to
valuable to the current or prospective is to create value for the current or create value for the current or
parties involved. prospective parties involved. prospective parties involved.
3.2 Networking Sports Professionals establish Sports Professionals establish Sports Professionals establish
relationships, collaborations and/or relationships, collaborations and/or relationships, collaborations and/or
coalitions both within their degree coalitions in such a way that their coalitions and develop these such that
programme and in the professional intellectual and practical value is used their intellectual and practical value is
field. Sports Professionals share issues optimally. Sports Professionals aim for a used optimally. Sports Professionals aim
and exchange knowledge, views and win-win situation by sharing issues and for a win-win situation by sharing issues
experience. knowledge, views and experience. and knowledge, views and experience.
3.3 Positioning Sports Professionals promote the Sports Professionals actively ensure Sports Professionals actively ensure that
brands, products, services and significant interest in the brands, the brands, products, services and
solutions of an organisation or sports products, services and solutions of an solutions of an organisation or sports
and exercise programme within the organisation or sports and exercise and exercise programme enjoy a
given network. programme within the given network. preferential position within the given
network.

4. Communicating effectively
Sports Professionals express their own vision, plans and decisions, both in English and Dutch, both orally and in writing, using various means of
communication (including digital ones).

22
 Level A Level B Level C
4.1 Empathy in Sports Professionals listen and Sports Professionals listen and Sports Professionals listen and
communication demonstrate empathy and sensitivity. demonstrate empathy and sensitivity demonstrate empathy and sensitivity
In doing so, they are able to formulatewith a respectful attitude. In doing so, from an attitude of respect. In doing so,
their own opinion and objectives, they are able to put forward their own they are able to put forward their own
showing insight into the diversity in opinion and objectives, whilst opinion and objectives, whilst
terms of vision, background, position, respecting the differences in vision, respecting the differences in vision,
relevance, needs and expertise. background, position, relevance, needs background, position, relevance, needs
and expertise. and expertise.
4.2 Correct use of Sports Professionals tailor their Sports Professionals communicate Sports Professionals communicate
language communication style (both oral and effectively with both professionals and effectively with both professionals and
written) to the objective and laypeople, tailoring their laypeople, tailoring their
recipient(s) of the communication. communication style (both oral and communication style (both oral and
written) to the objective and written) to the objective and
recipient(s) of the communication. recipient(s) of the communication.
4.3 Means of Sports Professionals are familiar with Sports Professionals are familiar with Sports Professionals use various digital
communication various digital applications and means various digital applications and means applications and means of
and applications of communication and use several. of communication and use several, communication, depending on the
The choice of application and/or depending on the context. The choice of context, with the choice of application
means of communication is based on application and/or means of and/or means of communication based
their knowledge of the goal and the communication is based on well- on a well-founded knowledge of the
target group. founded knowledge of the goal and the objective and target group.
target group.

5. Functioning effectively in an international and intercultural environment

Sports Professionals demonstrate sensitivity and engagement based on knowledge of political, sociocultural and economic developments and
interdependence of countries and regions. In professional practice, they adopt an attitude of understanding, respect and empathy for diversity and
are able to translate this into added value.
23
 Level A
5.1 Engagement and Sports Professionals demonstrate
sensitivity respect and engagement in
environments ranging from local to
international level, as well as insight
into both their own national,
international and cultural identity and
that of others.
5.2 Interculturalism Sports Professionals accept and value
cultural differences when carrying out
their duties, and respect cultural
restrictions. They engage in dialogue
in order to gain more insight into
diversity and ensure constructive
communication and collaboration.
Level B
Sports Professionals demonstrate
respect and engagement in
environments ranging from local to
international level. They show insight
into the international perspective on
the sports sector and the world at
large, and have a broad view of both
their own national, international and
cultural identity and that of others.
Sports Professionals accept and value
cultural differences when carrying out
their duties. They respect cultural
restrictions and, based on an respectful
approach, engage in dialogue in order
to gain more insight into diversity and
to use that diversity to promote
constructive communication and
collaboration.
Level C
Sports Professionals demonstrate
sensitivity and engagement in
environments ranging from local to
international level. They adopt an
international perspective on the world
and the sports sector in their actions,
demonstrating a broad view of both
their own national, international and
cultural identity and that of others.
Sports Professionals accept and value
cultural differences when carrying out
their duties, recognise cultural
restrictions and, based on an approach
of dialogue and respect, are able to
make optimal use of diversity where
communication and collaboration are
concerned.

6. Acting responsibly and demonstrate engaged citizenship

Sports Professionals are aware of the ethical aspects of the profession and raise current social and moral issues, and contribute to solution
approaches in a critical and responsible manner as the situation arises.
Level A Level B Level C
6.1 Ethics Sports Professionals demonstrate Sports Professionals demonstrate Sports Professionals demonstrate
24
 insight into the various interests of the
parties involved, act in an ethical
manner, and are able to determine
their personal position in professional
issues.
6.2 Citizenship Sports Professionals take note of
current social issues and recognise
moral, social and financial-economic
perspectives. They follow courses of
action in a purposeful and effective
manner, thereby valuing individual
and group differences.
respect towards the various legitimate
interests of the parties involved, act in
an ethical manner, and are able to
purposely determine their personal
position in professional issues.
Sports Professionals respect current
social issues and balance moral, social
and financial-economic perspectives.
They follow courses of action in a
purposeful and effective manner,
thereby valuing individual and group
differences.
sensitivity towards various legitimate
interests of the parties involved, act in
an ethical manner, and are able to
purposely and effectively determine
their position in professional issues.
Sports Professionals raise current social
issues and balance moral, social and
financial-economic perspectives. They
offer courses of action in a purposeful
and effective manner, thereby valuing
individual and group differences.

7. Researching and designing options for sports and exercise

Sports Professionals develop their research skills with a view to finding solutions to professional issues and devising innovations with added value for the
professional practice. Research generates the knowledge used to create impact in specific professional duties and products in professional practice.

Level A Level B Level C

7.1 Diagnosis of Sports Professionals collect Sports Professionals mobilise and Sports Professionals mobilise and
issues knowledge from various sources combine knowledge from various combine knowledge from various
within and outside the specific sources within and outside the specific sources within and outside the specific
25
 professional context. With supervision
and in collaboration with the parties
involved, they devise a plan for the
improvement or innovation of a
specific professional situation.
7.2 Measuring and Sports Professionals are familiar with
planning strategies, methods and techniques
suitable for the nature of the issue
and/or intended innovation. They
explore, test/measure, analyse and
present under supervision, and
ultimately produce, a feasible design
for a professional product.
7.3 Testing and Sports Professionals test the design
creating impact and describe the possibilities for
implementing the results in
professional practice and sharing
knowledge.
8. Organising, positioning and managing projects and programmes that promote sports and exercise
Sports Professionals manage the policy cycle independently with a view to safeguarding and developing the continuity and quality of the sports and
exercise options as well as the organisation or sports organisation, and stimulating various target groups into (sustainable and responsible) sports
Level A
8.1 Organisation Based on their knowledge of the
organisation's policy and in
cooperation with others, Sports
Professionals organise small-scale
sports and exercise projects and
programmes with a view to
stimulating target groups into sports
professional context. With supervision
and in collaboration with the parties
involved, they devise a plan for the
improvement or innovation of a specific
professional situation.
Sports Professionals choose strategies,
methods and techniques suitable for
the nature of the issue and/or intended
innovation. They explore, test/measure,
analyse, present and produce a feasible
design for a professional product.
Sports Professionals test the design and
take steps towards (creating the
conditions for) implementing the
results in professional practice and
making the generated knowledge
available.
participation.
Level B
Based on the policy of the organisation
and in cooperation with others, Sports
Professionals organise sports and
exercise projects and programmes with
a view to stimulating target groups into
sports participation, while taking into
account the urgency, the interests of
professional context. In collaboration
with the parties involved, they devise a
plan for the improvement or innovation
of a specific professional situation.
Sports Professionals choose strategies,
methods and techniques suitable for the
type of issue and/or intended
innovation. They explore, test/measure,
analyse/synthesise, present and
produce a feasible design for a
professional product.
Sports Professionals test the design and
actively focus on (creating the
conditions for) a sustainable
implementation of the results in
professional practice and making the
generated knowledge available.
Level C
Based on the policy of the organisation,
Sports Professionals organise sports
and exercise projects and programmes
with a view to stimulating target groups
into sports participation, while taking
into account the urgency, the interests of
various stakeholders and the ambition
26
 participation, while taking into various stakeholders and the ambition of the organisation.
account the interests of various of the organisation.
stakeholders and the ambition of the
organisation.
8.2 Support and Sports Professionals support and Sports Professionals support, coach, Sports Professionals support, coach,
promotion advise individuals and/or target stimulate and advise individuals and/or stimulate and advise target groups in a
groups in a responsible manner in target groups in a responsible manner responsible manner in order to promote
order to promote participation, and in order to promote sustainable sustainable participation. In doing so,
take note of developments concerning participation. In doing so, they make they make use of (new and existing)
activities, services and projects within
use of (new and existing) activities, activities, services and projects within
the sports sector. services and projects within the sports the sports sector.
sector.
8.3 Positioning and Sports Professionals promote the Sports Professionals promote the Sports Professionals actively ensure that
marketing brands, products, services and brands, products, services and the brands, products, services and
solutions of an organisation or sports solutions of an organisation or sports solutions of an organisation or sports
and exercise programme with the and exercise programme with the target and exercise programme enjoy a
target group or groups. group or groups in such a way that it preferential position with the target
could result in a behavioural change or group or groups and result in a
sale. behavioural change or sale.

9. Managing the work processes of a sports and exercise organisation in an enterprising manner

The entrepreneurial Sports Professional takes responsibility for managing and leading operations and the efficient performance of duties. Through their
enterprising approach, Sports Professionals create the preconditions for the effective provision of sports and exercise options and/or services.

Level A Level B Level C

9.1 Management Sports Professionals manage simple Sports Professionals manage necessary Sports Professionals manage the work
work and organisational processes and transparent work and and organisational processes related to
related to the organisation and organisational processes related to the the organisation and implementation of
implementation of planned sports and organisation and implementation of planned sports and exercise options in a
exercise options. planned sports and exercise options in purposeful and effective manner.
a purposeful and effective manner.
9.2 Entrepreneurship Sports Professionals seize and Sports Professionals seize Sports Professionals seize opportunities
27
 recognise opportunities for their opportunities for their organisation, for their organisation in a purposeful
organisation, demonstrating initiative demonstrating initiative, innovative and effective manner, demonstrating
and an enterprising attitude in doing thinking and an enterprising attitude in initiative, innovative thinking and
so. doing so. enterprise when doing so.
9.3 Leadership Sports Professionals demonstrate Sports Professionals demonstrate Sports Professionals demonstrate
leadership when managing and leadership in a purposeful and efficient leadership in a purposeful and efficient
providing direction to simple duties manner when managing and providing manner when managing and providing
and responsibilities of fellow direction to simple duties and direction to duties and responsibilities
professionals in sports. responsibilities of professionals in of professionals in sports.
sports.

10. Developing, assessing and advising on strategy and policy concerning sports and exercise
Sports Professionals devise policy with a view to safeguarding and developing the continuity and quality of the sports and exercise options as well as the
organisation.
Level A Level B Level C
10.1 Strategy and Sports Professionals take note of Sports Professionals identify relevant Sports Professionals identify relevant
policy sport-related trends and changes, and sport-related trends and changes and, sport-related trends and changes and,
draw connections between those based on the input of relevant based on the input of relevant
trends and changes and the existing stakeholders, develop and formulate a stakeholders, develop and formulate a
policy of organisations in the field of strategic sports and exercise policy in strategic sports and exercise policy in
sport and exercise. Where necessary, line with the context. Where necessary, line with the context. Where necessary,
Sports Professionals will translate this Sports Professionals will translate this Sports Professionals translate this into
into a proposal for amendments to into a proposal for amendments to or transitions in /changes to the course of
existing strategy and policy. changes to the course of existing existing strategy and policy or create
28
 strategy and policy. new policy.
10.2 Advising and Sports Professionals translate Sports Professionals translate Sports Professionals translate
implementation existing/established policy and established policy and insights into established policy and insights into
insights into recommendations for recommendations for clients, recommendations for clients,
clients, implementers and/or implementers and/or (comprehensive implementers and/or (comprehensive
(comprehensive or partial) policy and or partial) policy plans and action or partial) policy plans and action
action plans. plans, and are able to create plans, and are able to put the desired
opportunities to put the desired changes into practice together with the
changes into practice. relevant stakeholders.
10.3 Monitoring and Sports Professionals assess the Sports Professionals assess the Sports Professionals monitor and assess
assessment execution of policy and show insight implementation and effectiveness of the implementation, effectiveness and
into the work processes and quality of the policy, work processes and quality efficiency of the policy, work processes
products/services and the of products/services based on the and quality of products/services based
organisation’s vision and objectives. organisation’s vision and objectives. on the organisation’s vision and
objectives.

29
30
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