Antrenörlük Eğitimi Lisans Diploması

ISCO 08

ISCO 08

The Coaching Education program aims to educate individuals who possess the requisite fundamental knowledge and skills alongside appropriate professional habits and ethics. It targets graduates who can effectively apply the principles, concepts, and practices of the field through a multidisciplinary approach, who can identify problems in Sports Sciences, generate solutions using scientific research methods, and communicate findings through written reports and oral presentations. Within the scope of specialization, the program seeks to equip students with the ability to coach individuals across different categories, special populations, and disadvantaged groups. It further aims to prepare practitioners who follow technological and scientific developments, evaluate athletes through performance measurement and competition analysis, and design training plans. Additionally, the program endeavors to cultivate individuals who contribute to the sustainable development of sport at the societal level through leadership and volunteer engagement, who possess knowledge of human physiology, anatomy, and psychology, and who recognize exercise as a component of preventive health with a clear understanding of its role in the prevention and treatment of disease.

Education and instruction are delivered in a full-time, on-campus format. Theoretical and practical courses are conducted in the classrooms and facilities of the Faculty of Sport Sciences. In addition, the courses “Workplace-Based Vocational Training I” and “Workplace-Based Vocational Training II” (İşletmede Mesleki Eğitim Uygulaması I/II) are offered as applied training at sports clubs affiliated with the Ministry of Youth and Sports and at private sports clubs.

1. Possesses theoretical and practical proficiency in coaching-education curricula, instructional strategies, methods and techniques, and assessment–evaluation approaches, and applies these competencies to solve encountered problems.

2. Knows the principles applicable to identifying and resolving practice-oriented problems in coaching, develops solution proposals, and implements them.

3. Collaborates with universities or research units on issues identified as problems, and, through collective reasoning and contemporary methods, generates and refines solutions in a research-oriented manner.

4. Demonstrates the ability to develop, select, and use up-to-date, functional tools required for coaching practice, and to monitor and apply global scientific and technological advances in the relevant discipline.

5. Understands the intra- and multidisciplinary structure of coaching education, is well equipped in professional knowledge and skills, and can work individually and/or jointly with research units on problems related to sport and specific sport branches.

6. Communicates effectively with individuals, can convey field-specific feelings, thoughts, views, and projects clearly, has strong command of English, and exhibits leadership and a research-oriented profile.

7. Benefits from multidisciplinary domains by completing at least two out-of-field courses within instructional programs.

8. Aims to advance a sustainable understanding of sport, follows the literature in coaching and sport sciences, keeps abreast of global scientific and technological developments in the relevant sport discipline(s), and is able to interpret outcomes and translate them into practice.

9. Adopts the protection of athlete health and safety as a guiding principle, embraces scientific and social ethics, and is cognizant of universal values—honesty, justice, transparency, impartiality, and respect—in relation to the duties and responsibilities of stakeholders in sport.

10. Is able to comprehend and integrate sport management and organizations into the field, and to track, develop, and implement sport entrepreneurship and innovation.

11. Analyzes the universal and societal impacts of sport-science practices and uses this knowledge effectively in athlete development, performance management, and the resolution of sport-related problems.

Possesses advanced proficiency in the following key competencies:

• Literacy competence

• Multilingual competence

• Mathematical competence and competence in science, technology, and engineering

• Digital competence

• Personal, social, and learning to learn competence

• Citizenship competence

• Entrepreneurship competence

• Cultural awareness and expression competence

Education and instruction are carried out in accordance with the conditions stipulated in the Bursa Uludağ University Undergraduate and Associate Degree Regulations.

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Assessment and evaluation processes are conducted in accordance with the teaching plan announced in the course information packages and the ECTS workload. Each semester includes one midterm and one end-of-term (final) examination, with the midterm weighted 40% and the final 60%. Depending on the nature of the course, assessments are supported by assignments, practicums, and quizzes, and all in-term work is graded on a 100-point scale. Examinations may be written, oral, or practical, and performance-based measures are employed in practice-oriented courses. To be eligible for examinations, students must be registered for the course, meet attendance requirements, and complete any associated practicums. Students who miss or fail the end-of-term examination sit a resit examination, the score of which replaces the final exam grade. Prerequisite requirements are observed, and course repetition and grade-improvement procedures are carried out in accordance with the relevant regulations.

For the safeguarding of quality in higher education programs:

The Council of Higher Education (YÖK) is responsible for planning, regulating, managing, and supervising education and instruction and other activities conducted at higher education institutions. Each year, “University Monitoring and Evaluation Reports” pertaining to higher education institutions are published within the framework of criteria set by YÖK. Based on these reports, documents containing quantitative and qualitative evaluations of higher education institutions are prepared and shared with the public by YÖK. In addition, YÖK annually publishes the “Foundation Higher Education Institutions Report,” which includes academic, administrative, and financial data on foundation universities; these reports, which contain quantitative and qualitative assessments of foundation institutions, are likewise shared with the public. Quality assurance of undergraduate degree programs in higher education is ensured in accordance with the “Procedures and Principles for Ensuring Quality Assurance of Higher Education Diploma Programs” as follows:

1. Design and Approval of Curricula:

   1.1. YÖK determines the minimum standards and criteria required for the establishment of undergraduate departments and programs at higher education institutions.

   1.2. The curricula of undergraduate programs and the learning outcomes to be attained by students in each program are determined by the senates of higher education institutions in line with the core principles set by YÖK on these matters.

   1.3. After the curricula of National Core Education Programs are approved by the relevant Deans’ Council, they are implemented by higher education institutions with YÖK’s approval.

2. Assessment and Evaluation: The methods for assessing and evaluating the learning outcomes to be attained by students in each undergraduate program are carried out in accordance with the education-instruction and examination regulations prepared by higher education institutions, in line with the core principles established by YÖK.

3. Certification: Students enrolled in undergraduate programs are awarded a bachelor’s diploma upon successful completion of the course credits and other requirements determined by the higher education institution.

4. Self-Assessment and External Evaluation: Within the scope of continuous monitoring, higher education institutions submit their “Institutional Internal Evaluation Reports” for the previous year to the Information System prepared by the Higher Education Quality Council (YÖKAK) at the beginning of each year. YÖKAK shares the “Institutional Feedback Report” it prepares on the external evaluation of higher education institutions with the public. In addition, accreditation decisions issued by accreditation agencies authorized or recognized by YÖKAK demonstrate that program qualifications are assured in terms of quality. Pursuant to YÖKAK regulations, regular review activities are conducted regarding the specified qualifications.

Turkish Sports Science Association — Board for the Evaluation and Accreditation of Sports Science Education Programs (SPORAK)

Accreditation Start/End Dates: 25 September 2025–25 September 2027

Within the scope of its Special Talent Examination, the Coaching Education program admits students through an aptitude-based selection process. Graduates of high schools or equivalent institutions may apply in line with the conditions specified in the student selection examination guide after national examination (ÖSYS) results are announced. Following the announcement of the examination date by the Assessment, Selection and Placement Center (ÖSYM), candidates apply for and sit the Special Talent Examination (ÖZYES). Based on their ÖZYES results, candidates submit their preferences and, if eligible, are placed in the relevant program.

Graduates of the Coaching Education program may work as coaches within the central and provincial organizations of the General Directorate of Youth and Sports, in the central and provincial units of public institutions and agencies, and in amateur or professional sports clubs.

Holders of a bachelor’s degree may pursue master’s programs and, if they meet the relevant requirements, doctoral and Proficiency in Arts programs that admit students with a bachelor’s degree.

Undergraduates are entitled to apply to double-major programs offered by their institutions. Students enrolled in a double-major may take courses from both degree programs concurrently and, if successful, receive two separate bachelor’s diplomas.

1. Law No. 2547 on Higher Education

1.1. Regulation on the Principles for Transfers Between Associate and Bachelor’s Level Programs, Double Major, Minor, and Inter-Institutional Credit Transfer in Higher Education Institutions

1.2. Regulation on the Continuation of Associate Degree Graduates of Vocational Schools and Open Education Programs to Bachelor’s Degree Programs

2. Law No. 2547 on Higher Education (Additional Article 35)

2.1. Regulation on Quality Assurance in Higher Education and the Higher Education Quality Council

The qualification remains valid indefinitely.