For Emily, FdSc (Hons) Sport (Sports Performance) was transformational.
It supported her education and development with different learning styles. The practical, applied structure of the course, alongside elite-level sport, replaced exam anxiety with confidence, opening the way to teaching and ambitious research goals.
Emily progressed to the BSc, graduating with a BSc (Hons) in Sport (Sport Performance).
We spoke to her about her journey through the course and what she’s gone on to do since graduating.
The right degree for me
Growing up, sport was a huge part of my life, and I threw myself into a bit of everything: rowing, swimming, hockey, and rugby. I would struggle with attention and focus, even in sport, so constant movement and burning off energy suited me. Rowing became my primary sport. I started when I was 12 and carried on racing competitively until my early twenties. It provided a structure I thrived under.
I knew after leaving school I wanted to study or work in something related to sport, partly because it felt like the one thing that consistently made sense to me. When I found the FdSc (Hons) Sport (Sports Performance) course at Bath, it just clicked. It sounded broad enough that I would not be boxed into one path but specialised enough to offer scope.
What I liked straight away about the course was its practicality – the labs, the hands-on sessions, the applied side of things really suited the way my brain works. There were still exams, but the primary focus of assignment writing meant I didn’t spend my whole degree panicking about upcoming tests.
From loving sport to loving academia
Once I got used to the pace and the structure, I found my feet — both academically and socially. Being surrounded by people who loved sport as much as I did was a massive boost. It felt like I fitted in.
Having access to high-performance environments and coaches meant I could keep training while studying, which helped me stay grounded.
Although I started out doing FdSc Sport (Sport Performance), having met the requirements to carry on, I converted to the BSc. My chosen dissertation ended up shaping a lot of what I have done since. I focused on sustained attention in children and how simple physical activity interventions could improve focus over time. Looking back, I was trying to understand my own experiences as much as anything else. The research process itself was hard but extremely rewarding and planted the seed for further study.
The course gave me confidence and showed me I could succeed academically in an environment that suited my strengths.