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Sport and Exercise Psychology 1

  • Module code: LS4008
  • Year: 2018/9
  • Level: 4
  • Credits: 30
  • Pre-requisites: None
  • Co-requisites: None

Summary

This level four module is a core module in all Sports & Exercise Science undergraduate courses. The module seeks to introduce fundamental psychological constructs and how they impact upon our understanding of human behaviour and learning in sport and exercise environments. Such constructs include personality, motivation, anxiety, stress as well as the learning and performance process. These topics will be introduced within lectures, further examined within seminar, workshop and practical sessions, and supplemented with additional online material.

Aims

  • To introduce students to the fundamental constructs of sport and exercise psychology
  • To introduce theories of motor control and motor learning
  • To develop an understanding of the role of psychology in both sport and exercise settings

Learning outcomes

On successful completion of the module, students will be able to:

  • Identify and discuss the theories of sport and exercise psychology;
  • Describe the major theories of motor control and learning;
  • Discuss how psychological variables influence behaviour;
  • Demonstrate an understanding of measurement in sport and exercise psychology;
  • Demonstrate key skills of communication (group discussions; making a presentation; reading, selecting, extracting, and collating information from appropriate sources; produce written materials), numeracy (data collection; recording data, evaluating data; performing calculations), ICT (produce a document that incorporates and combines different types of information; search for, retrieve, and store information using ICT resources), teamwork, and develop independent learning skills.

Curriculum content

The module will introduce students to the fundamental concepts within sport and exercise psychology and motor skill acquisition. Topics will typically include:

  • The growth and development of sport and exercise psychology as a discipline
  • Methods used to conduct sport and exercise psychology research
  • The role of the self in sport and exercise, how this develops and impacts upon wellbeing and performance
  • The differing theories of personality development and the role it plays in sport and exercise
  • The different perspectives on the motivation in sport and exercise and the influences this has on individuals and groups
  • Theories of arousal, stress and anxiety and how they might impact upon sport/exercise environments
  • The role of psychology in the uptake and maintenance of physical activity
  • The role of exercise in maintaining/improving psychological health
  • Competing perspectives pertaining to motor control and skill acquisition
  • The role of perception and attention in the ability to learn and perform motor skills
  • Types and classifications of different types of motor skills
  • The role and functionality of memory and its impact on acquiring and performing sport skills
  • The role of neurological systems in the control of human movement
  • Differing approaches to understanding learning in the sports environment.

Teaching and learning strategy

This module consists of lectures that will introduce and examine essential topics and concepts. Seminars will be used to allow students to further consolidate their understanding of the topics and to encourage peer communication and discussion. Scheduled practical sessions will allow students to examine the relationship between theory and practice and to develop awareness of scientific methodologies and the process of reporting scientific findings. It is an expectation that students arrive to the seminars sessions suitably prepared to carry out the seminar tasks which will be advised in advance where necessary. In order to further support students learning, additional material such as key readings and lecture materials will be provided online in addition to study tasks designed to promote the development of independent study skills.

Breakdown of Teaching and Learning Hours

Definitive UNISTATS Category Indicative Description Hours
Scheduled learning and teaching Lead Lectures (48h) Seminars (12h) Practical sessions (12h) 72
Guided independent study 228
Total (number of credits x 10) 300

Assessment strategy

Lecture, seminar, workshop and practical sessions will provide practical feed forward guidance and formative experimental opportunities to help students achieve their full potential in the summative assessments.  Further formative assessment will consist of (but is not limited to) group discussion, peer evaluation, group tasks and presentations in seminar and workshop sessions. Typical formative assessment opportunities include a mock in class test and a poster presentation session. These formative tasks will allow students to monitor both progress through feedback from peers and feed forward advice to develop understanding and application for summative assessment. The learning outcomes for the module will be summatively assessed  using an in class test comprised of both multiple choice and short answer questions and two written assessments, typically including an essay and a report addressing key concepts explored during the module.

Lecture, seminar, workshop and practical sessions will provide practical feed forward guidance and formative experimental opportunities to help students achieve their full potential in the summative assessments.  Further formative assessment will consist of (but is not limited to) group discussion, peer evaluation, group tasks and presentations in seminar and workshop sessions. Typical formative assessment opportunities include a mock in class test and a poster presentation session. These formative tasks will allow students to monitor both progress through feedback from peers and feed forward advice to develop understanding and application for summative assessment. The learning outcomes for the module will be summatively assessed  using an in class test comprised of both multiple choice and short answer questions and two written assessments, typically including an essay and a report addressing key concepts explored during the module.

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Learning Outcome Assessment Strategy
1) Identify and discuss the theories of sport and exercise psychology In class test and written assessments (S) and seminar discussions/tasks (F).
2) Describe the major theories of motor control and learning In class test and written assessments (S) and seminar discussions/tasks (F).
3) Discuss how psychological variables influence behaviour; Written assessments (S) and in seminar discussions/tasks (F).
4) Demonstrate an understanding of measurement in sport and exercise psychology; In class test and written reports (S) and in seminar discussions/tasks (F).
5) Demonstrate key skills of communication (group discussions; making a presentation; reading, selecting, extracting, and collating information from appropriate sources; produce written materials), numeracy (data collection; recording data, evaluating data; performing calculations), ICT (produce a document that incorporates and combines different types of information; search for, retrieve, and store information using ICT resources), teamwork, and develop independent learning skills. Written assessments (S) and in seminar discussions and presentations (F).

Elements of Assessment

Description of Assessment Definitive UNISTATS Categories Percentage
In class-test Written Exam 30
Essay or report Coursework 35
Essay or report Coursework 35
Total (to equal 100%) 100%

Achieving a pass

It IS NOT a requirement that any major element of assessment is passed separately in order to achieve an overall pass for the module.

Bibliography core texts

Biddle, S. J. H. & Mutrie, N. (2008). Psychology of physical activity: Determinants, well-being and interventions (2nd Edition). New York, NY: Routledge.

Schmidt, R.A. & Wrisberg, C.A. (2008). Motor Learning and Performance: A Situation-Based Learning Approach (4th edition). Human Kinetics, Champaign, Il.

Weinberg, R. & Gould, D. (2011). Foundations of sport and Exercise Psychology (5th Edition). Champaign IL: Human Kinetics.

Bibliography recommended reading

Buckworth, J. & Dishman, R.K. (2002). Exercise Psychology. Champaign, IL: Human Kinetics.

Coker, C.A. (2009). Motor Learning & Control for Practitioners (2nd edition). Holcomb Hathaway, Arizona.

Cox, R. H. (2011). Sport Psychology: Concepts and Application. (7th Edition.). New York, NY: McGraw-Hill. 

Edwards, W.H. (2011). An Introduction to Motor Learning & Motor Control. Wadsworth Cengage Learning, USA.

Faulkner, G.E.J. & Taylor, A.H. (Eds.) (2005). Exercise, Health and Mental Health: Emerging Relationships. Oxon, U.K.: Routledge.

Gill, D.L. & Williams, L. (2008) .Psychological dynamics of sport and exercise (3rd Edition). Champaign, IL: Human Kinetics.

Honeybourne, J. (2004) Acquiring Skill in Sport: An Introduction. London: Routledge.

Horn, T.S. (2008). Advances in Sport Psychology (3rd Ed.). Champaign, IL: Human Kinetics:

Jowett, S., & Lavallee, D. (Eds.), (2007). Social Psychology in Sport. Champaign, IL: Human Kinetics.

Lavallee, D., & Wylleman, P. (Eds.), (2000). Career Transitions in Sport: International Perspectives. Morgantown, WV: Fitness Information Technology.

Magill, RA. (2007). Motor Learning & Control: Concepts and Applications (8th Edition). McGraw Hill, Boston, MA.

Weiss, M. (Ed.). (2004) Developmental Sport and Exercise Psychology: A Lifespan Perspective. Morgantown, WV: Fitness Information Technology.

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