Module JXC-1027:
Psychomotor Behaviour

Module Facts

Run by School of Human and Behavioural Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1 & 2

Organiser: Dr Andrew Cooke

Overall aims and purpose

Mae'r modiwl hwn yn ymdrin â seicoleg chwaraeon, rheoli modur, a biomecaneg ac yn eu cymhwyso i ddeall perfformiad dynol hystyried o nifer o safbwyntiau damcaniaethol. Pynciau a drafodir yn cynnwys hyder, straen, sgiliau seicolegol, canfyddiad gweledol, cof, sylw, paratoi symudiad a gweithredu.

This module covers sports psychology, motor control, and biomechanics and applies them to understand human performance considered from a number of theoretical perspectives. Topics to be covered will include confidence, stress, psychological skills, visual perception, memory, attention, movement preparation and execution.

Course content

Mae'r modiwl hwn yn ymdrin â seicoleg chwaraeon, rheoli modur, a biomecaneg ac yn eu cymhwyso i ddeall perfformiad dynol hystyried o nifer o safbwyntiau damcaniaethol. Pynciau a drafodir yn cynnwys hyder, straen, sgiliau seicolegol, canfyddiad gweledol, cof, sylw, paratoi symudiad a gweithredu.

Pwysig: Bydd gofyn i fyfyrwyr sy'n methu'r modiwl (farc y modiwl cyffredinol llai na 40%) neu colli asesiadau modiwl, i ymgymryd ag aseiniad ailsefyll neu gyntaf-sefyll yn yr Wythnos Asesu Atodol (SAW). Bydd y SAW yn cael ei gynnal yn yr ail wythnos Gorffennaf 2018 (union ddyddiad i'w gadarnhau yn nes at yr amser). Os ydych yn ailsefyll eich aseiniad, bydd eich marc yn cael ei gapio ar 40%

This module covers sports psychology, motor control, and biomechanics and applies them to understand human performance considered from a number of theoretical perspectives. Topics to be covered will include confidence, stress, psychological skills, visual perception, memory, attention, movement preparation and execution.

Assessment Criteria

excellent

Mae'r rhan fwyaf o'r meini prawf allweddol canlynol yn cael eu bodloni i safon ragorol: • Gallu dangos dealltwriaeth glir o'r patrymau a'r canfyddiadau empirig yn y llenyddiaethau ymddygiad canfyddiadol-modur • Gallu egluro sut mae'r cysyniadau damcaniaethol wedi esblygu o'r dystiolaeth empirig. • Gallu trafod sut y gall damcaniaethau canfyddiadol-modur a chanfyddiadau eu cymhwyso i sefyllfaoedd ymarferol.

threshold

Mae'r rhan fwyaf o'r meini prawf allweddol canlynol yn cael eu bodloni i safon ddigonol (gall fod amrywiaeth eang yn ansawdd y gwahanol elfennau o'r gwaith): • Gallu dangos dealltwriaeth glir o'r patrymau a'r canfyddiadau empirig yn ymddygiad canfyddiadol-modur llenyddiaethau • Gallu egluro sut mae'r cysyniadau damcaniaethol wedi esblygu o'r dystiolaeth empirig. • Gallu trafod sut y gall damcaniaethau canfyddiadol-modur a chanfyddiadau eu cymhwyso i sefyllfaoedd ymarferol.

good

Mae'r rhan fwyaf o'r meini prawf allweddol canlynol yn cael eu bodloni i safon dda: • Gallu dangos dealltwriaeth glir o'r patrymau a'r canfyddiadau empirig yn y llenyddiaethau ymddygiad canfyddiadol-modur • Gallu egluro sut mae'r cysyniadau damcaniaethol wedi esblygu o'r dystiolaeth empirig. • Gallu trafod sut y gall damcaniaethau canfyddiadol-modur a chanfyddiadau eu cymhwyso i sefyllfaoedd ymarferol.

Learning outcomes

  1. Dangos dealltwriaeth o'r damcaniaethau sy'n sail i straen, pryder, cystadleuaeth, a phrosesau grŵp.

  2. Deall y gwahanol brosesau sy'n ymwneud â pharatoi a gweithredu o symudiadau, gan gynnwys prosesau sylw a gwybyddiaeth

  3. Deall sut i gymhwyso theori ac ymchwil i sefyllfaoedd ymarferol

  4. Deall rhai o'r prosesau ymennydd sy'n sail canfyddiad a modur rheoli.

Assessment Methods

Type Name Description Weight
Online homework 1 5.00
Online homework 2 5.00
coursework essay 30.00
mid term exam -Sem 2 20.00
lab participation 5.00
MCQ EXAM 14.00
short ans exam 10.50
short essay exam 10.50

Teaching and Learning Strategy

Hours
Laboratory

Bydd cymryd rhan mewn profiad labordy darparu cyflwyniad i ddulliau ymchwil arbrofol mewn ymddygiad seicomodurol.

 2
Private study

Bydd astudio preifat yn cynnwys amser darllen, adolygu nodiadau darlithoedd, a pharatoi a chwblhau asesiadau.

 145
Seminar

seminarau dwyieithog ar gyfer myfyrwyr Cymru i gefnogi myfyrwyr wrth gyflwyno asesiadau yn Gymraeg neu Saesneg

 5
Lecture

Bydd amser Darlith yn cynnwys amrywiaeth o weithgareddau gan gynnwys gweithgareddau ac arddangosiadau, trafodaethau o ddeunydd modiwl fel dosbarth cyfan, trafodaethau grŵp bach a datrys problemau, a chyfleoedd i gael adborth ar asesiadau ymarferol (sesiynau adborth ffurfiannol.)

 48

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
  • critically assess and evaluate data and evidence in the context of research methodologies and data sources
  • plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
  • apply knowledge to the solution of familiar and unfamiliar problems
  • develop a sustained reasoned argument, perhaps challenging previously held assumptions
  • demonstrate effective written and/or oral communication and presentation skills
  • work effectively independently and with others
  • take and demonstrate responsibility for their own learning and continuing personal and professional development
  • self-appraise and reflect on practice
  • demonstrate an understanding of the philosophical basis of scientific paradigms
  • demonstrate evidence of competence in the scientific methods of enquiry, and interpretation and analysis of relevant data and statistical outputs.
  • develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
  • communicate succinctly at a level appropriate to different audiences.
  • develop knowledge of psychometric instruments
  • develop effective learning aids

Resources

Reading list

Semester 1 Eysenck, M. W. (2014). Chapter 8: Human Memory, pp 193-195 and 209-213. Fundamentals of Psychology. Hoboken: Taylor and Francis.

Kalat, J. W. (2016). Chapter 5: Vision. In Biological Psychology, 12th Ed. (pp 147 -185). Boston, MA.: Cengage Learning.

Navarro, M., van der Kamp, J., Ranvaud, R., & Savelspergh, G. J. P. (2013). The mere presence of a goalkeeper affects the accuracy of penalty kicks. Journal of Sport Sciences 31(9), 921–929.

Sebanz, N. & Schiffrar, M. (2009). Detecting deception in a bluffing body: The role of expertise. Psychonomic Bulletin & Review, 16 (1), 170-175.

Ward, J. (2010). Chapter 2: Introducing the Brain. In The Student’s Guide to Cognitive Neurosciences (pp. 16-31). Hove and New York: Psychology Press.

Ward, J. (2010). Chapter 7: The Attending Brain, pp 135-140 only. In The Student’s Guide to Cognitive Neurosciences (pp. 135-140). Hove and New York: Psychology Press.

Ward, J. (2010). Chapter 8: The Acting Brain, pp 166-175 only. In The Student’s Guide to Cognitive Neurosciences (pp. 166-175). Hove and New York: Psychology Press.

Semester 2 Week 16 Woodman & Hardy chapter entitled “Stress & Anxiety” in Handbook of Sport Psychology (2nd Edition) - pages: 290-312 Chapter entitled “Arousal, Stress & Anxiety” in Foundations of Sport & Exercise Psychology - pages: 91-112

Week 17 Hardy, L. & Hutchinson, A. (2007). Effects of performance anxiety on effort and performance in rock climbing: A test of processing efficiency theory. Anxiety, Stress & Coping, 20, 147-161.

Week 18 Beilock, S. L., Carr, T. H., MacMahon, C., & Starkes, J. L. (2002). When paying attention becomes counterproductive: Impact of divided versus skill-focused attention on novice and experienced performance of sensorimotor skills. Journal of Experimental Psychology: Applied, 8, 6-16. Wulf, G., & Su, J. (2007). An external focus of attention enhances golf shot accuracy in beginners and experts. Research Quarterly for Exercise and Sport, 78, 384-389.

Week 19 Wulf, G., Dufek, J. S., Lozano, L. & Pettigrew, C. (2010). Increased jump height and reduced EMG activity with an external focus. Human Movement Science, 29, 440-448. Tremayne, P., & Barry, R. J. (2001). Elite pistol shooters: physiological patterning of best vs. worst shots. International Journal of Psychophysiology, 41, 19-29.

Week 20 Vast, R. L., Young, R. L., & Thomas, P. R. (2010). Emotions in sport: Perceived effects on attention, concentration and performance. Australian Psychologist, 45, 132-140. Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden scope of attention and thought-action repertoires. Cognition and Emotion, 19, 313-332.

Week 21 Mid-term exam

Week 22 Johnson, R. T., Bjorkland, R., & Krotee, M. L. (1984). The effects of cooperative, competitive and individualistic student interaction patterns on the achievement and attitudes of students learning the golf skill of putting. Research Quarterly for Exercise and Sport, 55, 129-134 Tauer, J. M., & Harackiewicz, J. M. (2004). The effects of cooperation and competition on intrinsic motivation and performance. Journal of Personality and Social Psychology, 86, 849-861.

Week 23 Ingham, A. G., Levubger, G., Graces, J. & Peckham, V. (1974). The Ringelmann effect: Studies of group size and group performance. Journal of Experimental Social Psychology, 10, 371-384. Latane, B., Williams, K. & Harkins, S. (1979). Many hands make light the work: The causes and consequences of social loafing. Journal of Personality and Social Psychology, 37, 822-832.

Week 24 Williams, K. D., Nida, S. A., Baca, L. D. & Latane, B. (1989). Social loafing and swimming: Effects of identifiability on individual and relay performance of intercollegiate swimmers. Basic and Applied Social Psychology, 10, 73-81.
Hoigaard, R., Tofteland, I. & Ommundsen, Y. (2006). The effect of team cohesion on social loafing in relay teams. International Journal of Applied Sports Sciences, 18, 59-73 Woodman, T., Roberts, R., Hardy, L., Callow, N. & Rodgers, C. H. (2011). There is an “I” in TEAM: Narcissism and social loafing. Research Quarterly for Exercise and Sport, 82, 285-290.

Week 25 Karau, S. J., & Williams, K. D. (1993). Social loafing: A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology, 65, 681-706

Courses including this module

Compulsory in courses: