Module JXH-3026:
Perception & Action

Module Facts

Run by School of Sport, Health and Exercise Sciences

10 Credits or 5 ECTS Credits

Semester 1

Organiser: Dr Amy Hayes

Overall aims and purpose

To enable students to critically evaluate theories relating to perceptual processes and mechanisms underlying the control of human movement, drawing from research in cognitive psychology and theories of brain function.

Course content

Class time will consist of a combination of lectures and discussions. Topics covered include the role of eye movements in sport; expert cue utilisation; imagery in rehabilitation; body representation; links between theory and applications to sport and health.

Please note: Module failure that prevents you passing the year will require resit assessment and attendance at Supplementary Assessment Week (exact date TBC but expected to be second week of July 2018).

Assessment Criteria


The essay demonstrates an understanding of the paradigms and empirical findings in the perception and action literature. There is some explanation of how theoretical concepts have evolved from the empirical evidence. The essay may be underdeveloped, unclear in places, and/or have some errors.

C- to C+

The essay is sufficiently developed to demonstrate a clear understanding of the link between theory and empirical research, with some evidence of critical analysis, and here are few or no errors.


The link between theory and empirical research is clearly established and critically evaluated, and there evidence of additional mastery of the material, for example reference to the literature is particularly thorough with in-depth discussion when appropriate; there is demonstration of original thought regarding class readings and/or additional readings; there is a thorough discussion and understanding of the limitations of research experiments.

Learning outcomes

  1. Critically evaluate relevant research findings and theories to demonstrate an understanding of how motor and perceptual systems interact;

  2. Relate empirical findings and theory to sport performance and health

  3. Explain how some of the major components of the motor and perceptual systems of the brain are organised and function

Assessment Methods

Type Name Description Weight

MCQ questons will cover lecture content and required readings.


Students will answer essay question that addresses theories and themes within perception & action. Essay answers should link theory to empirical research and should critically discuss theories.


Teaching and Learning Strategy


Lecture time will consist of a combination of demonstrations and activities, discussion and explanation of concepts, small group discussions, and formative assessment feedback opportunities.

Private study

Private study will consist of reading time and literature search; critical analysis of theories and research studies, and preparing formative and summative assessments.


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
  • 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.
  • 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
  • plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
  • develop a sustained reasoned argument, perhaps challenging previously held assumptions
  • demonstrate effective written and/or oral communication and presentation skills
  • 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.


Resource implications for students

Readings are available from the University Library.

Reading list

Eshkevari, E., Rieger, E., Longo, M. R., Haggard, P., & Treasure, J. (2014.) Persistant body image disturbance following recovery from eating disorders. International Journal of Eating Disorders, 47, 400-409.

Haffenden, A. M., & Goodale, M. A. (1998). The Effect of pictorial illusion on prehension and perception. Journal of Cognitive Neuroscience 10(1) 122–136.

Kourtzi, Z. & Kanwisher, N. (2000). Activation in human MT/MST by static images with implied motion. Journal of Cognitive Neuroscience, 12(1), 48-55.

Land, M. F. & McLeod, P. (2000). From eye movements to actions: How batsmen hit the ball. Nature Neuroscience, 3(12), 1340-1345.

Mueller, S., Abernethy, B., Eid, M., McBean, R., Rose, M. (2010). Expertise and the spatio-temporal characteristics of anticipatory information pick-up from complex movement patterns. Perception, 39, 745-760.

Ward, J. (2015). Chapter 2: Introducing the Brain. In Student’s Guide to Cognitive Neurosciences. London: Taylor and Francis.

Courses including this module

Compulsory in courses:

Optional in courses: