Module JXH-3031:
Stress & Performance

Module Facts

Run by School of Sport, Health and Exercise Sciences

10 Credits or 5 ECTS Credits

Semester 1

Organiser: Dr Stuart Beattie

Overall aims and purpose

The aim of the module is to cover a wide range of theories and topics in the stress and performance research area. The student will then apply this knowledge to any given case study and base their intervention upon the theory that best explains the situation.

Course content

Class time will consist of a combination of lectures, individual exercises, group discussions and formative assignment practice.

Assessment Criteria

threshold

Students should be able to demonstrate a basic understanding of the underlying theories and models covered in the course work. They then must demonstrate that they can apply these theories surrounding stress and performance that can explain performance drops. They will then be able to demonstrate knowledge of applied interventions based on sound theoretical research to alleviate such negative effects and justify their use.

good

Students should be able to present a very good discussion of the underlying theories and models covered in the course work. They then must demonstrate that they can apply these theories surrounding stress and performance that can explain performance drops. In addition, they will demonstrate a very good knowledge of applied interventions based on sound theoretical research to alleviate such negative effects and justify their use.

excellent

Students should be able to present an outstanding in-depth and critical discussion of the underlying theories and models covered in the course work. They will be able to use their deep understanding to demonstrate how theories surrounding stress and performance can explain performance drops. In addition, they will clearly demonstrate applied interventions based on sound theoretical research to alleviate such negative effects and justify their use.

Learning outcomes

  1. Critically analyse research evidence on stress and performance. Learning how to assess and provide evidence for which theory or theories best fit the case study.

  2. Show understanding that different theoretical aspects of stress and performance are only relevant under certain situations.

  3. Construct theoretically driven interventions.

  4. Identify correctly and make strong links to research, why the athlete is having a performance slump. What theory or theories best explain the situation.

  5. With reference to research, tailor appropriate interventions that best explains the athletes situation.

  6. With reference to the theoretical reasons for the performance slump that you propose, devise an intervention that will help the athlete perform under stressful situations.

Assessment Methods

Type Name Description Weight
EXAM exam

The exam will test your knowledge of how well you can propose an intervention. The intervention should also be based on your reason of why you think the athlete is having a performance slump in the essay.

50
ESSAY essay

As some theories of stress and performance will be more relevant to certain case studies than others, the essay will test your knowledge on how well you can link the theoretical aspects of your choice to the athletes situation. What theories best explain the athletes predicament?

50

Teaching and Learning Strategy

Hours
Lecture

Eight Lectures will provide an overview of stress and performance research. Two lectures will be devoted to formative practicals and class work, where the students will propose what theory or theories best explain the athletes situation. A final lecture will focus upon applied interventions that will be relevant for the exam.

100

Transferable skills

  • 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.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • 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
  • develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
  • accurately interpret case study data
  • develop justifiable and/or evidence-based interventions

Resources

Talis Reading list

http://readinglists.bangor.ac.uk/modules/jxh-3031.html

Reading list

See Talis Reading List

Courses including this module

Compulsory in courses:

Optional in courses: