Stress & Performance
Run by School of Sport, Health and Exercise Sciences
10 Credits or 5 ECTS Credits
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.
Class time will consist of a combination of lectures, individual exercises, group discussions and formative assignment practice.
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.
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.
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. They will refer to the athletes situation throughout.
Critically analyse research evidence on stress and performance. Learning how to assess, apply and provide evidence for which theory or theories best fit the case study.
Show understanding that different theoretical aspects of stress and performance are only relevant under certain situations. This will be dictated by the situation explained in the case study.
Interventions are only as good on the evidence they are based on. Therefore, you are required to construct theoretically driven interventions.
Students will be able to identify correctly (by make strong links to research), why the athlete is having a performance slump. They will then be able to explain what theory or theories best explain the situation.
With reference to research, tailor appropriate interventions that best explains the athletes situation. Also bearing in mind what the underlying cause of the performance slump is.
With reference to the theoretical reasons for the performance slump that you propose, devise an intervention that will help the athlete regain a good level of performance under stressful situations.
|EXAM||Applied intervention exam||
The exam will test the knowledge of students understanding of applying a theoretically driven intervention that takes into account reason for the athletes performance slump.
|ESSAY||Theoretical accounts of why the athlete has had a performance slump.||
The essay will test the students knowledge on which two theories best explain the athletes situation
Teaching and Learning Strategy
Eight Lectures will provide an overview of stress and performance research. A further 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.
- 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
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-3031.html
See Talis Reading List
Courses including this module
Compulsory in courses:
- CR6H: BA Italian/Sports Science year 4 (BA/ITSSC)
- CR61: BA Sports Science/French year 4 (BA/SPSFR)
- CR62: BA Sports Science/German year 4 (BA/SPSG)
- CR6K: BA Spanish/Sports Science year 4 (BA/SPSSC)
- CQ65: BA Cymraeg/Sports Science year 3 (BA/SPSW)
- C680: BSc Sport and Exercise Psychology year 3 (BSC/SEXP)
- C600: BSC Sports Science year 3 (BSC/SPS)
- C604: BSc Sports Science (with International Experience) year 4 (BSC/SSIE)
- C602: BSC Sport Science (ODA) year 3 (BSC/SSOA)
- 2W68: BSc Sports Science (Outdoor Activities) (with Int Exp) year 4 (BSC/SSOIE)
- C607: MSci Sport Science year 3 (MSCI/SS)
- C609: MSci Sport Science (Outdoor Activities) year 3 (MSCI/SSOA)