Run by School of Sport, Health and Exercise Sciences
20 Credits or 10 ECTS Credits
Organiser: Dr Ross Roberts
Overall aims and purpose
The aim of this module is to examine some of the major theoretical and practical issues in applied exercise psychology.
The following topics will be explored: the role of mental skills and confidence in exercising regularly; barriers and motivators for exercise; exercise participation and well-being; motivation and motivationally supportive environments; and counselling for exercise behaviour change. In addition, a student-led approach will be adopted with students researching and verbally presenting material on a chosen topic.
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 2019).
Realistic but unimaginative client/group scenario; some knowledge and understanding of chosen theoretical perspective; basic application of chosen theory/theories to practice; little or no attempt to integrate different theoretical perspectives where more than one is used; rudimentary rationale presented for the intervention; lacking a concise and succinct writing style and including superfluous material; no evidence of reading/research beyond that given in the reading pack in preparation for the assignment.
Imaginative and realistic client/group scenario; good knowledge and understanding of chosen theoretical perspective; good application of chosen theory/theories to practice; integration of different theoretical perspectives where more than one is used; presentation of a rationale for the intervention; concise and succinct writing style with no superfluous material; evidence of wide reading/research beyond that given in the reading pack in preparation for the assignment.
Highly imaginative and realistic client/group scenario; excellent knowledge and understanding of chosen theoretical perspective; insightful application of chosen theory/theories to practice; very clear integration of different theoretical perspectives where more than one is used; explicit presentation of a rationale for the intervention; extremely concise and succinct writing style with no superfluous material; evidence of considerable reading/research beyond that given in the reading pack in preparation for the assignment.
Understand the application of self-determination theory to motivation in exercise contexts
Understand how to create an environment that fosters motivation for exercise behaviour change
Identify relevant aspects of mental skills and understand their influence on self-confidence
Understand the role of exercise in the promotion of well-being
Understand the major barriers and motivators for exercise
Demonstrate a familiarity with a chosen area of exercise psychology
One aim of this task is to enable students to independently research a topic in exercise psychology that is not covered in the taught components and to share their findings with the other members of the class in order to broaden the range of themes that we can cover. Thus you must choose a topic that is not directly covered in the taught components. Also note that this is an exercise psychology module, not sport psychology. Therefore your topic should be related to exercise/health-related or recreational physical activity and not to sport performance! Please ask if you are not sure whether the topic you would like to cover is appropriate
Present a case study of a psychological intervention with an imaginary client or client group in an exercise/physical activity context. The focus could be on reducing appearance-related anxiety, enhancing motivation or any combination of the topics covered in the lectures. Begin by briefly describing the client/group and their current situation and why they are undergoing an exercise consultation. Outline in general terms the content of the initial consultation and any follow-up consultations. Briefly describe the intervention approach, the processes involved in helping the client/group develop and maintain motivation and the strategies you adopt, and explain how all of these are underpinned by contemporary theorising in exercise psychology.
Students should present a realistic client/group scenario and demonstrate sensitivity to the client/group’s situation and needs. The intervention should be clearly based on one or more relevant theoretical perspective. Where more than one theory is used, they should be coherently integrated and used in a complementary fashion (rather than adopting little bits of different theories piecemeal). The intervention sessions should be outlined in enough detail to indicate what was actually done with the client/group (i.e. describe the processes not just the aims of the intervention). Both the general approach to intervention and the specific strategies adopted should be explicitly linked to the principles of the chosen theory or theories. Presentation of supporting evidence for the approach taken will be rewarded but the emphasis should be very much on applied and practical issues.
Teaching and Learning Strategy
|Practical classes and workshops||4|
- Literacy - Proficiency in reading and writing through a variety of media
- 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
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
- describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
- apply knowledge to the solution of familiar and unfamiliar problems
- 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
- 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-4005.html
Courses including this module
Compulsory in courses:
- C6AE: MRes Sport and Exercise Sciences year 1 (MRES/SPES)
- B6AP: MSc Exercise Rehabilitation year 1 (MSC/EXREHAB)
- B6AN: MSc Sport and Exercise Psychology year 1 (MSC/SPEXPSY)
Optional in courses:
- C883: BSc Clinical Sports Science year 3 (BSC/CLSPS)
- C6AD: MRes Sport and Exercise Psychology year 1 (MRES/SPEPS)
- B6AF: MSc Applied Sports Science year 1 (MSC/ASPS)
- C608: MSci Sport, Health and Exercise Sciences year 4 (MSCI/SHS)
- C607: MSci Sport Science year 4 (MSCI/SS)
- C609: MSci Sport Science (Outdoor Activities) year 4 (MSCI/SSOA)
- C6AR: MScRes Sports Sciences year 1 (MSCRES/SS)