Run by School of Human and Behavioural Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Germano Gallicchio
Overall aims and purpose
It is important for sport and exercise scientists to understand the motor control mechanisms that govern human movement, as well as the social aspects of psychology that influence our sporting performance. Taught over two semesters, this module will provide year one students with a firm grounding in motor control and sport psychology, ahead of more specialist modules that feature in year two and year three of the degree programme. The motor control aspects of the module will cover topics such as visual perception and how movements are organised in the brain. The sport psychology aspects of the module will introduce students to the effects of anxiety on performance, and will investigate how processes such as competition versus cooperation influence our feelings and actions.
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.
Please note: Module failure that prevents you passing the year will require resit assessment and attendance at Supplementary Assessment Week
Most of the following key criteria are met to an adequate standard (there may be a wide range in the quality of different components of the work): • Be able to demonstrate a clear understanding of the paradigms and empirical findings in the psychomotor behaviour literatures • Be able to explain how theoretical concepts have evolved from the empirical evidence. • Be able to discuss how psychomotor theories and findings can be applied to practical situations.
Most of the following key criteria are met to a good standard: • Be able to demonstrate a clear understanding of the paradigms and empirical findings in the psychomotor behaviour literatures • Be able to explain how theoretical concepts have evolved from the empirical evidence. • Be able to discuss how psychomotor theories and findings can be applied to practical situations.
Most of the following key criteria are met to an excellent standard: • Be able to demonstrate a clear understanding of the paradigms and empirical findings in the psychomotor behaviour literatures • Be able to explain how theoretical concepts have evolved from the empirical evidence. • Be able to discuss how psychomotor theories and findings can be applied to practical situations.
Demonstrate an understanding of the theories describing the relations between anxiety, arousal, attention, positive emotions and performance.
Understand some of the brain processes underlying perception and motor control.
Understand the various processes involved in the preparation and execution of movement, including processes of attention and cognition.
Recognize how to apply theory and research to practical situations.
Describe research to demonstrate the effects of different social climates (e.g., competition, cooperation, individual, group) on sport performance.
|Midterm Exam sem2||20.00|
|SHORT ANS EXAM||15.00|
|SHORT ESSAY EXAM||15.00|
Teaching and Learning Strategy
Private study will include reading time, revising lecture notes, and preparing and completing assessments.
Lecture time will consist of a variety of activities including activities and demonstrations, small group discussions and problem solving, and opportunities to receive feedback on practice assessments (formative feedback sessions.)
- 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
Resource implications for students
Reading resources are available from the University Library.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-1027.html
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.
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