Module JXH-1055:
Foundations of Sport & Exercise Psychology

Module Facts

Run by School of Human and Behavioural Sciences

20.000 Credits or 10.000 ECTS Credits

Overall aims and purpose

Taught over two semesters, this module will provide year one students with a firm grounding in sport and exercise psychology, ahead of more specialist modules that feature in year two and year three of the degree programme. Embedded in theory and scientific research, this module will tackle questions such as "how do anxiety and arousal influence performance?", "how do positive emotions influence behaviour in sport and exercise?", "how do competition versus cooperation climates impact our feelings and actions?", "how do our perceptions influence action (and vice-versa)?"

Course content

Sport and exercise psychology topics that will be covered in this module include: "stress, anxiety, arousal", "historical perspectives on stress and performance", "positive emotion", "social interdependence theory", "psychological profiling", "psychological skills", "achievement motivation", "embodied perception and cognition".

Assessment Criteria

good

B- to B+. Work displays sound knowledge and understanding but with some limitations. There is evidence of background study. The work had a defined and logical structure but with some weaknesses in the way in which arguments are presented. There is some original interpretation and demonstration of links between topics. The work is presented carefully with accurate communication and few factual or computational errors.

threshold

D- to C+. The work only demonstrates knowledge of key areas/principles and there is limited evidence of originality or of background study. The work contains some irrelevant material and weaknesses in structure. Arguments are presented but they lack coherence. The work contains factual/computational errors with little evidence of problem solving. There are weaknesses in the standard of the presentation and its accuracy.

excellent

A- and above. Work displays comprehensive knowledge and detailed understanding, reflecting extensive background study. The work is highly focussed, well structured, logically presented and with defended arguments. The work contains original interpretation and sensible links between topics are developed. The work is presented to a high standard with accurate communication and no factual or computational errors.

Learning outcomes

  1. Recognise how to apply theory and research to practical situations.

  2. Identify the outcomes of key research papers on foundational topics in sport and exercise psycholohgy

  3. Demonstrate an understanding of the theories describing the relations between anxiety, arousal, attention, positive emotions and performance.

  4. Describe theory and research related to key topics in sport and exercise psychology.

Assessment Methods

Teaching and Learning Strategy

Hours
Lecture

Lectures to deliver main theoretical concepts (16 x 2 hours).

 34
Seminar

Formative sessions and group work to discuss concepts and how they can be applied in real-life and in the context of the module assessments (3 x 2 hours).

 6
Private study

Private study involves searching and reading the literature, completing formative exercises, preparing for assignments.

 160

Transferable skills

  • 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.
  • 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
  • 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
  • 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

Resources

Talis Reading list

http://readinglists.bangor.ac.uk/modules/jxh-1055.html

Reading list

This is a new module and does not yet exist in the Talis reading list system. Talis reading list will be created when this module is eligible. Example readings include:

Singer, R., Hausenblas, H., Janelle, C. "Handbook of Sport Psychology". Wiley & Sons.

Hardy, L., & Hutchinson, A. (2007). Effects of performance anxiety on effort and performance in rock climbing: A test of processing efficiency theory. Anxiety, Stress, and Coping, 20(2), 147-161.

Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought‐action repertoires. Cognition & Emotion, 19(3), 313-332.

Danner, D. D., Snowdon, D. A., & Friesen, W. V. (2001). Positive emotions in early life and longevity: findings from the nun study. Journal of Personality and Social Psychology, 80(5), 804.

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(6), 849.

Gray, R. (2014). Embodied perception in sport. International Review of Sport and Exercise Psychology, 7(1), 72-86.

Courses including this module

Compulsory in courses: