Personality and Individual Differences
Run by School of Human and Behavioural Sciences
10.000 Credits or 5.000 ECTS Credits
Overall aims and purpose
Do you want to understand what motivates elite athletes and to understand more about yourself at the same time? Then you will love this module! This is a “hands-on” approach to understanding the human condition; who we are, our motivation, and our interactions with others. We will do tasks that psychologists use across all performance domains such as sport, medicine, and business. You will do practical exercises that will help you understand more about yourself and others. These exercises form the basis of the work that the course leaders do with elite sport and business, so you will receive first-hand experience of these environments.
Delivered by two sport and exercise psychologists who have worked with Olympic performers and coaches, stock exchange businesses, etc., this module will include a variety of “hands-on” exercises that will help us cover a broad array of theories of personality, including: Theories of personality such as psychodynamic theories and derivatives, and different methods of assessment and application, self theories (e.g., self determination, self discrepancy), the Big Five, the Giant Three; specific personality traits (e.g., neuroticism, narcissism, perfectionism, optimism) in relation to performance; body-centre personality theories and their relation to performance and health; "high-risk" sports, including affect/emotion regulation and individual differences in sensation seeking and risk-taking
Students will demonstrate an acceptable level of understanding in relation to the theoretical framework that underpins the relevant areas of personality and individual differences. They will provide a fairly superficial account of the main theories and research findings in relation to the question with superficiality combined with some fairly significant errors, omissions, and/or inconsistencies. This synthesis will incorporate some of the relevant areas that were covered in the module. Students will demonstrate understanding in a fairly superficial manner with reference mainly to secondary sources or only basic understanding of primary sources. The written communication style will be acceptable, albeit somewhat unclear in places.
Students will demonstrate an in-depth understanding of the theoretical framework that underpins the various areas of personality and individual differences. Students will provide a concise, critical, and accurate synthesis of the main theories and research findings in relation to the question. This synthesis will incorporate all or most of the relevant theoretical explanations and empirical findings that were covered in the module. Students will answer questions in a concise, critical, and accurate fashion drawing upon the relevant scientific literature with sound reference to primary sources. The written communication style will be clear, precise and concise.
Students will demonstrate a good understanding of the theoretical framework that underpins the various areas of personality and individual differences. They will provide a fairly concise, critical, and accurate synthesis of the main theories and research findings in relation to the question with some minor errors, inconsistencies, omissions, and/or superficiality. This synthesis will incorporate most of the relevant areas that were covered in the module. Students will answer questions in a fairly in-depth manner with sound reference to primary sources. The written communication style will be fairly clear with limited redundancy.
Critically discuss different theoretical approaches to personality.
Demonstrate a critical understanding of the relationship between personality, individual differences, and behaviour/performance
Demonstrate a critical understanding of research findings.
Teaching and Learning Strategy
Lectures and group work
Private study time, including reading course material, core reading, wider reading, and coursework preparation.
- 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
- 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.
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- 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
- 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
- accurately interpret case study data
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-3077.html
Chapter 3: Personality: theory and research - 'A Psychodynamic Theory: Freud's psychoanalytic theory of personality' in Personality: theory and research Chapter by Daniel Cervone; Lawrence A. Pervin
The performance of narcissists rises and falls with perceived opportunity for glory. in Journal of Personality and Social Psychology Article by Harry M. Wallace; Roy F. Baumeister 2002
There Is an “I” in TEAM in Research Quarterly for Exercise and Sport Article by Tim Woodman; Ross Roberts; Lew Hardy; Nichola Callow; Catherine H. Rogers 06/2011
Interactive Effects of Different Visual Imagery Perspectives and Narcissism on Motor Performance in JSEP Article by Ross Roberts,Nichola Callow,Lew Hardy,Tim Woodman,Laura Thomas 2010
Great expectations: Different high-risk activities satisfy different motives. in Journal of Personality and Social Psychology Article by Matthew Barlow; Tim Woodman; Lew Hardy 2013
Positive Conceptions of Perfectionism: Approaches, Evidence, Challenges in Personality and Social Psychology Review Article by Joachim Stoeber; Kathleen Otto 11/2006
Optimism in Clinical Psychology Review Article by Charles S. Carver; Michael F. Scheier; Suzanne C. Segerstrom 11/2010
Courses including this module
Compulsory in courses:
- C616: BSc Sport and Exercise Science year 3 (BSC/SES)
- C63P: BSc Sport and Exercise Science with Placement Year year 3 (BSC/SESP)
Optional in courses:
- C617: BSc Sport Science, PE & Coaching year 3 (BSC/SSCPE)
- C64P: BSc Sport Science, PE and Coaching with Placement Year year 4 (BSC/SSCPEP)