Applied Psychophysiology: How to Monitor and Enhance Human Performance
Run by School of Human and Behavioural Sciences
10.000 Credits or 5.000 ECTS Credits
Overall aims and purpose
What can the latest breakthroughs in psychophysiological recording and processing technologies bring to the fields of sport and health science? What can monitoring brainwaves, eye-movements or heart rate tell us about the psychological state of our clients? How can the mind be harnessed to control physiological signals and help to deliver competitive advantage in high-pressure situations? This course will provide practical and evidence-based answers to these questions. If you are looking for an applied career in high-performance or rehabilitation science, the material covered in this course will open your mind to psychophysiological approaches to performance enhancement. In rehabilitation, psychophysiological interventions are fast gaining traction as non-pharmacological adjunct treatments to improve patient function. In sport, psychophysiological monitoring and interventions can provide athletes with important competitive advantage. Applied psychophysiology is a relatively untapped area of performance science, and by equipping yourself with knowledge and skills in this field now, you will help ensure you are towards the front of the pack as this area develops and becomes more mainstream in the years ahead.
The course is delivered by two sport and exercise psychophysiologists who have published their research in some of the leading scientific journals in the field including the discipline flagship "Psychophysiology" and "Biological Psychology" outlets. You will learn about how the latest psychophysiological techniques are being applied to monitor brainwaves, cardiac activity and vision. You will learn how the outcomes of psychophysiological monitoring can be used to inform the practice of sport and health scientists. You will learn how psychophysiological signals can be controlled via Biofeedback, with the aim of enhancing human performance. Example topics covered include: Spectral analysis of EEG signals; biofeedback/neurofeedback for rehabilitation and sport performance; Eye-gaze-training. The content will be bought to life via lab practical classes running alongside the lectures, where you will practice biofeedback and take part in your own psychophysiological experiment.
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.
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 new links between topics are developed. The work is presented to a high standard with accurate communication and no factual or computational errors.
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.
Critically evaluate the sport and exercise psychophysiological literature.
Practice applied psychophysiological interventions that can be used in sport and health settings.
Determine the utility of monitoring brainwaves, cardiac activity, and eye-gaze for a range of sport and rehabilitation scenarios.
Teaching and Learning Strategy
Lectures will cover key principals of psychophysiology and key research papers (6 x 2 hour).
Seminars will discuss the taught content of the course, demonstrate key techniques, and provide formative feedback ahead of summative assignments (2 x 2 hour).
The student is expected to devote 80 hours to private study. This will include reading articles, researching the underlying literature, previewing lectures and preparing the coursework.
|Practical classes and workshops||
Lab practical sessions will provide experience of psychophysiological monitoring and biofeedback, and will include a laboratory experiment that will form the basis for the Presentation summative assessment (4 x 1 hour).
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- 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 sentistevely 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
- 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
- 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
- plan and design practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
- undertake fieldwork with continuous regard for safety and risk assessment.
- 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 justifiable and/or evidence-based interventions
- develop effective learning aids
- demonstrate effective robust data collection methods
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-3078.html
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 will include:
Gallicchio, G., Cooke, A., & Ring, C. (2017). Practice makes efficient: Cortical alpha oscillations are associated with improved golf putting performance. Sport, Exercise, and Performance Psychology, 6(1), 89-102. http://dx.doi.org/10.1037/spy0000077
Gallicchio, G., & Ring, C. (2019). Don’t look, don’t think, just do it! Toward an understanding of alpha gating in a discrete aiming task. Psychophysiology, 56(3), e13298.
Gallicchio, G., & Ring, C. (2020). The quiet eye effect: A test of the visual and postural-kinematic hypotheses. Sport, Exercise, and Performance Psychology, 9(1), 143.
Cooke, A., & Ring, C. (2019). Psychophysiology of sport, exercise, and performance: Past, present, and future [Editorial]. Sport, Exercise, and Performance Psychology, 8(1), 1–6. https://doi.org/10.1037/spy0000156
Cooke, A., Kavussanu, M., Gallicchio, G., Willoughby, A., McIntyre, D., & Ring, C. (2014). Preparation for action: Psychophysiological activity preceding a motor skill as a function of expertise, performance outcome, and psychological pressure. Psychophysiology, 51(4), 374-384.
Sidhu, A., Cooke, A. Electroencephalographic neurofeedback training can decrease conscious motor control and increase single and dual-task psychomotor performance. Exp Brain Res (2020). https://doi.org/10.1007/s00221-020-05935-3
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)