Description
Current Issues in Sport and Exercise Psychology
Module title | Current Issues in Sport and Exercise Psychology |
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Module code | SHSM023 |
Academic year | 2018/9 |
Credits | 30 |
Module staff | Dr Sam Vine (Lecturer) Professor Mark Wilson (Lecturer) Dr Lisa Price (Convenor) |
Duration: Term | 1 | 2 | 3 |
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Duration: Weeks | 11 |
Number students taking module (anticipated) | 12 |
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Description - summary of the module content
Module description
For the first 5 weeks of this module you will gain an advanced understanding of the relationship between physical activity and mental health. Areas of study will include mood and anxiety, depression and addiction. You will gain an understanding of the dose-response relationship and will study how evidence for the effects of exercise on mental health is created and how it impacts on parent disciplines of clinical psychology and psychiatry.
The final 6 weeks of this module will provide you with up-to-date information and a critical review of current issues in Sport Psychology, such as visuo-motor control (quiet eye), motor learning and performance under pressure. You will gain an understanding of how research is carried out to understand mechanisms and develop theories relating to these topics; as well as an awareness and understanding of how interventions can be developed to support motor learning and skilful performance.
The module is suitable for students with a wide range of backgrounds, but ideally you should have some understanding (at undergraduate level) of processes involved in behaviour change (particularly physical activity, and the nature of psychological well-being). A wide range of quantitative and qualitative papers are critically considered so a sound background in research methods would also be desirable. Students from disciplines other than sport and exercise science are welcomed, particularly as we will discuss applications to a range of domains (including sport, rehabilitation, paediatric populations, military settings and laparoscopic surgery).
Module aims - intentions of the module
The aim of this module is to give you an opportunity for advanced critical analysis of issues and debate related to sport and exercise psychology.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a systematic understanding of the topics in both exercise and sport psychology
- 2. Comprehensively explain the mechanisms underlying the effects of interventions designed to either promote good mental health through exercise, or support skilful performance of motor skills
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Develop a grant proposal
- 4. Develop an appropriately rationalised and detailed research design
- 5. Interpret data, elucidate principles and draw detailed theoretical conclusions
- 6. Critically evaluate current research and apply this to practical applications in applied settings
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Communicate critical reports through oral presentation
- 8. Learn independently with self-direction and originality
- 9. Link theory to practice
Syllabus plan
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Introduction to the module and introduction to physical activity promotion and mental health.
- Exercise Psychology
- Depression
- Depression
- Anxiety and stress
- Positive mood states
- Mechanisms and moderators
- Sport Psychology
- Attentional explanations for optimal motor performance (e.g., ‘flow’, the quiet eye)
- Performing under pressure (stress, anxiety and appraising threat)
- Youth development (talent i/d) and game design
- Research and laboratory skills
Learning and teaching
Learning activities and teaching methods (given in hours of study time)
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
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33 | 267 | 0 |
Details of learning activities and teaching methods
Category | Hours of study time | Description |
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Scheduled Learning and Teaching | 33 | Lectures and small group work |
Guided Independent Study | 67 | Tutor directed assignments |
Guided Independent Study | 200 | Preparation for weekly lecturers through reading and ELE tasks |
Assessment
Formative assessment
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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Presentation | 10 minutes | 1-8 | Written/oral |
Summative assessment (% of credit)
Coursework | Written exams | Practical exams |
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100 | 0 | 0 |
Details of summative assessment
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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Grant proposal | 60 | 2500 words | 1-3, 5-8 | Written |
Research proposal | 40 | 2500 words | 1-2, 4-8 | Written |
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0 | ||||
0 | ||||
0 |
Re-assessment
Details of re-assessment (where required by referral or deferral)
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
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Grant proposal | Grant proposal | 1-3, 5-8 | August/September assessment period |
Research proposal | Research proposal | 1-2, 4-8 | August/September assessment period |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 50%) you will be required to sit a further examination. If you are successful on referral, your overall module mark will be capped at 50%.
Resources
Indicative learning resources - Basic reading
Exercise Psychology
- Cooney GM, Dwan K, Greig CA, Lawlor DA, Rimer J, Waugh FR, McMurdo M, Mead GE. Exercise for depression. Cochrane Database of Systematic Reviews2013, Issue 9. Art. No.: CD004366. DOI: 10.1002/14651858.CD004366.pub6.
- Ekkekakis, P. (Ed)(2013). Handbook on Physical Activity and Mental Health. New York; Routledge. 2013.
- Faulkner, G. and Taylor, A.H. (2009). Promoting physical activity for mental health: A complex intervention? Mental Health and Physical Activity, 2 (1), 1-3.
- Taylor, A. H. and Faulkner, G. (2008). Inaugural editorial. Mental Health and Physical Activity, 1, 1-8.
Sport Psychology
- Land, M.F. (2009). Vision, eye movements, and natural behavior. Visual Neuroscience, 26, 51-62.
- Vickers, J.N. (2007). Perception, cognition and decision training: The quiet eye in action. Champaign IL: Human Kinetics.
- Wilson, M. (2008). From processing efficiency to attentional control: A mechanistic account of the anxiety-performance relationship. International Review of Sport and Exercise Psychology, 1, 184-201.
Indicative learning resources - Web based and electronic resources
Module has an active ELE page
Credit value | 30 |
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Module ECTS | 15 |
Module pre-requisites | None |
Module co-requisites | None |
NQF level (module) | 7 |
Available as distance learning? | No |
Origin date | 21/08/2012 |
Last revision date | 10/07/2018 |