UNIVERSITY OF KENT
Module Specification
1. Title of Module:
Sport & Exercise Psychology (SS312)
2. School that will be responsible for management of the module: Centre for Sport Studies
3. The start date of the Module:
September 2007
4. The number if students expected to take the module:
30
5. Module to be withdrawn on the introduction of this module:
Introduction to Sport & Exercise Psychology (30 credit course on BSc. (Hons) Sports Therapy, Health and Fitness Degree)
6. Level of the module:
C (FHEQ Level: 4)
7. Number of Credits:
30
8. Which term(s) is module to be taught in/other teaching pattern:
Autumn & Spring
9. Prerequisite and co-requisite modules:
N/A
10. The programmes of study to which the module contributes:
BSc. (Hons) Sport Exercise & Fitness Science
11. The intended subject specific learning outcomes and, as appropriate their relationship to programme learning outcomes:
· Understand and apply psychological theories relating to sport & exercise
· Discuss the influence of cognitive and social psychological factors that influence behaviour in a sport & exercise environment (Subject Benchmark 3.21; 6.4.4)
· Understand the theoretical principles of sports psychology underpinning applied practice
· Understand and apply knowledge of psychological concepts to group and individual behaviour in sport & exercise environments
These outcomes contribute to the programme learning outcomes Knowledge & Understanding A4, Intellectual Skills B1, B2, B3, B4, B5, B6
12. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes:
Demonstrate an ability to integrate the “key skills”
Communication skills – evidenced by the ability to work individually and in groups and be able to communicate by written assignments and oral discussions SB 3.51
Information Technology – through the presentation of work (including using word processing, PowerPoint, internet searches) SB 3.52
Ability to plan and manage learning – through completing the extra self directed study necessary to successfully complete the requirements for this module SB 3.56
Interpersonal skills – evidenced through working sensitively with others SB 3.56
Team Building – evidenced when working with peers in group situations throughout the module SB 3.53
These outcomes contribute to the programme learning outcomes & Transferable Skills D1, D3, D4, D5, D6, D8, D9, D10, D11
13. A synopsis of the curriculum:
Introduction to sport and exercise psychology
The learning and performance process
Attention and concentration
Intrinsic and extrinsic motivation
Arousal, stress and anxiety
Addictive behaviours
Psychology of injury
Group and team dynamics
Initiation and adherence issues in sport and exercise
Audience effects
Feedback
Psychological states in sport & exercise
Self-confidence
Leadership
Goal setting
Imagery
Psychological issues with females in sport
Aggression in sport
Career transitions in sport
Burnout & overtraining
14. Indicative Reading List:
Biddle, S.J.H. & Mutrie, N. (2001) Psychology of Physical Activity. London: Routledge.
Bull, S.J. (Ed.) (1999) Adherence Issues in Sport & Exercise. Chichester: J.Wiley
& Sons.
Cale, L. & Harris, J. (Ed.) (2005) Exercise & Young People: Issues, Implications & Initiatives. Hampshire: Palgrave Macmillan.
Carron, A.V. & Hausenblaus, H.A. (2005) Group Dynamics in Sport. 3rd Ed. Morgantown: Fitness Information Technology.
Cockerill, I. (Ed.) (2002) Solutions in Sport Psychology. London: Thomson
Cox, R.H. (2007) Sport Psychology: Concepts & Applications. 6th Ed. New York: McGrawHill Higher Education.
Horn, T.S. (Ed.) (2002) Advances in Sport Psychology. 2nd Ed. Champaign, Illinois: Human Kinetics.
Lavallee, D. et al (2004) Sport Psychology: Contemporary Themes.
Basingstoke: Palgrave Macmillan.
LeUnes, A & Nation, J.R. (2002) Sport Psychology. 3rd Ed. California:
Wadsworth.
Magill, R.A. (2004) Motor Learning: Concepts & Applications. 7th Ed. New York: McGraw-Hill.
McMorris, T. (2004) Acquisition & Performance of Sports Skills. Chichester: John Wiley & Sons Ltd.
Morris, T. & Summers, J. (Ed.) (2004) Sport Psychology: Theory, Applications Issues (2nd Ed.). Milton, Queensland: John Wiley & Sons Australia Ltd.
Schmidt, R.A. Wrisberg, C.A. (2004) Motor Learning & Performance. 3rd Ed. Illinois: Human Kinetics.
Sharp, B. (2004) Acquiring Skill in Sport. 2nd Ed. Eastbourne, East Sussex: Sports Dynamics.
Shaw, D. et al (2005) Sport & Exercise Psychology. Oxon: Garland Science / BIOS Scientific Publishers. (Revision Text)
Singer, R. (1980) Motor Learning & Human Performance – An Application to Motor Skills & Movement Behaviours. New York: McMillan Publishing Co Ltd.
Singer, R., Hausenblas, H. & Janelle, C.M. (Ed.) (2001) Handbook of Sport
Psychology.2nd Ed. New York: John Wiley & Sons.
Weinberg, R.S. & Gould, D. (2003) Foundations of Sport & Exercise Psychology. 3rd Ed. Illinois: Human Kinetics.
Welford, A.T. (1968) Fundamentals of Skill. London: Methuen & Co Ltd.
Williams, J.M. (Ed.) (2005) Applied Sport Psychology: Personal Growth to Peak Performance (5th Ed.). Mountain View, California: Mayfield Publishing Company.
Williams, A.M. & Hodges, N.J. (Ed.) (2004) Skill Acquisition in Sport:Research,
Theory & Practice. London: Routledge.
Woods, B. (1998) Applying Psychology to Sports. London: Hodder & Stoughton.
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes.
Total hours for the module will be 300. This will include 1.5 hour lecture per week and I hour seminar per week. Contact hours will total 50 in which the intended learning outcomes will be covered. The remainder will be devoted to private study for the reinforcement of knowledge.
The lectures will introduce each topic area and explain the key issues in the subject. Lectures will cover Intended learning Outcomes A,B,C & D. These will be covered using a variety of oral and visual lecture materials. PowerPoint slides will be made available to students on WebCT, as will other useful materials.
The seminars will apply concepts and theories covered in lectures, allowing further understanding and assimilation of knowledge. Seminars will allow oral communication, problem solving and enable critical thinking. Seminars will cover Intended learning Outcomes A,B,C & D.
Private study is expected of the students and they should allow 10-11 hours per week for this. The focus of private study should be on wider reading to develop and reinforce their knowledge and understanding of the topics and material covered in lectures, preparation for seminars and work towards assessment by coursework and examination. It will also allow them to develop time management skills, library skills and critical thinking skills.
16. Assessment methods and how these relate to testing achievement of the intended learning outcomes.
Students will be assessed on their achievement by an in-class test at the end of the first semester which will be worth 25% of the total grade ILO’s a ,b, c & d; an essay at the end of the second semester which will be worth 25% of the total grade ILO’s a, b, c, d & GLO a; and an examination in the third semester which will be worth 50% of the total grade ILO’s a, b, c, & d. All assessments will assess the ability to understand and apply psychological theories relating to sport & exercise, to demonstrate understanding of the influence of cognitive and social psychological factors that influence behaviour in a sport & exercise environment, to show understanding of the theoretical principles of sports psychology underpinning applied practice, and to apply knowledge of psychological concepts to group and individual behaviour in sport & exercise environments.
17. Implications for learning resources, including staff, library, IT and space.
The module will be convened by an existing member of the Centre for Sports Studies. Library and IT resources will be provided by utilising existing provision. Physical teaching space will be available, including the use of lecture theatre and seminar rooms as required.
18. Students with disabilities
As far as can be reasonably anticipated, the curriculum, learning ands teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching / ......
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and will be responsible for its resourcing"
......Head of School / ......
Date