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Session: 2021/22
Last modified: 11/11/2021 15:43:08
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Title of Module: Applied Sport Psychology |
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Code: SPOR10019 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Hayley
McEwan |
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| Summary of Module |
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This module builds on previous psychology modules by learning about the various theoretical models (e.g., a person-centred approach) used to help clients (e.g., athletes, coaches). Students will explore the ways applied psychologists work with clients (e.g., conducting needs analyses, designing interventions, evaluating effectiveness) and reflect on their own values and philosophy to understand how they approach applied consultancy in sport. The module will equip students with the theoretical knowledge and reflective skills that are required to understand service-delivery in applied sport psychology.
This module will assist the student in the development of key 'I am UWS Graduate Attributes' to allow those that complete this module to be:
Universal
- Inquiring
- Emotionally intelligent
- Collaborative
- Ethically-minded
Work Ready:
- Problem-solver
- Effective Communicator
- Ambitious
Successful:
- Autonomous
- Creative
- Driven
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate understanding of the theoretical models of psychology for sport and performance contexts
L2.
Assemble appropriate assessment methods that correspond to preferred theoretical model of practice and client circumstances in order to evaluate client needs
L3.
Design a course of sport psychology support that applies preferred theoretical model and addresses client needs |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Demonstrate a comprehensive knowledge of theoretical models in psychology applied to sport.
Demonstrate a critical understanding of the process of applied sport psychology service delivery.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Apply psychological models and principles to real world sport contexts.
Conduct a needs analysis, design and suggest ways of evaluating an intervention.
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| Generic Cognitive skills |
SCQF Level 10.
Provide reasoned judgements and analysis relevant to the selection and application of theory to sport psychology practice.
Interpret and translate theory to a client’s needs.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Present or convey, formally and informally, information about models of psychology.
Use a range of IT applications to support and enhance work.
Interpret, apply and evaluate data to achieve goals.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative in learning activities and assessment preparation during the module.
Work in ways which take account of own and others’ roles and responsibilities when working as a team.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
SPOR09029
| Module Title:
Psychology of Sport
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| The teaching and learning approach will be blended, incorporating both online and face-to-face delivery methods. Core theoretical content will be delivered through the use of asychronous materials (e.g., recorded lectures, designed activities, online tasks) with opportunities to discuss and apply the concepts during timetabled workshops (both online and face-to-face). Much of the learning will be achieved through experiential tasks, directed independent study tasks, group work and/or class discussion, and creative problem solving. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Laboratory/Practical Demonstration/Workshop | 18 |
| Asynchronous Class Activity | 60 |
| Independent Study | 122 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Indicative texts include:
Tod, D., and Eubank, E. (2020) Applied Sport, Exercise, and Performance Psychology. Current Approaches to Helping Clients. Abingdon, Oxon: Routledge.
Taylor, J. (2017) Assessment in applied sport psychology. Champaign, Il: Human Kinetics.
Poczwardowski, A., Sherman, C. P. and Ravizza, K. (2004) Professional philosophy in the sport psychology service delivery: Building on theory and practice. The Sport Psychologist. Vol.18 (4), pp.445–463.
Collins, D., Button, A. and Richards, H. (2011) Performance psychology: A practitioner’s guide. 1st ed. London: Churchill Livingstone.
McCarthy, P. and Jones, M. (2014). Becoming a Sport Psychologist. Abingdon, Oxon: Routledge.
Hanrahan, S. J. and Andersen, M. B. (2010) Routledge handbook of applied sport psychology. 1st ed. London: Routledge.
Further reading and interactive materials will be made available on the Applied Sport Psychology module's website.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Attendance Requirements |
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In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions,
course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time.
Please refer to the Academic Engagement and Attendance Procedure at the following link:
Academic engagement and attendance procedure |
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Supplemental Information
| Programme Board | Sport and Exercise |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Sport & Exercise L7-11 |
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| Moderator | Chris Easton |
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| External Examiner | C Corsby |
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| Accreditation Details | |
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| Version Number | 1.16 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1. Class test (Weighting 40%, LO 1). |
| Assessment 2. Cast study (Weighting 60%, LO 2 and 3). |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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This module is appropriate for any student. The learning activities include practical tasks and discussions, while the assessments involve written coursework and a class test. Where required, appropriate student support will be provided.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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