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Session: 2022/23
Last modified: 05/10/2022 15:11:57
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Title of Module: Exercise Psychology |
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Code: SPOR08026 |
SCQF Level: 8
(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: | David
Carless |
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| Summary of Module |
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Exercise psychology is an area of scientific study which is critical to improving exercise participation rates and as such, the health and well being of the population. Therefore, successful graduates working in health and sport domains will benefit from having knowledge related to the psychological aspects of exercise behaviour change and exercise participation.
Therefore, the aims of this module are to develop students’:
- Understanding of psychological theories of exercise and sports participation
- Application of psychological theory into practice
Indicative content may include: multiple theories relating to exercise motivation (e.g., Self-Determination Theory), exercise behaviour change (e.g., Theory of Planned Behaviour) and facilitating positive exercise and sport environments (e.g., social-ecological models). Additionally they will cover the applications of psychological theory in practice and within effective exercise interventions and programmes.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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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.
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
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.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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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 an understanding of theories, concepts and principles in exercise psychology.
L2.
Discuss the influence of cognitive and social psychological factors that influence behaviour and participation in a sport & exercise environment.
L3.
Discuss and apply evidence-based psychological solutions for complex exercise and sport participation related-problems. |
| 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 8.
Demonstrate a developing understanding of principal theories, concepts and principles within the discipline
Knowledge that is detailed in some areas and/or knowledge of one or more specialisms that are informed by forefront developments
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Use a range of the principal skills and practices associated with the discipline.
Practice in a range of professional level contexts, which include a degree of unpredictability and/or specialism.
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| Generic Cognitive skills |
SCQF Level 8.
Identify, define, conceptualise, and analyse complex professional level problems and issues.
Offer professional level insights, interpretations and solutions to problems and issues.
Critically review knowledge, skills, practices and thinking in coaching science.
Demonstrate some originality and creativity in dealing with professional level issues.
Make judgments where data/information is limited or comes from a range of sources.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a wide range of routine skills and some advanced and specialised skills in support of established practices and interventions in a subject/discipline.
Make formal presentations about specialised topics to informed audiences.
Communicate with professional level peers, senior colleagues and specialists.
Use a range of software to support and enhance work in sport coaching.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise autonomy and initiative in professional activities.
Take significant responsibility for the work of others and for a range of resources.
Practice in ways which show a clear awareness of own and others’ roles and responsibilities.
Work with others to bring about change, development and/or new thinking.
Deal with complex ethical and professional issues in accordance with current professional and/or ethical codes or practices.
Recognise the limits of these codes and seek guidance where appropriate.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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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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Student learning will be supported through the use of asynchronous lectures and learning activities and live workshops encouraging students to draw assumptions about contemporary psychological science and apply this towards improving exercise and sport participation environments. What the students are expected to learn by the end of the module is directly assessed through a class test and coursework; additionally the same learning activities will be explored through scheduled classes. Classes provide the opportunity to share literature, and to learn from peers and other exercise-related practitioners. Therefore student attendance and engagement are to be considered essential. The module will be assessed through 100% coursework: 40% class test to ensure students understand the core material and 60% case study assignment of an exercise intervention focusing on knowledge application.
Learning activities to be utilised throughout the module include guest speakers, case study review, review of previous assignments, presentation review classes, student led activities and peer review, as well as use of the University’s VLE.
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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) |
| Asynchronous Class Activity | 18 |
| Tutorial/Synchronous Support Activity | 18 |
| Independent Study | 164 |
| 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:
Andersen, M.B. & Hanrahan, S.J. (2015) Doing Exercise Psychology. Champaign, IL: Human Kinetics.
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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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| Engagement Requirements |
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In line with the Academic Engagement 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 the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement 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 | Samantha Donnelly |
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| External Examiner | A Tocknell |
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| Accreditation Details | |
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| Version Number | 1.13 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1. A class test (weighting 40% LO 1 and 2). |
| Assessment 2. A case study assignment (Weighting 60% LO 1, 2, 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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In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical learning or assessment, alternative formats and/or roles will be provided for students with physical disabilities which impact participation.
Please refer to the UWS Equality and Diversity Policy at the following link:
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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