This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 12/05/2022 15:04:14
|
Title of Module: Sport Psychology |
|---|
|
Code: SPOR10037 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Health and Life Sciences |
|---|
| Module Co-ordinator: | Drew
Wallace |
|---|
| Summary of Module |
|---|
This module provides conceptual and applied knowledge relating to sport psychology.
The module aims to develop critical understanding of theory and research in sport psychology assessment and delivery. The module also aims to advance students' knowledge of current sport psychology interventions used by practitioners. Within the module the students will critically examine the roles of the sport psychologist, critically evaluate a range of interventions and apply these interventions on a sports performer.
Indicative content: psychological assessment of sports performers; psychological assessment of sports performers; psychological interventions in sports; assessing the success of psychological skills training programmes.
This module will work to develop a number of the key 'I am UWS' Graduate Attributes to make those who complete this module:
Universal
• Critical Thinker
• Analytical
Work Ready
• Knowledgeable
• Ambitious
• Effective communicator
Successful
• Autonomous
• Creative
• Transformational
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Critically evaluate the interventions used in sport psychology.
L2.
Critically assess psychological support needs using appropriate assessment tools.
L3.
Apply and evaluate appropriate sport psychology interventions. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 10.
Students will attain extensive, detailed, critical and specialised knowledge and understanding of applied sport psychology principles.
Understanding of a variety of approaches to applied sport psychology practice.
Evaluate the interventions used in sport psychology. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Interpreting and explaining sport psychology concepts.
Application of primary and secondary information to develop a client’s needs. |
| Generic Cognitive skills |
SCQF Level 10.
Provide reasoned opinions and analysis in arguments concerning approaches and techniques relevant to sport psychology practice.
Interpreting the needs of a client and translating into applied interventions.
Collating information from a variety of sources, including academic research publications. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicate with peers, clients and other specialists.
Making effective use of information technology applications to present information in a variety of forms for the sports performer. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Systematically identifying and addressing their own learning needs both in current and in new situations.
Complying with the cycle of sport psychology intervention (needs analysis, education, intervention, implementation, monitoring and evaluation). |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| Typically, students will have to undertake about 200 hrs of study to successfully achieve the learning outcomes for this module; this will be made up of a combination of both scheduled and independent study as indicated below. The teaching for this module will be comprised of lectures and seminars whereby the lectures will provide the underpinning knowledge and the seminars will be used to discuss relevant journal articles and the individual case studies being use din the module to apply the theory. |
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
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Core text
Weinberg, R. & Gould, D. (2015) Foundations of Sport and Exercise Psychology (6th Ed). Leeds: Human Kinetics
Recommended
Cox, R (2012) Sport Psychology: Concepts and Application. Columbus: McGraw-Hill.
The Sport Psychologist
Journal of Sport Sciences
Journal of Applied Sport Psychology
|
|
(**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)
|
| Engagement Requirements |
|---|
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 |
[Top of Page]
Supplemental Information
| Programme Board | Sport and Exercise |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Sport & Exercise L7-11 |
|---|
| Moderator | Dave Grant |
|---|
| External Examiner | M Moran |
|---|
| Accreditation Details | |
|---|
| Version Number | 1.03 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Written assignment (40%) |
| Delivery and evaluation of a psychological skills training programme (60%) |
(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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and Diversity |
|---|
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 |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|