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Session: 2022/23
Last modified: 05/10/2022 15:13:08
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Title of Module: The Psychology of Sport |
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Code: SPOR09058 |
SCQF Level: 9
(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: | Liz
Carlin |
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| Summary of Module |
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This module advances the knowledge of psychology and human behaviour covered in previous modules. The students will explore and apply psychological theories and research within the context of sport. Through the introduction and evaluation of key psychological approaches and topics, the module aims to facilitate a contemporary understanding of human behaviour in sport. The module will equip students with critical insight into how psychological factors can influence athletic experience and performance which can be applied towards the optimisation of training and competition environments.
Universal
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Analytical
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Emotionally intelligent
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Collaborative
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Ethically-minded
Work Ready:
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Problem-solver
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Effective Communicator
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Digitally literate
Successful:
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Innovative
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Resilient
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Transformational
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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.
Describe and interpret psychological variables and approaches to understanding experiences of sport.
L2.
Analyse key psychological variables which influence an individual’s experience of sport.
L3.
Critically apply psychological research and theories to explain an individual’s responses in sport contexts. |
| 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 9.
Demonstrating a critical understanding of psychological variables which are thought to influence an individual’s experience of sport and understand the interaction between psychological variables.
Critically evaluating contemporary psychological research and theories to explain an individual’s responses in sport contexts. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Applying psychological theories and principles to real world sport contexts.
Using a range of data collection skills and techniques to evaluate the influence of psychological variables upon individuals within sport contexts. |
| Generic Cognitive skills |
SCQF Level 9.
Critically identifying, analysing and evaluate psychological variables which impact upon individuals within sport contexts.
Drawing on a range of sources to make judgements regarding the influential psychological factors within real world sport contexts. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Presenting or conveying, formally and informally, information about contemporary psychological research and theories.
Using a range of IT applications to support and enhance work.
Interpreting, using and evaluating numerical and graphical data to achieve goals. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercising autonomy and initiative in learning activities and assessment preparation during the module.
Working in ways which take account of own and others’ roles and responsibilities when working as a team. |
| 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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| The teaching and learning approach will utilise a flexible approach to module delivery with a combination of asynchronous activities online via the VLE and synchronous delivery via both online and face to face sessions. Core theoretical content will be predominantly delivered through a series of online materials, including recorded lectures and interactive online learning tasks. Face to face sessions will comprise of interactive workshops and tutorials. 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 | 6 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class 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:
Recommended texts:
Gill, D.L., Williams, L., & Reifsteck, E.J. (2017). Psychological Dynamics of Sport and Exercise. Champaign, IL: Human Kinetics.
Taylor, J. (2018). Assessment in Applied Sport Psychology. Champaign, IL: Human Kinetics.
Schinke, R.J., McGannon, K.R., and Smith, B. (2016) Routledge International Handbook of Sport Psychology. London, UK: Routledge.
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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 | Laura Carey |
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| External Examiner | A Tocknell |
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| Accreditation Details | N/A |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The assessment will require students to complete a written assessment.
Assessment 1. Class test |
| Assessment 2: Case study |
(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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