BSc(Hons) Sport Psychology Programme Specification from the Faculty of Science Pending ratification by the School of Health Sciences

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1 BSc(Hons) Sport Psychology Programme Specification from the Faculty of Science Pending ratification by the School of Health Sciences Version: 2015/6.1 Last updated: August

2 BSc (Hons) Sport Psychology Programme Specification Key Facts 1. Study mode(s) and period of registration 2. Frequency of Intake Annually in September Full-time or part-time Minimum 3 years maximum 6 years (full-time) Minimum 4 years maximum 10 years (part-time) 3. Awarding body Liverpool Hope University 4. Teaching location(s) Hope Park 5. Final award(s), including any interim awards BSc Sport Psychology (360 credits) Diploma HE (240 credits, achieved by successfully completing two full years of study) 6. Relationship with Subject Benchmark Statement Certificate HE (120 credits, achieved by successfully completing one full year of study) 1 The benchmark for Psychology and Hospitality, Leisure, Sport and Tourism (the national expectations of what a good degree in this subject should contain) has been fully used in the development of this provision. 7. FHEQ level(s) 4, 5 6 (first, second and third year at University) 8. Date of initial validation Date of first intake Date of last Review (if 2010 applicable) 11. Additional Costs to Students ( estimate) 12. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval 250 In the first year of study, students may be required to attend a subsidised field trip to Plas Caerdeon. It is possible that students will be required to purchase additional texts. British Psychological Society. Reaccreditation visit in January Accreditation approved. Note that in this document the degree is shown in two halves, as Core what every student of the subject should be able to experience and Additional, which presents the deepening and enhancement that students taking it as a Single Honours programme will additionally be able to experience. 1 Note that interim awards are only given if for some reason students end their studies after one or two years. 2

3 Aims and Learning Outcomes PROGRAMME AIMS: The programme aims to provide student with: 1. To provide wide coverage of the scientific discipline of Sport Psychology indicating the historical and theoretical range of the subject as well as the impact of the subject on the broader study of sport and psychology 2. Provide a well-structured and coherent learning experience for students in the disciplines and allow for the development of more specialised and advanced learning of sport and psychological concepts through critical analysis. 3. Enable students to develop a range of skills, specific to both disciplines and more general which will be of use in the degree and future careers in the areas of sport and/or psychology 4. To provide opportunities to explore the diversity of perspectives in Sport Psychology and assess the contributions of these to understanding psychological phenomena. 5. To provide the opportunity for an in-depth study of the areas of psychology and sport depending on individual interests and career perspectives and in relation to the research in the department 6. To communicate the importance of allying psychological theory with an understanding of research methodology and to introduce a range of research skills suitable for undertaking responsible and ethical sport psychology research. 7. To provide an intellectually stimulating environment in which students can develop as critical thinkers and autonomous learners. LEARNING OUTCOMES: CORE: By the end of this year all students taking the Core should be able to: Year One 1. Engage in a broad coverage of the key historical and contemporary theoretical concepts and perspectives in Psychology and develop an awareness of the integrated and contested nature of learning, research and practice in Psychology. 2. Develop an informed understanding and practical experience of introductory concepts appropriate to research methods and statistics, ethical guidelines for research and teamwork. 3. Gain experience in consulting databases using a wide range of materials and resources (e.g. books, journals, internet sources) that will facilitate the development of communication skills in writing and oral presentations. Year Two Year Three 1. Engage critically in the identification of strengths and weaknesses in specific core psychological perspectives and how they apply to current real-life situations. 2. Critically evaluate published psychological research on the basis of their methodological merits and an awareness of the general theoretical contexts in which the studies exist. 3. Gain enhanced skills and in depth knowledge of a variety of appropriate research methods and analysis (including quantitative and qualitative techniques). 1. Systematically understand the historical and contextual nature of psychological knowledge and practices, with a critical awareness of the tensions between different perspectives. 3

4 2. Work independently on self-devised research questions incorporating the formulation of ethical research questions, the appropriate design and execution of research and the appropriate analysis, the employment of evidence-based reasoning and presentation of research findings according to the standards in Psychology. 3. Offer informed critiques both of particular concepts in Psychology, and of the systematic relationship between the different fields and in depth engagement in research inquiry and ethical issues. Additionally by the end of this year students on Single Honours should also be able to:: Year One 1. place sporting activity, both specifically and generally in psychological, sociological, historical and practical contexts 2. appreciate how both differences in the individual and in communities affects participation, performance and identity 3. apply the skills of coaching and teaching for specific sports and physical activities 4. reflect on and evaluate sports and/or activities from a psychosocial perspective Year Two 1. apply appropriate analysis and research to their chosen placement scenario 2. apply and evaluate key sporting theories and principles in a sports teaching and coaching context 3. exhibit and operate professional and personal development of key skills and in a sporting environment 4. evaluate and apply knowledge and understanding of the multi-disciplinary aspects of sport in appropriate contexts Year Three 1. Demonstrate skills in the critical evaluation of published psychological research on the basis of methodological merits and have an awareness of the general theoretical contexts in which studies exist. 2. Demonstrate a conceptual understanding of theories and practices in sport psychology and critically evaluate these theories. 3. Understand how to effectively work with special populations to assess need and develop evidence-based interventions 4. Demonstrate a critical awareness of conceptual commonalities and tensions between different psychological perspectives applied to sport. CURRICULUM DIAGRAM: Level C (4) Indicative Topics Covered Perception Memory Language Decision-making Consciousness Sport and social theory, Participation trends, Talent identification, Motivation in sport, 4

5 Personality and the individual, Anxiety, Significant others, Psychology of groups, Exercise behaviour Stress, Emotion, Skill classification, Learning, Practice, Feedback, I (5) H (6) Skills: Weekly laboratory classes, with the opportunity for field work. Research methodologies, problem solving, application of ethics will be considered through the tutorial program and will be embedded in all other activities. Mechanisms of visual perception Cross-modal interaction in perception Language and the split brain Intergroup behaviour Intelligence Behaviourism Psychology of exercise and health, Youth sport, Body image, Advanced motivation in sport Theories of exercise psychology, Negative consequences of exercise, Moral development Psychometric testing, Aggression, Attribution, Sport and the media Working ethically in sport Feedback, Skill learning, Skill acquisition, Attentional control, Practice, Visual search. Personal Development Planning: careers in Sport, reflective practice Skills: Weekly laboratory classes applying techniques developed at Level C; increasing confidence with research methodologies, problem solving, application of ethics will be considered through the tutorial program and will be embedded in all other activities. Decision-making and deductive reasoning Cognition and emotion Stress and health Emotional development and attachment Cross cultural differences Individual differences 5

6 Teaching pattern Ethical frameworks Cognitive behavioural therapy Communication Counselling Flow Self determination theory Psychological needs analysis Psychological skills training Psychophysiology Working with specialist populations Skills: Practical classes advanced research methodologies, problem solving, application of ethics will be considered through the tutorial program and will be embedded in all other activities. The normal pattern of teaching is that lectures, where all students are taught together, provide six hours of contact time in the first year, and four in subsequent years; seminars, in smaller groups (typically 15-20) provide four hours per week, and tutorials (smaller groups, typically no more then 10) two one-hour sessions in all years. In addition tutors are available every week at designated times for one-to-one discussions. Assessments Assessments at all levels include written examinations and essays. Reports, individual presentations and portfolios are also extensively used, together with assessments geared to laboratory work. In the final year all students complete a Dissertation, carefully prepared for in the previous years. FURTHER INFORMATION: Development of Key Generic (transferable) and Subject-specific skills at each level. Subject Skills Programmes that are designed to meet the requirements of GBC should equip psychology graduates with the subject-specific skills below, which are outlined in Section 5.4 of the Quality Assurance Agency s Subject Benchmark Statement for Psychology (2007): Lecturers work systematically across the three years of study to help students build up a range of skills. By and during the Honours (third) year these should be fully developed to capacity: Ability to apply multiple perspectives to sport psychology issues, recognising that sport psychology involves a range of research methods, theories, evidence and applications; Ability to integrate ideas and findings across the multiple perspectives in sport psychology (including motor control, broader sport and exercise science disciplines and the distinctive psychological approaches) to relevant issues; Ability to identify and evaluate general patterns in behaviour, psychological functioning and experience; 6

7 Ability to understand and investigate the role of brain function in all human behaviour and experience; Ability to generate and explore hypotheses and research questions; Ability to carry out empirical studies involving a variety of methods of data collection, including experiments, observation, psychometric tests, questionnaires, interviews and field studies; Ability to analyse data using both quantitative and qualitative methods; Ability to present and evaluate research findings; Ability to employ evidence-based reasoning and examining practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in sport psychology; and Ability to use a variety of tools including specialist software, laboratory equipment and psychometric instruments. Ability to complete risk assessment and research ethics Generic skills Section 5.4 of the Quality Assurance Agency s Subject Benchmark Statement for Psychology outlines the importance of transferable skills. On graduating with an honours degree in Psychology (Single or Major), students should be able to (see also British Psychological Society (2012) Accreditation through partnership handbook: Guidance for undergraduate and conversion psychology programmes) : Communicate effectively. Effective communication involves developing a cogent argument supported by related evidence and being sensitive to the needs and expectations of the audience. This is accomplished through specific demands in both essays and scientific-style reports, and through experience of making presentations to groups. The standard of written language should be at an acceptable standard with respect to grammar, punctuation and spelling; Comprehend and use data effectively. This is accomplished through the significant core of research training in a sport psychology degree that acquaints graduates with understanding, analysing and presenting complex data sets; Be computer literate. Psychology students are introduced to, and become familiar with, computers early in their training and will display, at the very least, skill in the use of word processing, databases and statistical software packages; Retrieve and organise information effectively. Psychology graduates will be familiar with collecting and organising stored information found in library book and journal collections and in computer and internet sources; Handle primary source material critically; Engage in effective teamwork; 7

8 Problem-solve and reason scientifically. The research process, which is at the centre of studying psychology enables graduates to identify and pose research questions, to consider alternative approaches to their solutions and evaluate outcomes; Make critical judgements and evaluations. The need to take different perspectives on issues and problems, and to evaluate them in a critical sceptical manner to arrive at supported conclusions, is emphasised and taught throughout the sport psychology degree. The importance of looking for similarities and general principles to increase the power of analysis is also stressed; Be sensitive to contextual and interpersonal factors. The complexity of the factors that shape behaviour and social interaction will be familiar to psychology graduates and will make them more aware of the basis of problems and interpersonal conflict. They should be more sensitive to the importance of enhancing cooperation to maximise the effectiveness of individual skills as shown in the group work and team-building; and Use effective personal planning and interpersonal factors, becoming more pragmatic and independent learners. Taking responsibility for one s own learning and skill development is increasingly expected throughout the psychology degree, where an emphasis on learning to learn is stressed. In particular, the psychology degree culminates in the completion of an independent, empirical inquiry where a pragmatic approach to a time-limited project is required. This applies to both Psychology Single and Major students. Effectively use online learning including the University Virtual Learning Environment in order to consolidate understanding and discuss issues with peers and academic staff. Subject specific and generic skills represent a coherent set of knowledge, skills and values that underpin students psychological literacy and which enable them to apply sport psychology to real life contexts. These scientific, critical thinking and ethical skills encapsulate the contributions a sport psychology graduate can make to the workplace and to society more generally. SPECIAL FEATURES OF THE PROGRAMME: The Sport Psychology programme is accredited by the BPS providing students with an opportunity to train in a specific field regulated by a professional body. In order to satisfy the needs of the professional bodies, the students will be taught from both sport and psychology perspectives. The core elements of Psychology are the foundation of the degree and provide an essential underpinning on which Sport Psychology exists, particularly in the applied nature of course and preparation for future employment. The course is designed so that students leave the University with Graduate Basis for Chartership (GBC) providing them with the necessary pre-requisites at undergraduate level to become chartered members of the BPS. The programme follows an integrated curriculum. Therefore, topics are grouped around key themes and taught from multiple perspectives to allow the students to gain an awareness of the multi-faceted and multi-disciplinary nature of the subject. This structure supports the development of understanding of how a particular psychological phenomenon or behaviour can be explained from multiple perspectives including biological, evolutionary, cognitive, social and personality factors. Additionally, the curriculum will be complemented by input from other Sport disciplines, adding to the integrated and inter-disciplinary nature of Sport Psychology. Teaching is underpinned by research and scholarly at every level of study. All of the teaching staff are research-active and their work is integrated into teaching sessions across the comprehensive curriculum. This is further supported by excellent research facilities including a colour vision lab, an EEG lab, an 8

9 observation room, an Emotion lab, and a space dedicated to experiments in cognition and perception. This is further enhanced by the construction of new sport and exercise science laboratories, including a dedicated sport psychology lab, so you will have many exciting opportunities to learn within our environment and be well prepared for further study and employment. This is supplemented by the recent purchase of equipment, such as a Magstim TMS, EMG and an ASL eye-tracker. The programme gives students the opportunity to follow a specialised route in Sport Psychology, exploring topics and issues that will develop their interests and career plans within the given limits. This also provides the students with a strong sense of collective identity. Students will gain the knowledge, understanding and critical and applied skills that will allow them to transfer their learning to various other career options as well as in the field of Sport Psychology. Teaching is underpinned by research and applied consultancy work, in particular at Level H. A solid education in research methods will provide students with transferable skills, which are highly valued by potential employers not only in the field of Sport Psychology. Members of the teaching team are highly engaged in research and the expertise of the team has been recognised internationally through invitation to publish journal articles, book chapters and present their work at leading international conferences. Furthermore, staff engage in applied work by providing scientific support to athletes, coaches and teams. This experience can then be directly related to the teaching sessions to bring to life the subject. Personal development planning is structured, with students being assigned a member of staff who is responsible for the pastoral care of each student during their time at university. Alongside the tutorial system, this ensures that every student develops a relationship with an academic member of staff who will assist them in their studies as they progresses and help with any life problems they may encounter. A dedicated international co-ordinator within the psychology department will discuss options to study abroad for part of the programme with the accreditation for their award by the BPS preserved. There are also wider opportunities to become involved in voluntary work both overseas and in the UK through the Service and Leadership Award and Global Hope. Many of the sport psychology staff have been involved with this, facilitating and leading charity visits across the world. The programme is inclusive and has a history of supporting students with a variety of disabilities. Students have visited Green Bank Sports Academy and taken up opportunities to further develop their sporting knowledge, understanding, and participation. There is a strong track record of graduates from sport psychology being employed in a wide variety of occupations, from teaching and applied work to careers in research. The accreditation of the course ensures that students are best placed to pursue a career or further study in sport psychology and the team is dedicated to encouraging students to take full advantage of all opportunities to best position themselves for a variety of careers where their psychology skills will be relevant. The Department has a vibrant student-led Psychology Society which stages events and supports students with their academic and social life. The Society is firmly integrated with the British Psychological Society. Employability and life skills are embedded within the curriculum to prepare students for life beyond University. This is supported by an optional study abroad placement for one or two semesters as part of the programme. Employability and links to the BPS are also supported by a student-run psychology society for events and networking of future graduates. INCLUSIVE CURRICULUM DESIGN STATEMENT: The Sport Psychology teaching team is committed to encouraging a learning environment which students feel that are safe from issues relating to harassment, bullying and discrimination. Behaviour that breaches this is taken seriously. Students are provided with encouragement to contribute to sessions and develop their confidence in their own skills and abilities. 9

10 The curriculum is designed to be inclusive and combat the issue of inequality. Through the study of psychology students gain an increasing awareness of the issues relating to discrimination and stereotyping. There are opportunities for them to reflect on their own biases and subjectivity. Special features of the course such as, for example, field trips are assessed with equality in mind, more specifically, wheelchair accessibility is checked. The team has a long history of including students who find academia challenging. We have taught students who have hearing and visual disabilities and who have subsequently gone on to postgraduate study. For example, on one occasion, a student with visual impairment was supported by links with Green Bank college. At present we have students who have learning disabilities, mental health issues and physical disabilities. We support students through their LSP (learning support plan) which we are made aware of though the disability support team. This indicates their special needs and allows us to deliver our teaching in a meaningful and appropriate manner. Equality of opportunity applies to student life at Hope as well as to the curriculum and course philosophy. Students will be treated fairly and with respect at all times. Racial, sexual or other forms of discrimination will not be tolerated. The university has rigorous procedures for dealing with such matters and academic staff and the student union are available to guide and support students in the event of such matters. No student should feel that he/she has to tolerate unfair or oppressive treatment (see the student well-being web site for procedures for dealing with such issues). In addition, the values to which Hope aspires and which are integral to the fulfilment of our Mission are to strive to be: open, accessible and inclusive; intellectually stretching, stimulating and challenging; hospitable, welcoming, cheerful; professional, full of Hope, creating collegial, aesthetically pleasing environments and supportive communities; well-rounded, holistic, integrated, a team, a community of communities, collaborating in wider partnership; and to take faith seriously, being fully Anglican, fully Catholic, fully ecumenical, fully open to all faiths and beliefs. This award recognises that an inclusive curriculum is one where all students entitlement to access and participate in a course is anticipated, acknowledged and taken into account (Higher Education Academy, Inclusive curriculum design in higher education, 2011, p. 7). It seeks to reflect the following principles, as enunciated by the HEA: - Anticipatory: Adopting an anticipatory approach reduces the need for reactive and individualised responses that can arise when inclusive issues have not been considered at the design phase; - Flexible: it is open, versatile and responsive to an evolving student population, and to changes in circumstances that may require adaptations to accommodate student availability; - Accountable: it encourages staff and students to be responsible for the progress they have made against equality objectives and actions agreed; - Collaborative: it builds on partnership between students, colleagues and other stakeholders including professional bodies, sector bodies, international partners and employers to enrich the curriculum content and relevance; ENTRANCE REQUIREMENTS gives full details. There are no special requirements. 10

11 In certain circumstances the University also permits study that students have already carried out at University level to be taken into account see This specification last updated: August 2015 Updated by: 11