An Introduction to Sport and Exercise Psychology. Module SHL1072. Tutor: Rachel Campbell

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1 An Introduction to Sport and Exercise Psychology Module SHL1072 Tutor: Rachel Campbell Information Included Module Guide Assessment Details Assessment Marking Criteria Plagiarism Attendance Requirements

2 An Introduction to Sport and Exercise Psychology Module 210SHL1072 Tutor: Rachel Campbell AIM: The primary aim is to introduce students to basic psychological concepts related to sport and exercise that will provide a platform of knowledge to be developed in year two. Theories and up-to-date research will be covered in a range of topics relevant to the interests of both the students and the course. Areas to be considered during the module are; understanding participants; social psychology of sports; understanding sport and exercise environments; enhancing performance. Learning Outcomes: Course participants should gain a basic awareness of: Sport and exercise psychology literature; To reflect on the relevance of theories and research Contribute to classroom discussions drawing on a basic understanding of key issues and where relevant use examples from own sporting experience. Develop an understanding of participants and individual differences within a sport and exercise setting Appreciate factors that may influence the dynamics of participation in sport and exercise. Key Skills: This course will contribute to the following key skills Develop the ability to communicate effectively an understanding of sport and exercise literature; Have the ability to develop own learning through individual and group work; Have a basic understanding of the use of ICT within personal study and as a means of sourcing relevant research

3 Feedback to students on completed assignments: The time taken to return assessed work to students may vary according to the nature of the work and the size of the class, etc. However, staff will agree dates for the return of assessed work with relevant grades and written feedback. This will not normally exceed six weeks from the date of submission. Grades provided at this stage will be provisional, subject to the agreement of the Course External Examiner and confirmation by the Board of Examiners. Student Feedback Based on feedback received from students who completed this module in the academic year 2012/ The following features have been retained: Interactive tasks which require the application of theory in practical scenarios 2. The following changes have been made: Change assessment to 50% coursework and 50% exam Schedule time for individual consultation with course tutors on a weekly basis to address any areas of concern or misunderstanding. Methods of Teaching and Learning: The content will be delivered through lectures, presentations, tutorials, examination of research and private study. Assessment: The course will be assessed by coursework (50%) and written examination (50%, May/June). All assessment will be directly in line with level one conceptual equivalents.

4 Recommended Reading Cox, R.H (1998) Sport Psychology: Concepts and Applications. 4th ed. The McGraw- Hill Companies Inc. Gill, Diane L. (1986). Psychological dynamics of Sport. Human Kinetics Books Jarvis, M (2000). Sport Psychology. Routledge. LeUnes, Arnold & Nation, Jack R. (2002) Sport Psychology. 3 rd ed. Wadsworth Group Kremer, J. & Scully, D. (1994). Psychology in Sport. Taylor & Francis: London. Moran, A.P. (2004) Sport and exercise Psychology. A critical Introduction. Routledge. Wienberg, R.S. and Gould, D. (2012) Foundations of Sport and Exercise Psychology. Human Kinetics Woods, Barbara. (1998). Applying Psychology to Sport. Hodder & Stoughton Tutor will supply students with supplementary reading throughout the course

5 Course Content (full details will be given each week) An Introduction to Sport and Exercise Psychology What is sport psychology; a brief history of sport psychology; what is a sport psychologist? Understanding Participants Personality; motivation; attitudes; arousal; stress and anxiety. Social Psychology of Sports Aggression in sport; team cohesion; leadership in sport, communication Applied Psychology An introduction to Psychological Skills Training (PST) Tutor Mrs Rachel Campbell Links to Other Modules This module provides a platform of basic knowledge that will be developed through a more in depth study of issues in the year two module Psychology of Health and Leisure.

6 Presentation details - 10% of Coursework Mark Aim: The aim of the presentation is to increase participant s knowledge of a particular area within sport and exercise psychology. Learning outcomes: It is an opportunity for students to develop their ability to research a topic and improve the content, structure and delivery of the area under investigation. It is hoped confidence will be developed in all these areas. Finally the presentation will directly feed into the completion of the coursework. Key skills developed: Develop an improved ability to communicate effectively an understanding of a specific topic. Develop own learning through individual and group work. Develop a basic understanding of using search engines to source information. Develop or improve an understanding of the use of word processing and PowerPoint. Further Details: Working in pairs or small groups students must prepare a PowerPoint presentation focused on an allocated topic. This topic will also be the title for the assignment. Groups will be given their topic two weeks prior to the presentation and must hand in their assignment two weeks post presentation. The presentation should last no longer than 15 minutes. Care should be taken with the content, structure and delivery. The presentation must be approved by course tutor no later than the Friday before the presentation is to take place and by ready to be put on QOL by the Monday prior to the presentation.

7 Oral Communications Assessment Grid Subject: Date: Team/Student: Reviewer: Topic (Weight) Limited (1) Acceptable (2) Good (3) Exceptional (4) Points Organization & Structure Not possible to understand presentation due to absence of structure. Difficult to follow presentation due to erratic topical shifts and jumps. Most information is presented in logical order which is easy to follow. All information is presented in a logical, interesting and novel sequence, which is easily followed. Content & Knowledge No grasp of information. Unable to answer questions about subject. Uncomfortable with information. Capable only of answering rudimentary questions. At ease with content and able to elaborate and explain to some degree. Demonstration of full knowledge of the subject with explanations and elaboration. Visual Aids & Neatness No visual aids. Occasional use of visual aids, however they barely support text or presentation. Several misspellings and/or grammatical errors on slides. Visual aids are related to text and presentation. Minor misspellings and/or grammatical errors. Text and presentation are reinforced by the use of visual aids. Negligible misspellings and/or grammatical errors. Delivery & Speaking Skills Significant mumbling and incorrect pronunciation of terms. Voice level too low or too high. Monotonous, no eye contact, rate of speech too fast or too slow Occasional mispronunciation of terms. Little eye contact, uneven rate, only little expression Voice is clear and at a proper level. Most words pronounced correctly. Some eye contact, steady rate, excessively rehearsed Clear voice and correct, precise pronunciation of terms. Good eye contact, steady rate, enthusiasm, confidence Presentation Length Too long or too short. +/ 10 minutes +/ 6 minutes +/ 4 minutes +/ 2 minutes OVERALL PERFORMANCE POINTS REQUIRED limited Marginal good Exceptional TOTAL

8 Assignment details 40% of Coursework Mark. The assignment should be a coherent and structured answer to the question given for the presentation. It is essential to answer the question in a logical manner. It should also pay appropriate attention to format issues such as the use of paragraphs, sentence structure, fluidity, grammar and spelling. Structure of assignment Introduction: brief background/definition of topic, state intention e.g. how you are going to answer it. Main Part: Look at language of question and critically discuss/reflect/compare. This should be a direct reflection of what intentions are above. Conclusion: bring together and give final summary related to the question Helpful Tips You must include reference to readings both from within and outside the course, make sure you reference correctly (Harvard style). The presentation is a combined piece of work. The assignment is not and should reflect this. Do not use terms such as I think or when I was Read through what you have written. Assignment Requirements All assignments must be word processed and should be size 12; Times New Roman; double spaced. They should have an appropriate coversheet which should be completed anonymously by the student. The word limit is 1,500 words and a penalty will be incurred if this is not adhered to. See Level One Conceptual Equivalents Scale for assessment criteria. Late Submission: There will be a deduction of 5% per day for every day the assignment is late. All assignments should be handed in to Central Administration Office by 4pm.

9 WARNING Attention is drawn to the following extracts from the Regulations for Examination leading to Primary Degrees of The Queen s University of Belfast. A dissertation, essay, laboratory report, or any other similar work not undertaken in an Examination Hall but submitted by a candidate in partial satisfaction of degree requirements must be the candidate s own work and must not contain any plagiarised material or material copied from the work of another candidate. Plagiarised material will be deemed to be passages from other works (or a paraphrase of such) incorporated without acknowledgement and with the intention of it being taken to be the candidate s own work. Passages from other works may be quoted only if shown as quotations with acknowledgement of the sources and similarly may be paraphrased only if the sources are acknowledged. Any breach of the above Regulation will be treated as a serious disciplinary offence. General Regulations for all University Courses - Attendance 5.8 Full-time students are required to be in attendance at the University during the 15 weeks of each semester and whatever additional time is required by the programme of study for which they are registered. Students may normally be absent from the University during these periods only where they have permission from their Adviser of Studies or supervisor or in cases of illness or emergency or where there are extenuating circumstances. 5.9 Students are expected to attend all scheduled sessions and other forms of instruction as defined by the programme of study and all scheduled examinations. Specific attendance requirements, including explicit attendance thresholds, will be stated by the School.

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