SE104-4-AU-CO:
Sport and Exercise Psychology
2024/25
Sport, Rehabilitation and Exercise Sciences (School of)
Colchester Campus
Autumn
Undergraduate: Level 4
Current
Thursday 03 October 2024
Friday 13 December 2024
15
09 August 2024
Requisites for this module
(none)
(none)
(none)
(none)
(none)
BSC C600 Sports and Exercise Science,
BSC C602 Sports and Exercise Science (Including Year Abroad),
BSC C606 Sports and Exercise Science (Including Placement Year),
BSC C611 Sports and Exercise Science (Including Foundation Year),
MSCIC690 Sports and Exercise Science (Including Placement Year),
MSCIC691 Sports and Exercise Science (Including Year Abroad),
MSCIC699 Sports and Exercise Science,
BSC C603 Sports Therapy,
BSC C604 Sports Therapy (Including Placement Year),
BSC C605 Sports Therapy (Including Year Abroad),
BSC C607 Sports Performance and Coaching,
BSC C608 Sports Performance and Coaching (Including Year Abroad),
BSC C609 Sports Performance and Coaching (Including Placement Year),
BSC C614 Sports Performance and Coaching (Including Foundation Year),
BSC C680 Sport and Exercise Psychology,
BSC C681 Sport and Exercise Psychology (including Year Abroad),
BSC C682 Sport and Exercise Psychology (including Placement Year)
The content of the lectures traces the historical development of the discipline culminating in its establishment as an independent field of academic study. The module also provides an overview of the main areas of sport and exercise psychology. The learning outcomes listed below represent the minimum that is expected of a first year student studying sport and exercise psychology but students should realise that they should do their own reading from the recommended texts.
The aim of this module is:
- To introduce students to the fundamental principles underpinning the psychology of sport and exercise
By the end of this module, students will be expected to be able to:
- Demonstrate a basic knowledge and understanding of the main branches of psychology and their application to sport and exercise
- Describe how psychology may be used to improve sports performance
- Describe how physical activity, exercise and sport can be used to enhance psychological wellbeing
- Formulate and present ideas and arguments, using scientific evidence including findings from academic resources for example books and journal papers to support claims
- Use the key skills of retrieval of information, communication identifying and solving problems
No additional information available.
This module will be delivered via:
- 12 x 1 hour lectures and 2 x 1.5 hour lectures.
- 2 x 1.5 hour practicals.
- 5 x 1.5 hour seminars
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Grills, S. and Prus, R. (2018)
Management Motifs. 1st ed. 2019. Cham: Springer International Publishing AG. Available at:
https://link-springer-com.uniessexlib.idm.oclc.org/book/10.1007/978-3-319-93429-7.
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Baker, J. and Farrow, D. (eds) (2015)
Routledge handbook of sport expertise. London: Routledge. Available at:
http://www.taylorfrancis.com/books/9781315776675.
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McMorris, T. (2014)
Acquisition and Performance of Sports Skills. Second edition. Chichester, West Sussex: Wiley, Blackwell. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=759587.
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Georgiades, E.
et al. (2017) 'Why Nature Prevails Over Nurture in the Making of the Elite Athlete',
BMC Genomics, 18(8), pp. 59–66. Available at:
https://doi.org/10.1186/s12864-017-4190-8.
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Ericsson, A.K., Krampe, R.T. and Tesch-Römer, C. (no date) 'The Role of Deliberate Practice in the Acquisition of Expert Performance.',
Psychological Review, pp. 363–406. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1993-40718-001.
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Davids, K. and Baker, J. (no date) 'Genes, Environment and Sport Performance: Why the Nature-Nurture Dualism is No Longer Relevant',
Sports Medicine, 37(11), pp. 961–980. Available at:
https://doi.org/10.2165/00007256-200737110-00004.
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Ford, P.R.
et al. (no date) 'The Role of Deliberate Practice and Play in Career Progression in Sport: the Early Engagement Hypothesis',
High Ability Studies, 20(1), pp. 65–75. Available at:
https://doi.org/10.1080/13598130902860721.
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Macnamara, B.N., Moreau, D. and Hambrick, D.Z. (no date) 'The Relationship Between Deliberate Practice and Performance in Sports',
Perspectives on Psychological Science, 11(3), pp. 333–350. Available at:
https://doi.org/10.1177/1745691616635591.
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Ford, P.R.
et al. (2012) 'The Developmental Activities of Elite Soccer Players Aged Under-16 Years from Brazil, England, France, Ghana, Mexico, Portugal and Sweden',
Journal of Sports Sciences, 30(15), pp. 1653–1663. Available at:
https://doi.org/10.1080/02640414.2012.701762.
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Marcus, B.H.
et al. (1992) 'Self-Efficacy and the Stages of Exercise Behavior Change',
Research Quarterly for Exercise and Sport, 63(1), pp. 60–66. Available at:
https://www.tandfonline.com/loi/urqe20.
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Pretty, J.
et al. (2005) 'The mental and physical health outcomes of green exercise',
International Journal of Environmental Health Research, 15(5), pp. 319–337. Available at:
https://doi.org/10.1080/09603120500155963.
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Rogerson, M.
et al. (2020) 'Regular Doses of Nature: The Efficacy of Green Exercise Interventions for Mental Wellbeing',
International Journal of Environmental Research and Public Health, 17(5). Available at:
https://doi.org/10.3390/ijerph17051526.
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Wood, C., Wicks, C. and Barton, J. (2023) 'Green spaces for mental disorders',
Current Opinion in Psychiatry, 36(1), pp. 41–46. Available at:
https://doi.org/10.1097/YCO.0000000000000830.
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Wood, C.J.
et al. (2022) 'Therapeutic Community Gardening as a Green Social Prescription for Mental Ill-Health: Impact, Barriers, and Facilitators from the Perspective of Multiple Stakeholders',
International Journal of Environmental Research and Public Health, 19(20). Available at:
https://doi.org/10.3390/ijerph192013612.
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Wood, C.J., Barton, J.L. and Wicks, C.L. (2022) 'The Impact of Therapeutic Community Gardening on the Wellbeing, Loneliness, and Life Satisfaction of Individuals with Mental Illness',
International Journal of Environmental Research and Public Health, 19(20). Available at:
https://doi.org/10.3390/ijerph192013166.
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Wood, C.
et al. (2020) 'The effect of the visual exercise environment on the response to psychological stress: a pilot study',
Anxiety, Stress, & Coping, 33(6), pp. 716–729. Available at:
https://doi.org/10.1080/10615806.2020.1770231.
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Wood, C.J.
et al. (2018) 'Physical fitness and prior physical activity are both associated with less cortisol secretion during psychosocial stress',
Anxiety, Stress, & Coping, 31(2), pp. 135–145. Available at:
https://doi.org/10.1080/10615806.2017.1390083.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
| Coursework |
Essay |
06/12/2024 |
100% |
| Exam |
Main exam: In-Person, Open Book, 150 minutes during January
|
| Exam |
Reassessment Main exam: In-Person, Open Book, 150 minutes during September (Reassessment Period)
|
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Carly Wood, email: cjwood@essex.ac.uk.
Dr Andrew Brinkley, Dr Paul Freeman, Dr Luke Olsson, Dr Mike Rogerson
SRES Office, email: sres (Non essex users should add @essex.ac.uk to create the full email address)
Yes
No
No
Dr Jen Burbage
University of Portsmouth
Associate Head (Students)
Prof Joanne Hudson
Swansea University
Professor
Available via Moodle
Of 44 hours, 20 (45.5%) hours available to students:
20 hours not recorded due to service coverage or fault;
4 hours not recorded due to opt-out by lecturer(s), module, or event type.
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