1. Demonstrate a systematic understanding of the stress process, and how emotions arise in performance settings (Communication, Knowledge and Understanding, Learning)

2. Critically reflect on how the acquisition and performance of sport skill is influenced by stress and emotion (Analysis, Application, Communication, Knowledge and Understanding, Learning, Reflection)

3. Critically reflect on and evaluate the efficacy of strategies to cope with stress and regulate emotions in relation to sport performance (Analysis, Application, Communication, Knowledge and Understanding, Learning, Reflection)

Students will be introduced the concepts of stress and emotion with reference to current approaches (e.g., Lazarus' Cognitive-Motivational-Relational Theory). This will be followed by historical (e.g., Drive Theory, Inverted-U hypothesis) and current (e.g., Catastrophe Theory, Theory of Challenge and Threat States in Athletes) approaches to understanding how responses to stress may relate to performance. A particular focus of the module will be on examining how the manner in which sports skills are acquired may impact on the resilience of those skills when performed in a stressful and emotional environment (e.g., implicit and explicit learning). The final section of the module will explore how individuals or groups can cope with stress and regulate emotions. Particular consideration will be given to the notion that self-control may be a limited resource with techniques to cope with stress and regulating emotions strength, reducing the amount of strength available for subsequent self-control effort.

Reflective essay (2500 words) worth 100% of the overall module mark (Assesses all LO's)


Additional Assessment Details (include formative feedback / assessment):
Formative assessment will take place through discussion in the laboratory sessions

Appropriately and adequately equipped lecture theatre
Appropriately and adequately equipped sport and exercise psychology laboratory
Appropriately and adequately equipped IT room
Appropriately and adequately stocked library facilities
Internet access sufficient to access blackboard

Cox, R. H. (2006). Sport psychology: Concepts and applications. (6th ed.) Dubuque, Iowa: McGraw-Hill.
Hardy. L., Jones. G. R., & Gould. D. (1996) Understanding Psychological preparation for sport. New York: John Wiley & Sons.
Singer, R. N., Hausenblas, H. A., & Janelle, C. M. (2007). Handbook of research on sport psychology. New York: John Wiley & Sons.
Turner. M. J., & Barker. J. H. (2014). Tipping the balance: the mental skills handbook for athletes. Bennion Kearney.
Williams, A. M., & Hodges, N. J. (2004). Skill acquisition in sport. Oxon: UK: Routledge.

Scheduled Learning and Teaching Activities: Students will participate in a combination of lectures, laboratory sessions and independent activities.

You will be introduced to the concepts of stress and emotion with reference to current approaches (e.g., Lazarus' Cognitive-Motivational-Relational Theory). This will be followed by historical (e.g., Drive Theory, Inverted-U hypothesis) and current (e.g., Catastrophe Theory, Theory of Challenge and Threat States in Athletes) approaches to understanding how responses to stress may relate to performance. A particular focus of the module will be on examining how the manner in which sports skills are acquired may impact on the resilience of those skills when performed in a stressful and emotional environment (e.g., implicit and explicit learning). The final section of the module will explore how individuals or groups can cope with stress and regulate emotions. Particular consideration will be given to the notion that self-control may be a limited resource with techniques to cope with stress and regulating emotions strength, reducing the amount of strength available for subsequent self-control effort.