Module Descriptors
STRESS, EMOTION AND SPORT PERFORMANCE
SPOR60944
Key Facts
Health, Education, Policing and Sciences
Level 6
15 credits
Contact
Leader: Andrew Wilkinson
Hours of Study
Scheduled Learning and Teaching Activities: 2.5
Independent Study Hours: 147.5
Total Learning Hours: 150
Pattern of Delivery
- Occurrence A, Stoke Campus, UG Semester 1
Sites
- Stoke Campus
Assessment
- Coursework - Reflective Essay 2500 words weighted at 100%
Module Details
Learning Outcomes
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
Reflection
Learning
3. Critically reflect on and evaluate the efficacy of strategies to cope with stress and regulate emotions in relation to sport performance
Analysis
Application
Knowledge and Understanding
Reflection
Learning
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
Reflection
Learning
3. Critically reflect on and evaluate the efficacy of strategies to cope with stress and regulate emotions in relation to sport performance
Analysis
Application
Knowledge and Understanding
Reflection
Learning
Assessment Details
1. Reflective essay (2500 words) worth 100% of the overall module mark (Assesses LO's 1, 2 & 3)
Additional Assessment Details (include formative feedback / assessment):
Formative assessment will take place through weekly tasks and engagement in discussion boards.
100% 2500 words
Additional Assessment Details (include formative feedback / assessment):
Formative assessment will take place through weekly tasks and engagement in discussion boards.
100% 2500 words
Indicative Content
• 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.
• 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.
Learning Strategies
Students will learn through a combination of video lectures, independent activities, formative feedback tasks, peer to peer discussions, and 1-2-1 tutor support.
Contact Hours:
1-2-1 tutor – module support meeting.
Guided Independent Study hours: (147.5)
13 x 1 hours of video lectures will provide a general overview of themes and topics covered in the module.
13 x 8 hours of engagement with weekly tasks and activities (e.g., consolidating video lectures, reading and engaging with resources/links, inquiry-based learning, discussion boards, formative assessments).
30.5 hours of assignment preparation and completion.
Contact Hours:
1-2-1 tutor – module support meeting.
Guided Independent Study hours: (147.5)
13 x 1 hours of video lectures will provide a general overview of themes and topics covered in the module.
13 x 8 hours of engagement with weekly tasks and activities (e.g., consolidating video lectures, reading and engaging with resources/links, inquiry-based learning, discussion boards, formative assessments).
30.5 hours of assignment preparation and completion.
Texts
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. B. (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.
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. B. (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.
Resources
Blackboard Virtual Learning Environment
Microsoft Teams
Internet access
Electronic and Library facilities
Microsoft Teams
Internet access
Electronic and Library facilities
Web Descriptor
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.
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.