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 on a stressful personal experience and using theory to explain the performance. 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.

Students follow a 13-week distance learning guided study programme and access support material via Blackboard and MS Teams. Each week represents an Activity that contains a series of learning outcomes to be achieved, followed by tasks using a range of formats (e.g., video lectures, reading materials, podcasts) to achieve the learning outcomes. Students will be required to access additional support material independently. Within the Activities students will use the collaborative discussion boards to further reflect on and analyse their own work, and the work of their peers to facilitate learning. Students will have the opportunity to critically discuss module content with module tutors and their peers via a live webinar. The assessments set within the module will allow students to demonstrate understanding and critical analysis skills via content and task related activities drawn from the module topic areas. In addition to core tasks, further additional reading, optional tasks and specific preparation for the module assessments will be required. Students will receive formative feedback throughout the module comprising task-related feedback within the discussion boards, together with the opportunity for peer-learning in addition to comments from relevant tutors.

1. Demonstrate a historical and 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 evaluate the efficacy of strategies to cope with stress and regulate emotions in relation to sport performance. Analysis, Application, Knowledge and Understanding, Reflection, Learning

Blackboard Virtual Learning Environment
Microsoft Teams
Internet access
Electronic and Library facilities

Cox, R. H. (2006). Sport psychology: Concepts and applications. (6th ed.) Dubuque, Iowa: McGraw-Hill.

Ong, N. C., & Chua, J. H. (2021). Effects of psychological interventions on competitive anxiety in sport: A meta-analysis. Psychology of Sport and Exercise, 52, 101836.

Singer, R. N., Hausenblas, H. A., & Janelle, C. M. (2007). Handbook of research on sport psychology. New York: John Wiley & Sons
.
Turner, M., & Jones, M. Arousal Control in Sport. Oxford Research Encyclopedia of Psychology. Retrieved, from https://oxfordre.com/psychology/view/10.1093/acrefore/9780190236557.001.0001/acrefore-9780190236557-e-155.

Turner, M. J., & Barker, J. B. (2014). Tipping the balance: the mental skills handbook for athletes. Bennion Kearney.

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.