Reflective essay on a stressful personal experience and using theory to explain the performance. 2000 words worth 100% of the overall module mark (Assesses LO's 1 & 2)

Formative assessment will take place through weekly tasks and engagement in discussion boards.

The presentation will be delivered as though addressing a hypothetical sport, performance, or business organisation seeking psychological support to enhance performance and wellbeing.

Students will be introduced to the concepts of stress and emotion with reference to current approaches. This will be followed by historical and current 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 the resilience of those skills when performed in a stressful and emotional environment.

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 emotional strength, reducing the amount of strength available for subsequent self-control effort.

1. Demonstrate a historical and systematic understanding of the stress process and emotion in performance settings and critically reflect on how stress and emotion influence the acquisition and performance of sport skills.

Learning Outcome: Knowledge & Understanding, Reflection

2. Critically evaluate and apply evidence-based strategies to cope with stress and regulate emotions in order to enhance sport performance.

Learning Outcome: Critical Reasoning & Collaboration, Application & Problem Solving

Students follow a single-semester study programme. Students will learn through a combination of asynchronous lectures, synchronous lectures, and webinars. Video lectures will be posted on the virtual learning environment (VLE), and students will be required to view these each week prior to completing the webinar activities, which will then be used to build upon the material presented in the video lectures. In addition, students can access support material via the virtual learning environment (e.g., Blackboard) and Microsoft Teams.

Students are required to access additional support material independently.

Students will learn through a combination of video lectures, independent activities, formative feedback tasks, peer to peer discussions, and 1-2-1 tutor support.

Blackboard Virtual Learning Environment
Microsoft Teams
Internet access
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.

Psychology of Pressure examines how stress and emotion influence the acquisition and performance of skills in high-pressure sport and performance environments. You will explore historical and contemporary theories of stress, emotion, and performance, alongside evidence explaining why skills can break down under pressure. A key focus is on understanding how coping and emotion-regulation strategies can be applied to enhance performance and resilience. Through reflective and applied learning, this module develops advanced insight into managing pressure in competitive contexts.