Access to appropriately specified PC, with Word, PowerPoint, Excel, Adobe and Java software.

Course textbooks and learning materials as suggested above. Ability to access Blackboard and use Voicethread through an appropriately specified PC or Macintosh, along with Internet Explorer or similar to access library facilities.

Hogg, M. A. & Vaughan, G. M. (2005). Social psychology. London: Prentice Hall.
Haslam, S. A. (2004). Psychology in organizations: The social identity approach. (2nd ed.). Thousand Oaks, CA: Sage Publications.
Haslam, S. A., Reicher, S. D., & Platow, M. J. (2011). The new psychology of leadership: Identity, influence and power. Hove: Psychology Press.
Jowett, S., & Lavallee, D. (2007). Social psychology in sport. Champaign, IL: Human Kinetics

Students follow a 8-week distance learning guided study programme and access support material via Blackboard.

Scheduled learning and teaching hours will equate to 4 hours on the module.

Core required tasks will amount to an average of 6 hours of engagement per week, representing a total of 48 activity engagement hours for the module. Guided independent study hours (including preparation for assessments) will equate to 98 hours.

Students are directed to recommended resources (e.g., reading, video tutorials) to support completion of activities. Students are required to access additional support material independently.

Students will receive formative feedback throughout the module comprising task-related feedback on a week-by-week basis, together with online discussions forums to encourage peer-learning in addition to comments from relevant tutors.

1. An essay (2000 words) to critically examine the effectiveness of interventions to enhance group functioning in sport and exercise settings. This is worth 50% of the module grade and assesses LO1 and LO2.

2. A 20 minute presentation. Appropriate theoretical perspectives and research are critically applied to a selected leadership case study in sport or exercise. This is worth 50% of the module grade and assesses LO1 and LO3.


Additional Assessment Details (include formative feedback / assessment):
Students will receive formative feedback throughout the module comprising task-related feedback on a week-by-week basis, together with online discussions forums to encourage peer-learning in addition to comments from relevant tutors.

The module covers the application of social psychological theory to sport and exercise settings, with a focus on audience effects, groups, and leadership, and on how these processes may impact on the performance of athletes, coaches, trainers and managers. Adopting a social psychology framework the module will examine contemporary approaches related to the impact of audiences, group dynamics and cohesion in the performance domain. The efficacy of group based interventions (e.g., Personal-Disclosure Mutual-Sharing) will be examined and appraisal of the social identity approach critically explored. The approach adopted here will to use a theory to evidence to application framework, and allow students to critically examine current evidence from their own perspective as a performer, coach, teacher, trainer or psychologist.

In the second half of the module traditional and contemporary theoretical approaches to sport and exercise leadership will be critically examined. A particular focus here will be on recent innovative approaches to leadership (i.e., the social identity approach to leadership), with students examining empirical evidence in this area, and, again having the opportunity to apply this approach into identified authentic settings. Finally, the development of leadership skills through theoretically-based interventions will be evaluated.

The module covers the application of social psychological theory to sport and exercise settings, with a focus on audience effects, groups, and leadership, and on how these processes may impact on the performance of athletes, coaches, trainers and managers. Adopting a social psychology framework the module will examine contemporary approaches related to the impact of audiences, group dynamics and cohesion in the performance domain. The efficacy of group based interventions (e.g., Personal-Disclosure Mutual-Sharing) will be examined and appraisal of the social identity approach critically explored. The approach adopted here will to use a theory to evidence to application framework, and allow students to critically examine current evidence from their own perspective as a performer, coach, teacher, trainer or psychologist.

In the second half of the module traditional and contemporary theoretical approaches to sport and exercise leadership will be critically examined. A particular focus here will be on recent innovative approaches to leadership (i.e., the social identity approach to leadership), where you will examine empirical evidence in this area, and, again have the opportunity to apply this approach into identified authentic settings. Finally, the development of leadership skills through theoretically-based interventions will be evaluated.