Access to an appropriately specified PC, with accompanying Word, PowerPoint, Adobe, XL, and Java software.
Access to Voicethread Software via University license

Cooper, C. L., & Dewe, P. J. (2004). Stress: A Brief History. Wiley-Blackwell.

Hodges, N., & Williams, M. A. (2011). Skill Acquisition in Sport: Research, Theory and Practice. Routledge.

Davids, K., Button, C. & Bennett, S. (2008). Dynamics of Skill Acquisition: A constraints led approach. Champaign, Illinois, Human Kinetics.

This module uses psychophysiological interpretations of how athletes interact with motivated performance situations to explain skilled performance under pressure. The module will:

1. Explore historical and contemporary approaches to understanding skilled performance. Traditional approaches to skill acquisition will be contrasted with an emerging constraints lead approach with a focus on how such models can promote an informed organisation of the learning and practice environment.

2. Critically evaluate recent approaches to understanding skilled performance under pressure including (a) implicit and explicit theories of skill development (b) theories of challenge and threat, (c) reinvestment theory (d) choking, (e) the attentional focus of instructions and feedback and (f) analogy learning

3. Investigate psychophysiologial markers of the human reaction to stress in the context of their relationships to skilled performance under pressure by examining the use cardiovascular reactivity as an indicator of adaptive and maladaptive responses to stress

Students follow a 12-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 8 hours of engagement per week, representing a total of 96 activity engagement hours for the module. Guided independent study hours (including preparation for assessments) will equate to 200 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.

A VOICETHREAD PRESENTATION length 10 minutes weighted at 30%.
An ESSAY length 3000 WORDS weighted at 70%.

Students will be required to complete 2 pieces of summative assessment.

1. A 10 minute Voicethread presentation addressing one of a number of position statements reflecting contentious theoretical issues from the fields of skill acquisition and stress reactivity in sport and exercise settings. Students will upload their video supported presentation using Voicethread. Post-submission, students will also provide a critical appraisal of one other student presentation that addresses a different position statement to the one they presented on. (LO 1 and 2).

2. A 3000 word essay in which relevant theory is used to examine a real-world case study in which performance is affected by skill breakdown under pressure. Students will identify a real-world example of skill breakdown under pressure and apply stress and motor learning theory and research to offer a scientific and evidence based explanation for the occurrence. Students will also identify a potential strategy for maintaining skilled performance under pressure using relevant skill acquisition theory and research. This assessment covers LO 1, and 3.

Students will receive formative feedback throughout the module comprising a combination of task related feedback and (more importantly) comments on online discussion contributions offered up throughout the module.

This module uses psychophysiological interpretations of how athletes interact with motivated performance situations to explain skilled performance under pressure. The module will:

1. Explore historical and contemporary approaches to understanding skilled performance. Traditional approaches to skill acquisition will be contrasted with an emerging constraints lead approach with a focus on how such models can promote an informed organisation of the learning and practice environment.

2. Critically evaluate recent approaches to understanding skilled performance under pressure including (a) implicit and explicit theories of skill development (b) theories of challenge and threat, (c) reinvestment theory (d) choking, (e) the attentional focus of instructions and feedback and (f) analogy learning

3. Investigate psychophysiologial markers of the human reaction to stress in the context of their relationships to skilled performance under pressure by examining the use cardiovascular reactivity as an indicator of adaptive and maladaptive responses to stress