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

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

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.

Investigate psychophysiological 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 record a 20-minute VoiceThread presentation utilising relevant stress-performance theory to examine a real-world case study where performance has been affected by skill breakdown under pressure. Students identify and agree 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 of the selected breakdown.. Students also identify a potential strategy for maintaining skilled performance under pressure using relevant skill acquisition theory and research. This assessment covers LO’s 1, 2 and 3.

Students will follow an 8-week guided study programme and access support material via Blackboard. Students will be required to access additional support material independently. Each activity will commence with tutor developed introductory material, using a range of formats. This material will then be followed by a series of weekly tasks that will deliver the learning outcomes of the activity. These tasks will be carried out individually, or as part of a small group. 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 on a week-by-week basis, together with online discussions forums to encourage peer-learning and interaction with the module delivery team to support collaborative discourse within a ‘Communities of Inquiry’ framework.

1. Critically evaluate current theoretical frameworks seeking to explain the effective acquisition of sport skills, and the human stress response influencing skilled performance.

Analysis, Communication, Enquiry, Knowledge & Understanding, Learning

2. Debate the evidence linking the structure, organisation and design of practice and stress reactivity to the effective emergence of sport related skills

Analysis, Application, Communication, Enquiry, Knowledge & Understanding, Learning

3. Identify and defend potential explanations of performance breakdown from a psychophysiological perspective and provide an evidence-supported ‘explanation’ of the potential mechanisms responsible for that performance breakdown.

Application, Enquiry, Knowledge & Understanding, Learning, Problem solving

Access to an appropriate PC, with accompanying software including Office 365 (MS Teams, One-Drive, Word, PowerPoint et al.), Adobe, and Java software.
Access to appropriate reading materials, which can be accesses through the Staffordshire University library resource page for sport and Exercise.
Access to VoiceThread Software via University license.

THERE IS NO CORE COURSE TEXT FOR THIS MODULE
We recommend the following:
Cooper, C. L., & Dewe, P. J. (2004). Stress: A Brief History. Wiley-Blackwell.
Button, C., Seifert, L., Chow, J.Y., Araujo, D. & Davids, K. (2021). Dynamics of Skill Acquisition: An ecological dynamics approach. Champaign, ILL: Human Kinetics
Hodges, N.J. & Williams, A.M. (2020). (3rd Edition). Skill Acquisition in Sport. Research Theory and Practice London: Routledge.

This module uses psychophysiological interpretations of how athletes interact with motivated performance situations to explain skilled performance under pressure. Traditional approaches to skill acquisition will be contrasted with an emerging constraint lead approach with a focus on how such models can promote an informed organisation of the learning and practice environment. Contemporary approaches to understanding skilled performance under pressure including psychophysiological markers (cardiovascular reactivity) of the human reaction to stress will be examined as indicators of adaptive and maladaptive responses to human performance stress.