1. Critically evaluate contemporary theoretical frameworks explaining the effective acquisition of sport skills, and the human stress response influencing skilled performance.

Knowledge & Understanding

Critical Reasoning & Collaboration

2. Critically examine and synthesise empirical evidence linking the structure, organisation and design of practice with stress reactivity and the development of skilled performance.

Knowledge & Understanding

Research Skills



3. Apply psychophysiological theory and evidence to identify, justify and communicate potential mechanisms underlying performance breakdown under pressure.

Application & Problem Solving

Communication

Students record a 20-minute 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 and discuss how the impact of this intervention could be measured.

This module examines psychophysiological and theoretical perspectives on skilled performance under pressure. It explores how cognitive, emotional, and physiological processes interact to influence performance in motivated and evaluative contexts. Content includes historical and contemporary approaches to skill acquisition, contrasting traditional models with ecological and constraints-led perspectives. The module critically evaluates key theories of performance under pressure, including implicit and explicit skill learning, challenge and threat states, reinvestment, attentional focus, and analogy learning. Theories of stress and performance such as the Inverted-U hypothesis, Catastrophe theory, and Multidimensional Anxiety Theory are used to explain arousal–performance relationships. Psychophysiological markers of stress, including cardiovascular reactivity, are examined alongside contemporary approaches to stress regulation and resilience, such as mindfulness and self-regulation frameworks. Module content includes:

Implicit and explicit learning of performance skills

Theories of performance anxiety

Challenge and threat states and performance

Promoting a challenge state

Mechanisms of skill breakdown

Coping with stress

Applied interventions

Examine the science of performing when it matters most.

This module investigates how psychological, physiological, and environmental factors interact to shape skilled performance under pressure. You’ll critically explore leading theories of stress, arousal, and skill execution, and consider how concepts such as attentional control, resilience, and mindfulness inform high-level performance in sport and other performance domains. Delivered by leading researchers and practitioners, this module reflects the university’s reputation at the forefront of performance under pressure. Our experts combine cutting-edge research with applied experience to help you understand how athletes and performers excel when the stakes are highest.

Students will follow a 12-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 assessment 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.

Hodges, N.J., & Williams, A.M. (Eds.). (2019). Skill Acquisition in Sport: Research, Theory and Practice (3rd ed.). Routledge. https://doi.org/10.4324/9781351189750

Access to an appropriate PC, with accompanying software including Office 365 (MS Teams, One-Drive, Word, PowerPoint et al.), Adobe, and Java software.