Teaching organisation150 hours of focused learning.
Unit description and aim
In prescribing and delivering sport performance programs, effective practice requires the use of evidence-based behavioural strategies that align with the unique needs of those in performance settings. This is consistent with the professional standards for many accreditations, including those for Exercise Science. This unit aims to provide students with an understanding of the psychological influences on performance and well-being in sport settings. Students will explore evidence-based psychological, interpersonal, and leadership skills for use in performance settings, as well as the role of psychology in contemporary sport issues.
On successful completion of this unit, students should be able to:
LO1 - Critique athletes’ use of psychological skills and how they affect performance and well-being (GA4, GA5, GA7, GA8)
LO2 - Evaluate interpersonal skills and leadership practices in relation to performance and well-being (GA4, GA5, GA7, GA8)
LO3 - Examine contemporary issues in sport from a psychological perspective including that of Aboriginal and Torres Strait Islander people (GA1, GA2, GA3, GA4, GA5, GA7, GA8, GA9)
LO4 - Understand theories and evidence underlying the psychological influences on performance and wellbeing in sport settings (GA5, GA7)
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA2 - recognise their responsibility to the common good, the environment and society
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - work both autonomously and collaboratively
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
Topics will include
- Mental skills for performance enhancement and well-being in sport settings
- Interpersonal skills development
- Models of leadership in sport
- Contemporary issues in sport
- Multicultural and Aboriginal and Torres Strait Islander perspectives in sport
Learning and teaching strategy and rationale
The learning and teaching strategies of this unit are designed to allow students to meet the aims, learning outcomes of the unit, graduate attributes of the University and professional accreditation standards. They are intended to reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to engage actively with unit content and learning activities.
The unit contains three distinct modules that complement the learning outcomes. The first module considers the psychological skills athletes can employ to enhance their own performance and well-being. The second module focuses on the leadership styles and practices coaches can use to influence the performance and well-being of athletes. The third module takes a contextual perspective and considers contemporary issues and challenges that professionals in high performance settings might face and how to react to them. Learning is scaffolded within and across activities with the intention of combining knowledge and promoting deep and critical thought. Strong emphasis is placed on scientific enquiry and the links between theory, evidence, and practice. To support this emphasis, learning activities engage students in independent thought, collaborative discussions, and applied practice.
Assessment strategy and rationale
In order to best enable students to achieve unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with the University assessment requirements. The first assessment task requires students to critique athletes’ use of psychological skills and how they affect performance and well-being. The second task has students evaluate interpersonal skills and leadership practices in relation to performance and well-being. The third assessment task asks students to examine contemporary issues in sport from a psychological perspective. In addition to these summative assessment tasks, students will have the opportunity to engage in the dynamic world of exercise and sport science by participating in or observing applied work.
Overview of assessments
|Brief Description of Kind and Purpose of Assessment Tasks||Weighting||Learning Outcomes||Graduate Attributes|
Athlete Performance Task
Enables students to critique athletes’ use of psychological skills and how they affect performance and well-being
GA4, GA5, GA7, GA8
Enables students to evaluate interpersonal skills and leadership practices in relation to performance and well-being.
GA4, GA5, GA7, GA8
Case Study Task
Enables students to examine contemporary issues in sport from a psychological perspective.
LO1, LO2, LO3, LO4
GA1, GA2, GA3, GA4, GA5, GA7, GA8, GA9
Representative texts and references
Cheon, S.H., Reeve, J., Lee, J., & Lee, Y. (2015). Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games. Psychology of Sport & Exercise 19, 59-69. doi: 10.1016/j.psychsport.2015.02.007
Gucciardi, D.F., & Dimmock, J.A. (2008). Coking under pressure in sensorimotor skills: Conscious processing or depleted attentional resources? Psychology of Sport & Exercise, 9, 45-59. doi: 10.1016/j.psychsport.2006.10.007
Mesagno, C., & Mullane-Grant, T. (2010). A comparison of different pre-performance routines as possible choking interventions. Journal of Applied Sport Psychology, 22(3), 343-360. doi: 10.1080/10413200.2010.491780
Morris, R.L., & Kavussanu, M. (2009). The role of approach-avoidance versus task and ego goals in enjoyment and cognitive anxiety in youth sport. International Journal of Sport & Exercise Psychology, 7(2), 185-202. doi: 10.1080/1612197X.2009.9671899
Smith, D., Wright, C., Allsopp, A., & Westhead, H. (2007). It's all in the mind: PETTLEP-based imagery and sports performance. Journal of Applied Sport Psychology, 19(1), 80-92. doi: 10.1080/10413200600944132
Vella, S. A., Oades, L. G., & Crowe, T. P. (2013). A pilot test of transformational leadership training for sports coaches: Impact on the developmental experiences of adolescent athletes. International Journal of Sports Science & Coaching, 8(3), 513-530. doi: 10.1260/1747-95126.96.36.1993