Sport and Exercise Psychology (10012.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | ||
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Health |
| Discipline | Study level | HECS Bands |
| Discipline Of Sport And Exercise Science | Level 1 - Undergraduate Introductory Unit | Band 1 2021 (Pg Clinical Psychology) Band 2 2021 (Prof Pathway Psychology-After 1 Jan 2021) Band 2 2021 (Prof Pathway Psychology-Before 1 Jan 2021) Band 2 2021 (Standard Course Commenced Before 1 Jan 2021) Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905) Band 4 2021 (Standard Course Commenced After 1 Jan 2021) |
Learning outcomes
Upon successful completion of this unit, students will be able to:1. Explain and analyse of the role of sport and exercise psychology in society;
2. Explain and analyse the basic principles, theories and methodologies of sport and exercise psychology;
3. Describe how sport psychology can enhance performance;
4. Identify techniques for modifying exercise behaviour in individuals and populations to promote health and wellbeing; and
5. Apply psychological skills and relevant theories to both enhance athlete performance and motivate sedentary individuals to become physically active.
Graduate attributes
1. UC graduates are professional - communicate effectively2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
Skills development
This unit will provide a critical understanding of sport and exercise psychology. Unit material will include performance enhancement, sport and exercise environments, psychological growth and development through sport and exercise. Furthermore, personality and sport, motivation, arousal and anxiety, competition and cooperation, and psychological skills training are among the topics included. Students will become familiar with addictive and unhealthy exercise behaviours, and how exercise can benefit mental health and psychological wellbeing.
Prerequisites
None.Corequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
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Required texts
Van Raalte, J. L., & Brewer, B. W. (2014). Exploring sport and exercise psychology (3rd. Ed.). Washington, DC: American Psychological Association.
Recommended readings
Keegan, R.J. (2016). Being a Sport Psychologist. London: Palgrave MacMillan. ISBN:978113700898
Hassmen, P., Keegan, R.J., & Piggott, D.J.S. (2017). Rethinking Sport and Exercise Psychology: Past, Present and Future. London: Palgrave MacMillan. ISBN:9781137483386
APA. (2010). Publication manual of the American Psychological Association (6th ed). Washington, DC: American Psychological Association.
Burton, L. (2010). An interactive approach to writing essays and research reports in psychology (3rd ed.). Brisbane, Australia: John Wiley & Sons.
Submission of assessment items
Extensions & Late submissions
All coursework materials, including the portfolio tasks, should use APA formatting and referencing.
Full referencing is not required in the exam, but you are advised to support key points with modest 'in text' citations wherever you can.
Late Submissions Policy
When a student does not submit an assessment task on or before the due date and time, their mark will be reduced by five percentage points per day from the total mark available (e.g. if an assessment was submitted three days late a mark of 70% would be reduced to 55%, or put another way, if a student was awarded 21 out of 30 and submitted three days late their mark would be reduced to 16.5 out of 30), up to a maximum of seven days at which time the assignment will no longer be accepted, unless there are approved extenuating circumstances
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
Note that the recommended readings, portfolio tasks, lectures and tutorials are specifically designed to occupy a substantial proportion of the planned 10-12 hours per week that would total 150 hours of work. Completing these tasks in a timely and organised manner is strongly recommended, and leaving all assessment activity until it is due is strongly discouraged.
Participation requirements
Access to the online materials and a stable internet connection will be vital for the successful completion of this unit
Required IT skills
Canvas, YouTube, Word, Excel, Email etc.
In-unit costs
There is a required reading textbook but it is available in the library and many key readings will be provided within the Canvas site. Hence it is not strictly necessary to purchase the books unless you wish to posess your own copies.
Work placement, internships or practicums
You will be proposing an applied intervention for an example client from either sport or exercise. This is an appropriate level of work-integrated learning for a Level 1 unit.
