International study at the University of Brighton

Sport and Exercise Psychology

Level: 5
Credit rating: 10
Module type: Taught
Semester offered: 2
Pre-requisites: None
Aims:

The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 5 study.

  1. To develop students' understanding of a range of psychological theories, research and applied guidelines relevant to sport & exercise contexts.
  2. To develop students' understanding of the scientific process involved in psychological research.
Learning outcomes

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 5 study, by the end of the module students should be able to:

  1. Collect, analyse and report quantitative and qualitative data related to the determinants, consequences and mechanism of exercise behaviour and group dynamics
  2. Develop and justify research questions and discuss research findings using relevant theoretical, empirical and applied literature from exercise psychology and group dynamics.
Content:
  • Exercise motivation and adherence
  • Psychological effects of exercise
  • Exercise and Personality
  • Theoretical models of exercise behaviour
  • Team Dynamics
  • Cohesion
  • Leadership
  • Psychological Research
Learning and teaching strategies:

Contact time:

  • Lectures
  • Seminars
  • Individual/group tutorials

Non-contact time:

  • Directed study
  • Coursework preparation
Learning support:

Books:

Biddle, S.J.H. & Mutrie, N. (1991).  Psychology of physical activity and exercise:  A health-related perspective.  London:  Springer-Verlag. (pp. 131 – 148).

Roberts, G.C., Spink, K.S. & Pemberton, C.L. (1999).  Learning experiences in sport psychology (2nd ed.).  Champaign, IL:  Human Kinetics.

Weinberg, R.S. & Gould, D. (2007).  Foundations of sport and exercise psychology (4th ed.). Champaign, IL:  Human Kinetics.

Willis, J.D. & Campbell, L.F. (1992).  Exercise psychology.  Champaign, IL:  Human Kinetics.

Journal articles:

Biddle, S.J.H. & Nigg, C.R. (2000). Theories of Exercise Behaviour. International Journal of Sport Psychology, 31, 2, 290-304.

Buckworth, J. (2000). Exercise determinants and interventions. Journal of Sport Psychology, 31, 305-330.

Crust, L. and Lawrence, I. (2006).  A review of leadership in sport: Implications for football management.  Athletic Insight: The Online Journal of Sport Psychology, 8(4). (www.athleticinsight.com) (Access date 25 July 2011).

Hagger, M., Chatzisarantis, N., & Biddle, S.J.H. (2002). A meta-analytic review of the theories of Reasoned Action and Planned Behaviour in physical activity. Journal of Sport and Exercise Psychology, 24, 1, 3-32.

Hoigaard, R. and Ingvaldsen, R.P. (2006). Social loafing in interactive groups:  The effects of identifiability on effort and individual performance. Athletic Insight: The Online Journal of Sport Psychology, 8(2). (www.athleticinsight.com) (Access date 25 July 2011).

Smith, J.C., & J.B. Crabbe. (2000). Emotion and exercise. International Journal of Sport Psychology, 31, 2, 156-174.

Electronic sources:

Association for Applied Sport Psychology.  Available:www.appliedsportpsych.org/ The home page of the Association for Applied Sport Psychology.  This site contains information and useful links to other sport and exercise psychology resources. (Access date 25 July 2011).

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Chelsea School of Sport