Course coordinator
Dr Véronique Richard
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Human Movement & Nutrition Sci
Introduction to the impact of psychological variables on participation and performance in sport and exercise and the influence of participation in sport and exercise on the psychological characteristics of the individual.
Psychology is the scientific study of people and how they behave, think, and feel. PSYC2000 provides an introduction to key topics in the fields of sport and exercise psychology and examinesﾠtheories and concepts, as well as the systematic application of thisﾠknowledge toﾠpractice. There are two primary areas of focus in this course. First,ﾠpsychological variables that influence performance and participation in sport and exercise are examined. Second, the impact that participation in sport and exercise has on psychological variables of participants are examined and discussed. PSYC2000 builds upon foundational knowledge taught in SPCG1000 and also inﾠPSYC1020ﾠand PSYC1030. In this course, there will be an emphasis on higher order thinkingﾠskills.ﾠ
Course requirements
Assumed background
It is assumed that students have studied an introductory course in psychology or equivalent (e.g. SPCG1000 or PSYC1020/PSYC1030).
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
PY101 or 102 or 120 or 130 or PSYC1020 or 1030
Incompatible
You can't enrol in this course if you've already completed the following:
HM243 or 244 or HMST2430
Course contact
Course staff
Lecturer
Dr Véronique Richard
Dr Jordan Lefebvre
Facilitator
Mr Kyran Tannion
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Seminars: The purpose of the seminars is to enhance student learning and provide guidance for the assessment tasks, as well as to consolidate understanding of course content through application. Students are encouraged to attend all seminars over the semester to facilitate completion of assessments.
Aims and outcomes
Most people equate this type of course with the applied field of sport psychology. In doing so, people tend to assume that we are only concerned with the means to "psych up" sportsmen and sportswomen in the pursuit of sporting excellence. While that is indeed a part of sport psychology, this course is concerned with many other phenomena of equal importance to that of sporting performance. The course aims to introduce students to psychological factors that affect not only sporting performance, but also participation in physical activity (e.g., personality, anxiety, emotions, attention/concentration, and team/group processes). The course also considers aspects of sport and exercise that can affect psychological factors (e.g., competition, leadership).ﾠ
The lecture material is complemented by selected (required) readings to support learning. Additional (recommended) readings are available for each lecture to reinforce learningﾠand extend knowledge and understanding.
The lecture material isﾠreinforced by the tutors inﾠthe tutorial program. The tutorial program seeks to clarify and elaborate what is delivered in the lectures and apply that knowledge toﾠthe real world. Furthermore, the tutorial program is designed to provide assistance with the critique of literature and personal narrative essay.
ﾠ ﾠLearning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate knowledge and understanding of how psychological variables influence participation and performance in sport and exercise settings.
LO2.
Demonstrate knowledge and understanding of how participation in sport and exercise influences the psychological characteristics of the individual player/participant.
LO3.
Demonstrate applied knowledge about sport and exercise psychology as a practitioner (e.g., scientist, coach, HPE teacher, fitness instructor, athlete and/or exerciser).
LO4.
Retrieve and critically review information relevant to topics of research in sport and exercise psychology.
LO5.
Experience a general introduction to the research process in sport and exercise psychology through learning how to critique the literature.
LO6.
Work effectively within a team in order to develop communication and process management skills, and facilitate peer-assisted, collaborative learning.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
Online Quizzes
|
40% (4 x quizzes each worth 10%) |
13/08/2025 - 20/08/2025 27/08/2025 - 3/09/2025 10/09/2025 - 17/09/2025 22/10/2025 - 29/10/2025 |
| Paper/ Report/ Annotation |
Design and Delivery of a Psychologically Infused Movement Activity (Teamwork)
|
30% (Plan: 15%, Delivery: 15%) |
Plan due 22/09/2025 5:00 pm Plan activity delivered during timetabled seminar on 24/09/2025 |
| Creative Production/ Exhibition, Project, Reflection |
Creative Mind Map – Designing a Psychologically-Informed Movement Practice
|
30% |
31/10/2025 1:00 pm |
Assessment details
Online Quizzes
- Online
- Mode
- Activity/ Performance
- Category
- Quiz
- Weight
- 40% (4 x quizzes each worth 10%)
- Due date
13/08/2025 - 20/08/2025
27/08/2025 - 3/09/2025
10/09/2025 - 17/09/2025
22/10/2025 - 29/10/2025
- Learning outcomes
- L01, L02, L03
Task description
There will be 4 online quizzes commencing from Week 3 lecture.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
To be completed as an online quiz via the course Blackboard site
Deferral or extension
You may be able to apply for an extension.
Discretionary extensions are not available for this task.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Where an online quiz that is available to students for a period of more than 24 hours, and you are unable to complete the quiz during the period the quiz is available, you may apply for an extension of the online quiz. All supporting documentation or information for an extension to the online quiz should cover the entire period the quiz is open.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Design and Delivery of a Psychologically Infused Movement Activity (Teamwork)
- Team or group-based
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30% (Plan: 15%, Delivery: 15%)
- Due date
Plan due 22/09/2025 5:00 pm
Plan activity delivered during timetabled seminar on 24/09/2025
- Learning outcomes
- L01, L02, L03, L04, L06
Task description
Objectives:
- Apply psychological theories in a real-world movement context.
- Co-design and deliver an inclusive, engaging, and psychologically informed movement session.
- Justify the design choices using person–task–environment analysis.
- Demonstrate collaboration, planning, and reflective capacity as a group.
Description:
Working in small groups, students will design and deliver a movement-based activity that meaningfully incorporates psychological principles introduced from Weeks 1 to 8. The goal is to translate theoretical concepts into embodied practice by crafting a movement experience that reflects thoughtful integration of person, task, and environmental considerations.
This activity should demonstrate your understanding of how movement can be used as a medium to enhance or explore psychological states (e.g., motivation, focus, emotion regulation, self-awareness, social connection) and vice versa — how psychological principles can shape movement design and delivery.
The movement activity should:
- Person: Acknowledge individual differences (e.g., motivation, attention, confidence, emotional awareness).
- Task: Include meaningful affordances and structure (e.g., challenge, flow, learning).
- Environment: Consider space, safety, inclusiveness, and emotional tone.
After delivering the activity, your group will lead a short oral debrief covering:
- What psychological principles you embedded in your design.
- How the activity was intended to affect participants’ psychological experience.
- Reflections on what worked, what didn’t, and why.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
Plan:
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Delivery:
This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Plan: your plan must be submitted via the relevant Turnitin submission portal on the course Blackboard site by only one of your group members. Please ensure all group members are identified on the first page.
Delivery: your group will deliver their plan activity in the timetabled seminar.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 2 days. Extensions are given in multiples of 24 hours.
Extensions for group work assessment may be available and will require a single request submitted with agreement from at least 50% of the members of the group, and recognition of potential impacts on the other group members. Download and complete the form below, and attach this form to your extension request: Extension of Group Assessment - Group Member Acknowledgement (PDF, 144.9 KB)
Student Access Plans for an individual student do not guarantee an extension for the assessment item. Extension Verification Letters cannot be used for group-based assessments and activities.
Dysfunctional group dynamics, poor performance by individual group members, or illness or other issues of a group member are generally not considered sufficient grounds for an extension on submission of a group assessment item. These issues should be actively managed by the group and the Course Coordinator as appropriate, during semester.
Plan: Extensions for the plan component may be granted up until the scheduled start time of the timetabled workshop, during which the plan activities are to be delivered. After this point, no further extensions will be considered for the plan submission.
Delivery: Groups are expected to deliver their plan activity during the timetabled seminar, regardless of whether any individual group member has been granted an extension. If an individual student is approved for an extension on the delivery component, they will be required to complete an alternative assessment task in order to receive a mark for this component.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Creative Mind Map – Designing a Psychologically-Informed Movement Practice
- Online
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Creative Production/ Exhibition, Project, Reflection
- Weight
- 30%
- Due date
31/10/2025 1:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Objectives:
- Demonstrate synthesis of psychological principles across the course.
- Apply integrated knowledge and scientific evidence to real-world movement design.
- Communicate ideas through a visually expressive, structured format.
- Reflect on the mind–movement relationship from a person–task–environment perspective.
Description:
For this summative assessment, each student will choose a real or imagined case involving a person or group within a movement context. This could be an athlete, a student in PE, an artist in recovery, a community walking group, etc.
They will then:
- Briefly describe the case (max 200 words).
- Design a movement practice or program to support this case.
- Create a mind map that shows how they integrated one key learning from each of the 12 course topics to inform their movement design. Students must also integrate 3 references from the scientific literature to support their program and map.
- The mind map should creatively illustrate how psychological and ecological principles from the course work together to shape a meaningful and context-sensitive movement experience.
Guidance for Mind Map Content:
Centre node: The chosen case (characteristics of the person and the situation).
12 branches: Each representing one week of the course, showing:
- A key insight from that week applicable to the case
- How it influenced the movement design.
- How it connects to the person–task–environment model in the chosen case.
- Additional optional branches may show: visual metaphors, practitioner reflection, aesthetic choices, challenges faced in design.
Students may use digital tools (e.g., Canva, Miro, MindMeister) or hand-drawn formats. Creativity, clarity, and personal voice are encouraged.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
To be submitted via the relevant Turnitin submission portal on the course Blackboard site.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most or all of the basic requirements of the course |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy some of the basic requirements of the course. Clear deficiencies in performance, but evidence that some basic requirements have been met |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy all basic requirement for pass but is close to satisfactory overall and has compensating strengths in some aspects |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic learning requirements for the course, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in the course |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts and skills of the course, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtler aspects of the course, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting, surprising, exciting, challenging or erudite |
Additional course grading information
A final percentage mark will be rounded to the nearest whole number (e.g. 64.50 and above will be rounded to 65 and 64.49 and below will be rounded down to 64.)
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
There is no set text for this course but there are a number of readings. These readings will be examined in the weekly quizzes in addition to the lecture content.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (28 Jul - 03 Aug) |
Seminar |
Introduction to Psychology of Sport, Physical Activity, and Health Theme: Why and how we move: a psychological and ecological introduction. Psychological Lens: Systems thinking, ecological psychology, embodiment. Course Framework:
Mind ↔ Movement: Sets the foundation for viewing psychological and movement processes as deeply interconnected. Learning outcomes: L01, L02, L03, L04 |
Week 2 (04 Aug - 10 Aug) |
Seminar |
Genetics, Traits and Potential Theme: Individual differences and constraints on movement behaviours. Psychological Lens: Personality, nature/nurture, behavioural genetics. Course framework:
Mind ↔ Movement: Perceptions of ability shape motivation and engagement in physical activity. Learning outcomes: L01, L02, L03, L04, L05 |
Week 3 (11 Aug - 17 Aug) |
Seminar |
Motivation and Goal-Directed Action** Theme: Why we move, and what keeps us moving. Psychological Lens: Revision of Self-Determination Theories (SDT): Basic psychological needs and the self-determination continuum (Deci & Ryan, 2000). Course Framework:
Mind ↔ Movement: Motivation emerges from embodied engagement with personally meaningful pursuits. **Due to the EKKA Public Holiday this workshop will be recorded and available on Blackboard. Learning outcomes: L01, L02, L03, L04, L05 |
Week 4 (18 Aug - 24 Aug) |
Seminar |
Executive Function, Attention, and Focus Theme: The impact of movement practices on executive function, attention, and focus Psychological Lens: Working memory, attention control (sustained, flexible, and divided attention) and mindfulness. Course Framework:
Mind ↔ Movement: Movement channels and shapes attention; focus influences skill execution. Learning outcomes: L01, L02, L03, L04, L05 |
Week 5 (25 Aug - 31 Aug) |
Seminar |
Perception, Decision-Making, and movement automaticity Theme: How perception-action coupling impact movement execution and performance Psychological Lens: Affordances, Perception–action coupling, automaticity, and flow state. Course Framework:
Mind ↔ Movement: Movement shapes perceptual sensitivity and vice versa. Learning outcomes: L01, L02, L03, L04, L05 |
Week 6 (01 Sep - 07 Sep) |
Seminar |
Emotion in Motion Theme: Experiencing and regulating emotion through movement practices. Psychological Lens: Social emotional learning, socio-cultural norms and expectations. Course Framework:
Mind ↔ Movement: Emotions are enacted through the body and shaped by movement context. Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 (08 Sep - 14 Sep) |
Seminar |
Emotion, Stress and Regulation in Performance Theme: Performing under pressure - Emotion as constraint and feedback. Psychological Lens: Cognitive-motivation-relational (CMR) theory, Emotion regulation, arousal theories, adaptation. Course Framework:
Mind ↔ Movement: Emotions are enacted through the body and shaped by movement context. Learning outcomes: L01, L02, L03, L04, L05 |
Week 8 (15 Sep - 21 Sep) |
Seminar |
Mental Health, Wellbeing, and Movement Practices Theme: Movement as a support (or risk) to psychological health. Psychological Lens: Conceptualisation of wellbeing, mental health continuum, therapeutic movement. Course Framework:
Mind ↔ Movement: Movement supports regulation but can also deplete — context is key. Learning outcomes: L01, L02, L03, L04, L05 |
Week 9 (22 Sep - 28 Sep) |
Seminar |
Evaluation Learning outcomes: L01, L02, L03, L04, L05 |
Week 10 (06 Oct - 12 Oct) |
Seminar |
Interpersonal Skills: Leadership and Communication Theme: Leading, listening, and collaborating within movement context. Psychological Lens: Leadership theories, social cognition, interpersonal communication. Course Framework:
Mind ↔ Movement: Communication and leadership are enacted through the body; movement reflects and shapes relational dynamics. Learning outcomes: L01, L02, L03, L04, L05 |
Week 11 (13 Oct - 19 Oct) |
Seminar |
Groups, Teams, and Collective Behaviour Theme: Moving together - synergy and breakdown. Psychological Lens: Group dynamics & cohesion Course framework:
Mind ↔ Movement: Team dynamics are physically enacted and emotionally felt. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 12 (20 Oct - 26 Oct) |
Seminar |
Creative Movement and Creative Practices Theme: Exploring new possibilities through movement and psychological flexibility. Psychological Lens: Creativity theory, embodied cognition, ecological dynamics. Course framework:
Mind ↔ Movement: Creativity is a whole-body process; psychological flexibility and movement adaptability co-emerge through exploration and engagement. Learning outcomes: L01, L02, L03, L04, L05 |
Additional learning activity information
Seminars: The purpose of the seminars is to enhance student learning and provide guidance for the assessment tasks, as well as to consolidate understanding of course content through application. Students are encouraged to attend all seminars over the semester to facilitate completion of assessments.
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: