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
Expansion on theoretical and practical knowledge of basic sport and exercise psychology. Emphasis on theoretical basis of applied sport and exercise psychology and the development of practical skills that can be employed as teachers, coaches, fitness professionals and exercise scientists.
This course adopts a solution-focused and case-based learning approach to applied sport and exercise psychology. Each week, students will engage with real-world performance psychology cases designed to mirror the challenges and opportunities practitioners encounter in elite sport, performance arts, and high-pressure domains. Grounded in the Creative Problem-Solving (CPS) framework, students will work in small groups to address weekly cases by progressing through key phases of the model: problem definition, information gathering, idea generation, evaluation, implementation, and adaptation. Each phase is punctuated by short, targeted lectures to develop relevant theoretical and applied knowledge. Students will also critically engage with competing evidence, developing the skills to build strong, evidence-informed arguments to support their proposed interventions. This integrated format fosters teamwork, critical thinking, and practitioner confidence.
The course will also be divided in two sections:
Section 1: Problem solving (weeks 2-8)
Because performers, teams, and organisations often use performance psychology principles and approaches when they are facing a “problem,” it is important to develop strong problem-solving capabilities. The first six weeks of this course will be devoted to issues that are commonly addressed within the performance psychology discipline.
Section 2: Optimisation (weeks 9-13)
Beyond solving problems, performers, teams, and organisations are often proactive in seeking support - well before problems arise. The second section of this course will focus on performance psychology strategies to optimise performance.
Course requirements
Assumed background
HMST2430 or PSYC2000 or #8 PSYC courses
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
HMST2430 or PSYC2000 or #8 PSYC courses
Incompatible
You can't enrol in this course if you've already completed the following:
HMSR3433 or HMST6433 or PSYC6000
Course contact
Course staff
Lecturer
Dr Véronique Richard
Dr Jordan Lefebvre
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course will expand upon the theoretical and practical knowledge base of PSYC2000. Classical and contemporary topics within sport and exercise psychology will be studied, with a particular focus on successfully navigating the field of elite sport and performance as an applied practitioner.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
further understand the influence that participation in sport or exercise have upon individuals' psychological development.
LO2.
further understand the role that social psychological variables play in participation and performance in sport and exercise.
LO3.
understand the theoretical basis of applied sport psychology
LO4.
develop practical skills and applied psychological techniques that you can employ as teachers, coaches, fitness professionals, or athletes.
LO5.
understand the basic interventions commonly used by sport psychologists
LO6.
understand the role that culture can play within sport psychology.
LO7.
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%) |
14/08/2025 - 21/08/2025 4/09/2025 - 11/09/2025 25/09/2025 - 9/10/2025 16/10/2025 - 23/10/2025 |
| Presentation |
Group Oral Presentation
|
30% (Problem solving plan: 15%, Presentation: 15%) |
Plan due 16/09/2025 5:00 pm Presentations completed during timetabled seminar on 18/09/2025 |
| Presentation |
Structured Team Debate
|
30% |
30/10/2025
During timetabled activity. |
Assessment details
Online Quizzes
- Online
- Mode
- Written
- Category
- Quiz
- Weight
- 40% (4 x quizzes each worth 10%)
- Due date
14/08/2025 - 21/08/2025
4/09/2025 - 11/09/2025
25/09/2025 - 9/10/2025
16/10/2025 - 23/10/2025
- Learning outcomes
- L01, L02, L03, L05
Task description
To support knowledge acquisition and reinforce key theoretical concepts, students will complete four short quizzes spaced throughout the semester. Each quiz will assess understanding of core content covered in preceding classes, including foundational theories, applied models, and evidence-based strategies relevant to performance psychology. These quizzes are designed to help students consolidate their learning, identify areas for improvement, and remain engaged with the evolving content of the course.
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.
Group Oral Presentation
- Team or group-based
- In-person
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 30% (Problem solving plan: 15%, Presentation: 15%)
- Due date
Plan due 16/09/2025 5:00 pm
Presentations completed during timetabled seminar on 18/09/2025
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
Format: Group oral presentation (10 minutes + 2 minutes Q&A)
Description:
This assessment invites students to apply the Creative Problem-Solving (CPS) framework to a real-world issue encountered in a performance environment (e.g., elite sport, performing arts, military, or other high-performance domains). Working in small teams, students will analyse a performance-related challenge and develop an evidence-informed intervention strategy.
Purpose:
This task is designed to develop students’ collaborative, critical thinking, and applied problem-solving skills. It simulates the process that practitioners often follow when supporting performers, fostering the ability to move from theoretical understanding to practical application.
Assessment Requirements:
Each group will deliver a 10-minute oral presentation (followed by 2 minutes of questions) that includes the following components:
- Problem Definition:
- Clearly articulate the nature and context of the performance issue being addressed.
- Evidence Gathering:
- Present relevant theoretical and empirical evidence to support the understanding of the problem and inform the intervention design.
- Idea Generation and Evaluation:
- Summarise the range of potential solutions generated through the CPS process and explain the rationale for selecting the final intervention.
- Proposed Intervention:
- Describe the chosen solution in detail, explaining how it addresses the problem and aligns with performance psychology principles.
- Implementation Considerations:
- Identify potential challenges in implementing the solution and propose strategies for adaptation and evaluation in real-world contexts.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
Problem solving 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
Problem solving 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.
Presentation: your group will present 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.
Problem solving 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.
Presentation: Groups are expected to present 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 presentation component, they will be required to complete an alternative assessment task in order to receive a mark for this component.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
Structured Team Debate
- Team or group-based
- In-person
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 30%
- Due date
30/10/2025
During timetabled activity.
- Learning outcomes
- L01, L02, L03, L04, L06, L07
Task description
Format: Team Debate (3 students/team)
Duration: 15 minutes per team (6 minutes argumentation, 5 minutes rebuttal, 1-minute closing x 2 teams + transitions)
Description:
For the final assessment, students will participate in a structured debate that simulates the high-stakes communication demands of applied sport and exercise psychology. Working in teams of three, students will be randomly assigned a contemporary or contentious topic relevant to sport, exercise, or performance psychology (e.g., “Mental toughness is an outdated concept” or “Technology is undermining athlete autonomy”). Teams will also be randomly assigned to argue either the supporting or opposing position.
Purpose:
This task is designed to develop students’ critical thinking, argumentation, and communication skills—core competencies for future coaches, psychologists, and applied sport professionals. It encourages in-depth engagement with the literature, effective teamwork, and confident, persuasive presentation.
Debate Structure:
- Opening Arguments (6 minutes per team):
- Each team member will deliver a 2-minute spoken argument, integrating theory, empirical evidence, and real-world examples. Each student must verbally cite at least one academic source in their segment.
- Rebuttal (5 minutes total):
- Teams will respond to the opposing argument, identifying weaknesses, gaps, or alternative perspectives. All team members are expected to contribute to this section, which may be organised informally or as a roundtable.
- Closing Statement (1 minute per team):
- One team member will summarise the key points and offer a final persuasive conclusion.
- Audience Vote:
- After both sides have presented, the class will vote on the most convincing argument. The result will not influence grading but will add a dynamic, competitive element to the experience.
Submission Requirements:
Each team must submit a one-page reference list (APA format) with their key sources by the start of the debate session.
Recording of Assessment:
When a student is required to complete an oral or practical assessment item worth 20% or more, the performance will be recorded and retained as per Appendix 1 as the official recording of the item for re-mark purposes.
Recordings will be stored in a secure manner and will only be accessed for the purposes of:
i. moderation of marking
ii. provision of feedback to the student(s) recorded; and/or
iii. re-marking following a successful re-mark application.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
Planning of debate:
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.
Debate:
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
Each team must submit a one-page reference list (APA format) with their key sources via the relevant Turnitin submission portal on the course Blackboard site.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 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.
Groups are expected to still participate and undertake the debate 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, they will be required to complete an alternative assessment task in order to receive a mark for this assessment item.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
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.
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) |
Workshop |
Week 1: Introduction + Performance Theories and Frameworks Because this course focuses on performance, it is important to start by defining what performance is and how performance psychology relates to it. This session will explore the difference between a clutch performer and a choke artist, introduce the concept of flow state, and present the Individual Zone of Optimal Functioning (IZOF) model. The Gold Medal Profile will also be introduced as a foundational framework for this course. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 2 (04 Aug - 10 Aug) |
Workshop |
Week 2: Lack of motivation After many years of repeating the same routines to master their craft, performers may experience a lack of motivation. While solutions are often “person-oriented”, this class will examine person–environment interactions that can impact motivation in order to identify more holistic solutions to this problem. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 3 (11 Aug - 17 Aug) |
Workshop |
Week 3: Performance Anxiety As a performer improves, they are increasingly exposed to high-stakes situations (e.g., international competitions, Olympics and Paralympics team selection), which can provoke anxiety that may impair performance. This class will explore various methods for managing anxiety, ranging from cognitive behavioural strategies to mindfulness-based approaches.
Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 4 (18 Aug - 24 Aug) |
Workshop |
Week 4: Choking, Lost Move Syndrome, and Yips Even when performers have mastered their craft in training, some struggle to perform at the same level in competition. This phenomenon, often referred to as “choking,” has been widely studied, and several strategies have been tested to mitigate it. This class will examine these strategies to help performers deliver their best when it matters most. While less common than choking, some athletes may completely lose the ability to perform a movement they once executed with ease. This issue — known as Lost Move Syndrome or the yips — has also been studied and will be discussed in this class. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 5 (25 Aug - 31 Aug) |
Workshop |
Week 5: Coping with adversity (e.g., de-selection, injuries) High performance sport inevitably comes with significant challenges. Athletes must therefore develop the capacity to cope with adversity. Drawing on resilience frameworks, this class will use two cases, de-selection and injury, to explore how mental skills can be used to support performers through difficult times. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 6 (01 Sep - 07 Sep) |
Workshop |
Week 6: Mental health Mental health and wellbeing are increasingly recognised and discussed in today’s society, and high-performance sport is no exception. This class will examine the prevalence of mental health challenges in elite sport, prevention mechanisms currently in place, and the role of sport psychology in promoting wellbeing. Conceptual frameworks will be presented to clarify the differences and connections between mental illness, mental health, and mental performance. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 7 (08 Sep - 14 Sep) |
Workshop |
Week 7: Team dysfunction In team sports, problems are often not located within individuals but rather between them. Building on the Optimal Team Functioning model, this class will analyse a case of team dysfunction to better understand the psychological and interpersonal processes required to enhance team dynamics and cohesion. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 8 (15 Sep - 21 Sep) |
Workshop |
Week 8: Group oral presentation See assessment for details Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 9 (22 Sep - 28 Sep) |
Workshop |
Week 9: Pre-Performance Routine To enhance consistency, enter optimal psychological states, and manage distractions, performers can benefit from developing a Pre-Performance Routine (PPR). This class will examine models of PPRs to help practitioners support athletes in designing and implementing effective routines. The distinction between routines and superstitions will also be discussed. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 10 (06 Oct - 12 Oct) |
Workshop |
Week 10: Using Emotions Effectively Sport and high-performance contexts are inherently emotional. A common question posed by performers is how to use emotions effectively to support performance. This class will explore how to help performers develop awareness of their emotional states across different situations, and how to regulate or harness those emotions to optimise performance. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 11 (13 Oct - 19 Oct) |
Workshop |
Week 11: Perceptual Cognitive Training In recent years, many teams have sought support from performance psychology specialists to enhance decision-making. This class will explore various perceptual–cognitive training approaches that have been tested, many of which are integrated with emerging technologies (e.g., eye-tracking, virtual reality). Students will critically examine these technologies and assess their practical benefits. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 12 (20 Oct - 26 Oct) |
Workshop |
Week 12: Creativity At the highest level of performance, doing what everyone else does may no longer provide a competitive edge. Fostering creativity throughout athlete development may therefore offer a valuable solution. As an emerging area in sport psychology, this class will discuss creative interventions and strategies for enhancing creativity in both performers and practitioners. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 13 (27 Oct - 02 Nov) |
Workshop |
Week 13: Structured Team Debate See assessment for details. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
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: