Course coordinator
Dr Véronique Richard
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Human Movement & Nutrition Sci
Primarily concerned with how psychological factors influence performance in elite sport. This course will focus on theories, principles, and applications of sport psychology that can be utilised by coaches to enhance athletes, experiences and performance. Coaches will gain an understanding of psycho-social factors (e.g., personality, motivation, emotions, leadership) that can be applied to how they understand their athlete(s); as well as providing opportunity for self-reflection and enhanced understanding of themselves as coaches and their coaching practice.
Applied Sport Psychology for Coaches (SPCG6002)ﾠis primarily concerned with how psychological factors influence performance, especially in elite and youthﾠsport. In particular, focus is on the individual and the influence of psycho-social processes. The course will also focus on applied aspects of sport psychology and in a few cases, specific interventions to enhance performance. The course provides a solid foundation for two of the courses in the Masters program, Performance Psychology: Leadership and Culture (SPCG7023) and Case Studies in Sports Coachingﾠ(SPCG7029).
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
HMST2430, HMST3433, HMST7446, PSYC2000, PSYC3000, SPCG7008
Course contact
Course staff
Lecturer
Dr Véronique Richard
Aims and outcomes
Develop a sound understanding of psychological processes that influence the person and the quality of sport engagement.
Develop the ability to critically evaluate theoretical frameworks and concepts and constructs.
Develop the ability to ctirically evaluate empirical and anecdotal evidence.
Throughout this course students will also examine applied aspects of sport psychology.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate the ability to clearly convey ideas about psychological concepts/constructs and theories related to applied practice, especially relevant to elite performance in sport.
LO2.
Demonstrate the ability to critically reflect upon research examining psychological influences on performance in sport settings.
LO3.
Demonstrate the ability to retrieve, analyse, synthesise and critically evaluate information.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection |
Relevance of theory to practice
|
20% |
25/10/2024 1:00 pm |
| Essay/ Critique |
Elective Essay
|
40% |
8/11/2024 1:00 pm |
| Quiz |
4 Online Quizzes
|
40% Each quiz is worth 10% each |
25/10/2024 1:00 pm |
Assessment details
Relevance of theory to practice
- Online
- Mode
- Written
- Category
- Reflection
- Weight
- 20%
- Due date
25/10/2024 1:00 pm
- Learning outcomes
- L01, L02
Task description
Students are required to enter their reflections on BB for each of the questions posed during the seminars.
Artifical Intelligence (AI):
This task has been designed to be challenging, authentic and complex. Whilst students may use AI 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 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 tools.
Submission guidelines
Submit through Blackboard
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.
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.
Elective Essay
- Online
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
8/11/2024 1:00 pm
- Learning outcomes
- L01, L02, L03
Task description
Choice between 4 module topics for the basis of the essay.
Artifical Intelligence (AI):
This task has been designed to be challenging, authentic and complex. Whilst students may use AI 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 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 tools.
Submission guidelines
Submit through Balckboard
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.
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.
4 Online Quizzes
- Online
- Mode
- Written
- Category
- Quiz
- Weight
- 40% Each quiz is worth 10% each
- Due date
25/10/2024 1:00 pm
- Learning outcomes
- L01
Task description
Students are required to complete 4 quizzes corresponding to the 4 seminar topics. The purpose of each quiz is to ensure an adequate recall and understanding of core material from the seminars, selected readings, and associated discussions on Blackboard. Each quiz is worth 10%.
Artificial Intelligence (AI): This assessment task evaluates students' abilities, skills and knowledge WITHOUT the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit through Blackboard
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.
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
Referencing
The format for writing and referencing in this course is the American Psychological Association (APA) format. This format is published in theﾠPublication Manual of the APA (7thﾠedition).ﾠﾠA useful website for using the APA format can be found through the University of Queensland Library website, Cybrary, which includes a quick guide to using APA style.ﾠ This guide can be found atﾠhttp://www.library.uq.edu.au/useit/index.html
ﾠ
How much study is required?
This course is a 2 unit course and has been designed for the average student to spend approximately 10-12 hours per week reading, reflecting, and communicating (i.e., written, verbal) about the course, its contents as per the online tutorials and assessment activities.
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 |
|---|---|---|
Multiple weeks From Week 1 To Week 3 |
Tutorial |
Understanding the person-in-context This tutorial examines a deeper understanding of the person behind the coach and athlete. McAdams' three-layered understanding of the person from the framework - social actor (traits), motivated agent (goals, strivings, coping), and biographical author (identities, meaning). This theoretical framework has been used to examine some of the world's most successful coaches as well as elite athletes. Importantly, this framework enables us to examine in depth an understanding of the person in context. Some aspects of personality relevant to (elite) sport are also explored (e.g., perfectionism). Learning outcomes: L01, L02, L03 |
Multiple weeks From Week 4 To Week 6 |
Tutorial |
Why we do what we do: Motivation Motivation is one of the most examined constructs in sport and psychology in general. Motivation is considered important because it drives behaviour; however, understanding motivation is understandably complex. In this tutorial, we introduce coaches to several theories and frameworks for understanding motivation. Specifically, we will introduce you to Achievement Goal theory (AGT); attribution theory; and self-determination theory (SDT) and some of the mini-theories that underpin SDT (e.g., basic needs theory, cognitive evaluation theory, and organismic integration theory). Importantly, we will provide an overview of these theories and how they can help us to understand why people do what they do. There will be an emphasis on applying this knowledge and understanding into your coaching context so that you can create a motivational climate that fosters growth and development. Most articles will provide examples of how these theories, especially SDT, have been used in practice to enhance performance and positive sporting experiences via adaptive motivational climates. Learning outcomes: L01, L02, L03 |
Multiple weeks From Week 7 To Week 9 |
Tutorial |
Emotions in Sport Sport is emotional. It is emotional for all actors, including the players, coaches, parents, and spectators. Understanding emotions is important because they influence how we behave in specific performance situations and contexts. This module will provide a deeper understanding of emotions, how they are formed; why it is necessary to understand emotions; and how they might impact behaviours in adaptive and sometimes maladaptive ways. In this tutorial, we explore (i) what is an emotion; (ii) how emotions emerge; (iii) emotions in performance contexts such as sport; (v)ideal performance states; (vi) to control or not to control emotions; (vii) Working with emotions in sport - Cognitive-behavioural therapy (CBT); Working with emotions in sport - Acceptance and Commitment Therapy (e.g., Mindful breathing techniques). Opportunities to explore techniques to enhance confidence and concentration are provided (e.g., imagery). Learning outcomes: L01, L02, L03 |
Multiple weeks From Week 10 To Week 12 |
Tutorial |
Coach as Leader The notion of Coach as Leader has become more topical in recent times. Considering the coach as a leader is important because it suggests particular tasks, responsibilities, and personal qualities. It also makes us think of how we might lead in specific situations and contexts. Furthermore, why should anyone be led by me underscores the importance of followers in understanding leadership? Why would they follow? Broadly, we will examine: What is leadership? Are leadership and management the same thing? What does quality leadership look like? How might we understand the complexity of leadership (in sport)? In this seminar, we will introduce some broad (vertical and social identity) approaches to leadership. We will also examine shared athlete leadership in action. We will also provide opportunities for you to consider how you lead and perhaps might lead. This will also enable you to reflect on your self-regulatory skills (e.g., self-awareness) and overall emotional intelligence. Learning outcomes: L01, L02, L03 |
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 - 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: