PSY8074 : Clinical Sport & Exercise Psychology
- Offered for Year: 2024/25
- Module Leader(s): Dr Tracy Donachie
- Lecturer: Dr Max Stone
- Owning School: Psychology
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This module aims to introduce students to the field of clinical sport and exercise psychology. The content of the module focuses on the use of physical activity in the prevention, management and treatment of mental health conditions, such as depression and schizophrenia, as well as the application of psychological interventions derived from psychological models or theories to address a number of mental health challenges commonly experienced by individuals in sport and exercise settings, such as eating disorders and exercise addiction. A further aim will be to develop a critical understanding of how evidence and theory can be used to inform practice to help people overcome adoption and adherence issues associated with engaging in regular physical activity. The module is devised to provide students with a thorough theoretical grounding and an insight into the practice of clinical psychology within sport and exercise settings. Issues of ethical and professional conduct in the practice of sport and exercise psychology will also be covered in relation to The British Psychology Society’s Code of Ethics and Conduct and Practice Guidelines, and the Health and Care Professions Council Standards of Conduct, Performance, and Ethics.
Outline Of Syllabus
Students will cover a broad range of topics as outlined below:
Psychology of Physical Activity Behaviour
Adoption and Adherence Issues
Interventions to Change Physical Activity Behaviour
Physical Activity and the Prevention, Management and Treatment of Mental Health Conditions including:
Depression and Anxiety Disorders
Cognitive Behavioural Therapy
Mental Health Literacy
Mental Health Challenges in Sport and Exercise Settings
Risk factors (e.g. personality)
Exercise Dependence
Muscle Dysmorphia Disorder
Eating Disorders
Substance Misuse
Doping
Depression and Suicidality
Anxiety Disorders
Ethical and Professional Conduct
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 60:00 | 60:00 | Preparation and completion of coursework |
| Scheduled Learning And Teaching Activities | Lecture | 10 | 2:00 | 20:00 | Present in person interactive lectures |
| Guided Independent Study | Directed research and reading | 10 | 3:00 | 30:00 | Preparation for lectures, quizzes, discussion boards, and other applied tasks |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 1 | 1:30 | 1:30 | Present in person |
| Guided Independent Study | Independent study | 1 | 88:30 | 88:30 | Self-directed learning and further reading |
| Total | 200:00 |
Teaching Rationale And Relationship
The teaching methods will involve weekly lectures and independent study. The weekly lectures will provide students with an understanding of the core topics and include relevant theory and empirical content to present an overview of key information. Weekly lectures will incorporate a number of active learning exercises, such as students working in small groups on practical activities (e.g., problem-based case studies), designed to encourage group discussion, problem-solving, reflection, and collaborative learning.
Use of practical activities are also designed to enable students to develop skills in interpreting data within a theoretical framework, critical thinking, creative problem solving skills and linking theory to practice through the use of case formulation. The requirement for the student to access and interpret research will encourage enquiry based learning. In addition to the timetabled contact, students are expected to invest independent study time in directed reading of set articles and journal articles, study tasks, and reading around the subject. It is expected that students will come to lectures having completed the relevant reading and study tasks.
The module will also afford students the opportunity for formative practice and feedback. Discussions will take place in lectures and during active learning exercises enabling students to gain verbal feedback from both the module leader, lecturers, as well as their peers, concerning their theoretical knowledge and understanding of core concepts and communication skills (Intended Knowledge Outcome 1, 2, & 3; Intended Skill Outcome 1, 2, & 3).
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Report | 2 | M | 100 | 3000 words grant report outlining a mental health literacy intervention |
Assessment Rationale And Relationship
Summative assessment of this module consists of a report (3000 words) that will involve students writing a grant report outlining a mental health literacy program for a sport organisation. The report is intended to ensure that the students can utilise their theoretical knowledge in an applied context to design and evaluate the outcome of a psychological intervention based upon an appropriate psychological theory/model (Intended Knowledge Outcome 1, 2, & 3; Intended Skill Outcome 1, 2 & 3).
The module will also afford students the opportunity for formative feedback. Discussions will take place in lectures and during active learning exercises enabling students to gain verbal feedback from both the module leader, lecturers, as well as their peers, concerning their theoretical knowledge and understanding of core concepts and communication skills (Intended Knowledge Outcome 1, 2, & 3; Intended Skill Outcome 1, 2, & 3).
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PSY8074's Timetable