SAES4003: Sports and Exercise Psychology: Powerhouse Principles

• Terms Taught: Lent/Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module aims to:

1. Provide students with core knowledge of psychological principles, approaches, and theories related to sport and exercise contexts, through an intellectually stimulating and diverse curriculum with interactive opportunities to develop scientific knowledge and conceptual understanding.2. Provide students with authentic, inclusive, and engaging learning activities which aim to enhance students' confidence as critical learners and allow students to develop scientific skills, communication, and begin to apply their scientific understanding to various contexts.3. Provide students with both subject specific and transferable skills required to become employable, including self-management, group-working and using verbal and non-verbal communication to pass and receive information to and from people.

Educational Aims

Upon successful completion of this module students will be able to…

1. Describe and explain the core, fundamental psychological perspectives and theories that are relevant to sport and performance, as well as exercise behaviour.2. Demonstrate the technical skill to utilise psychological theory or perspectives to interpret diverse case studies and scenarios, and to identify challenges and solutions, and explain behaviour, across a range of sport and exercise contexts.3. Use scientific literature, and reasoning and problem-solving skills, to address questions in sports and exercise psychology and acquire skills required to develop an evidence-based approach. 4. Communicate sports and exercise psychology information accurately and effectively using a range of appropriate approaches including verbal and non-verbal communication. 5. Demonstrate initiative and responsibility at a fundamental level to manage themselves and work collaboratively within a group and acquire the fundamental qualities and transferable skills necessary to prepare for level 5 study and preparation for career readiness

Outline Syllabus

This module introduces core themes relevant to sport and exercise psychology, providing students with the necessary fundamental knowledge to apply such themes to a range of diverse contexts in sport and exercise science.

The module will cover psychological principles, theory, and approaches in sport and exercise. Key topics related to exercise contexts may include the relationship between physical activity and psychological well-being, psychological theories of behaviour change, and exercise engagement. Key topics related to sport and performance contexts may include, understanding psychological principles that underpin competitive behaviour, sporting excellence and elite performance. Topics will also be contextualised within a wider sociocultural context, considering the societal and systemic inequalities that have historically influenced the discipline.

The module will begin with an introduction to the teaching and assessment strategy. In subsequent taught sessions, students will be introduced to theoretical concepts and provided with real-world examples to illustrate the application of such fundamental concepts. In interactive workshops, students will delve further into these concepts, explaining them through peer-group learning approaches, and they will be challenged to engage in critical thinking and interpret the research underpinning those psychological concepts. Prior to assessments, there will be dedicated feedforward sessions to adequately prepare students. The module also incorporates opportunity for reflective practice and formative feedback from peers and module staff, as well as signposting towards Lancaster University Graduate Attributes and employability. At the end of the module, a dedicated session on graduate attributes, and future career paths will be provided based on cumulative information provide throughout the module.

This sequencing has been chosen to orienteer students at the start of the module to ensure expectations are understood. Workshops will allow for students to consolidate their learning from lecture material. Feedforward sessions will allow for students to prepare for assessments. Reflection will give students space to realise their development and personal growth.

Assessment Proportions

Assessment and feedback

Summative assessment

1. Presentation. 50% of module mark. 20-minutes including Q&A. S2, Wk7.The first summative assessment will be an in-person group-delivered presentation in which students will be required to develop and interpret a short case study from a sport or exercise context using psychological approaches, theory, and concepts considered through in-class and asynchronous learning activities. Students will be offered a variety of case study examples to choose from, allowing students to co-create their preferred assessment, and enhancing their autonomy and choice, promoting inclusivity in allowing students freedom to choose topics that are best places to showcase their learning.

Students also have freedom to deliver their group-presentation in the way that best provides equitable opportunity to demonstrate their knowledge, understanding and competencies. Whether this be a traditional presentation with slides, a round table discussion, or using pre-recorded elements.

2. Exam. 50% of module mark. 60-questions, 1.5 hrs. S1, Wk15. The second summative assessment will be an in-person multiple choice exam, containing 60 questions. Students will be required to apply their learning throughout the module to answering a variety of questions, which may involve real-life scenarios, research data, or case studies. These questions will be designed to allow students to demonstrate their understanding and awareness of psychological concepts and fundamental knowledge of the subject.

SAES4006: Innovations in Exercise Assessment and Prescription

• Terms Taught: Lent/Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module aims to cover topics exploring exercise prescription across diverse populations and the application of technology in exercise, health, and sport settings. These topics will likely cover equipment used in sport and health, including how these technologies are applicable for exercise prescription. Lectures and workshops will cover topics related to key exercise principles, progression and monitoring based on Frequency, Intensity, Time, Type, Volume and Progression (F.I.T.T-V. P) and American College of Sports Medicine (ACSM) guidelines, including topics on working safely and effectively in different environments, to develop effective exercise prescription plans based on individual client's needs. Students will likely take into account condition-specific considerations and contraindications to exercise and exercise adherence.

Practical sessions will cover topics related to appropriately planning and progressing exercise-based programs with application of technology, understanding challenges and learning solutions whilst working with technology in elite sport and health. Students will learn how incorporating technology into exercise prescription is important to monitor and consider exercise prescription for different population groups specific to their goals and aspirations.

Students will have the opportunity to delve into the research and explore current topics within sport and health, such as working with female athletes, the use of AI in sport and health, injury prevention and different technologies for exploring the brain.

Educational Aims

Upon successful completion of this module students will be able to…

1. Describe and explain the core fundamental knowledge and understanding of the principles of training, exercise prescription and key exercise considerations for designing and individualised programme.2. Demonstrate skills to plan and conduct exercise sessions with clients in a variety of environments and identify the importance of technology in sport and health using academic literature and evidence-based justification. 3. Identify challenges and use academic literature providing evidence-based justification to discuss solutions on the use and importance of technologies and the collection, analysis and interpretation of data in sport and health. 4. Demonstrate initiative and professional responsibility at a fundamental level to manage themselves and work collaboratively within a group and acquire the fundamental qualities and transferable skills necessary to prepare for level 5 study and preparation for career readiness5. Communicate and explain technological applications in sport and health, and exercise prescription across diverse populations accurately and effectively including verbal and non-verbal communication.

Outline Syllabus

In this future-focused module you will explore the exciting innovations in technology that are transforming exercise prescription across many populations. With a hands-on, practical focus, you will gain an understanding of the underpinning theory and research of how technology and exercise science work together to further the potential contribution sports and exercise scientists can make.

Combining insights from industry professionals and academics, you will delve into the key components of exercise programming and training principles to develop understanding the importance of special consideration for exercise skills and individualised programming. You will critically review cutting-edge technologies, the data they produce and their impact in real-world settings

Assessment Proportions

Assessment and feedback

Summative assessment

1. Coursework. 50% of module mark. 2000 words. S2, Week 6.

For the first summative assessment, students will be required to produce a case-study report focusing on an individualised exercise programme and include ONE example of technology to meet the needs of their client/enhance performance. A real-life client profile will be used. Students will be required to incorporate a theoretical background and use evidence-based justification for their exercise prescription in relation to the consultation, goals and key training principles.

This task will address MLO 1 & 2.

2. Presentation. 50% of module mark. 15 minutes + 5 mins Q&A S2, Week 12

For the second summative assessment, students will be required to deliver a group presentation promoting the use of technology applied in sport or health. Further details of formatting and how to do this will be provided in assessment support sessions.

This assessment addresses learning outcomes MLO 3, 4 & 5.

SAES5005: Breaking Boundaries: Debates Shaping Sports and Exercise Science

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This module aims to:

1. Discuss and debate current issues and “hot topics” in sports and exercise science prefacing an evidence-based approach to building arguments
2. Excite students to engage with in-depth reading and collaborative learning to enhance their specific knowledge across selected areas of sports and exercise science
3. Develop student’s ability to become effective at critical thinking, reading, and writing which will support them in level 6 modules
4. Enhance student communication, professionalism in argumentation and oral presentation skills

Educational Aims

Upon successful completion of this module students will be able to

1. Appraise literature, methodologies and arguments critically to make reasoned judgements and solutions in an evidence-based manner
2. Formulate a coherent and convincing argument and be able to use strategic communication to be persuasive in their written and/or oral argumentation
3. Demonstrate professionalism, integrity and an evidence-based approach to defend a position as an individual and member of a group
4. Develop qualities and transferable skills necessary for level 6 study and career readiness, such as group work, communication, resilience, professionalism and criticality skills

Outline Syllabus

Engaging in debate activities increases engagement and motivation, interdisciplinary knowledge and authenticity, communication and argumentation skills, and student empowerment. The module will introduce the research behind debate engagement and the formal process of argumentation. Students will be challenged to consider their critical outlook and engage with the voice and experience of others. They will be encouraged to bring this into a series of sports and exercise science debates and seminar sessions to become actively engaged in current interdisciplinary ‘hot topics’. At the heart of this module is critical thinking and alongside the debates skills workshops will progress through critical reading, writing and argumentation skills, to persuasive communication, presentation and the formality of live debates. The module culminates with engagement in a live debate on a hot topic from sports and exercise science.

Assessment Proportions

1) Coursework: Students will engage in activities across 8 of the taught weeks which relate tasks to the debate topics.2) Presentation: Groups of students will showcase their evidence-based opinions from a specific affirmative or negative standpoint on a ‘hot topic’. Both sides will be presented by debate teams with opportunity for rebuttal and questions. A debate planning sheet will be submitted prior to the debate showing knowledge, understanding, preparation and evidence-base.

Formative assessment and feedback:1) Workshops: sessions will provide ongoing formative feedback from the academic regarding evidence, persuasion, articulation and decision-making.2) Feedback sessions: an opportunity for questions, answers and formative feedback will be available during specific support sessions built into the module planning

SAES6003: Game Changing: Applied Sports and Exercise Psychology

• Terms Taught: Michaelmas
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: Equivalent to 1-2 years of undergraduate level Psychology

Course Description

This module aims to…

1. Further develop and extend students' knowledge, skills and competencies in applied psychology consultancy and practice, through an intellectually stimulating environment, with an increasing focus on appropriate and effective application of contemporary psychological approaches in different contexts.
2. Provide students with meaningful content and engaging and accessible learning opportunities to allow them to appreciate the breadth of sport, exercise, and performance psychology practices in multiple domains.
3. Provide students with the opportunity to apply advanced levels of knowledge, skills and competencies to solve, and/or appreciate complex and wicked problems in sport, exercise, and performance psychology, and to communicate this knowledge effectively.
4. Provide students with the structured and progressive opportunity to hone and demonstrate analytical and research skills, enabling them to critically evaluate contemporary approaches to research and applied practice across multiple domains of sport, exercise, and performance psychology.
5. Provide students with the professional and transferable skills, critical awareness and understanding, necessary for future study and employment, as academically curious, ethically conscious, lifelong learners.

Educational Aims

Upon successful completion of this module students will be able to…

1. Demonstrate, critically evaluate, and discuss an advanced level of knowledge and understanding of the core theoretical models, literature, research, empirical evidence, and applied practices across different domains of applied sport, exercise, and performance psychology, and engage in consistent evidence-based practice.
2. Demonstrate an advanced level of competency in a range of technical skills, including consultancy approaches, needs analysis, intervention design, and evaluation, underpinning applied sports, exercise, and performance psychology.
3. Critically evaluate sport, exercise, and performance psychology information and methods of contemporary practices, showing ability to appraise contemporary challenges and construct solutions across contexts, and communicate it effectively to diverse audiences using a range of methods, at a graduate level.
4. Demonstrate initiative and professional responsibility at an advanced level to manage themselves as a both independent and collaborative aspiring scientist and show awareness of applied psychology across contexts and the advanced qualities and transferable skills necessary for post-graduate study and/or the graduate market.

Outline Syllabus

This module allows students to develop advanced understanding of applied practice in sport, exercise, and performance psychology. This module employs experiential learning and authentic teaching and learning activities, to equip students with advanced knowledge of applied psychological practice in real-world sport, exercise, and performance contexts. Students will be provided with opportunities to actively engage in applying psychological concepts, theory, and evidence-based tools and techniques employed in practice. The module creates space to allow for students to reflect and critically consider the current approaches and unique challenges associated with applying different psychological skills to meet the needs of diverse individuals. On completion of the module, students will have consolidated their understanding, first developed at Level 4 and 5, of how sport, exercise, and performance psychologists operate in the real-world, adapting to change, cultures, and upholding the core values of the psychological discipline to promote performance, functioning, and mental and physical health across athletic, health, and other contexts.

Key topics will be contextualised within applied sport, exercise, physical activity, and performance domains and may include (a) approaches to consultancy (e.g., motivational interviewing, existential, cognitive-behavioural), (b) needs assessment, (c) the design, delivery, and evaluation of psychological skills training, (d) ethical decision making, and (e) evidence-based practice across cultural and diverse contexts. Students will be introduced to the module with a teaching and assessment strategy, to ensure students understand the module aims and assessment criteria. In the following taught sessions, students will critically consider the key driving principles in applied practice, including cornerstone approaches, guiding codes of conduct, and the current research and evidence base. In interactive workshops and practical sessions, students will consolidate their knowledge and delve into complex topics in further detail, applying them to varied and diverse contexts. These sessions will utilise varied and inclusive teaching practices, including peer-group teaching and learning, “role-playing” interview and needs assessment techniques, and self and peer reflection. Students’ will continually be challenged to employ advanced critical and analytical skills to make authentic, contextualised, and evidence-based choices and inferences. Embedded throughout the module, students will attended dedicated feedforward sessions to build their confidence and provide formative feedback.

Assessment Proportions

Summative assessment 1. Coursework: Progress Report. 15% of module mark. 1-page A4. Students will submit a 1-page progress report to allow them to gain formative feedback on their approach to the assessment so far in advance of the submission deadlines, and to self-reflect on their progress and developed competencies. 2. Coursework: Progress Report. 15% of module mark. 1-page A4.Students will submit a second 1-page progress report to allow them to gain formative feedback on their approach to the assessment so far in advance of the submission deadlines, and to self-reflect on their progress and developed competencies. 3. Coursework: Portfolio. 70% of module mark. 2000-word evidence-based portfolio.The main summative assessment will be an individually prepared portfolio detailing the students independently conducted case study. This assessment is designed as an authentic and experiential assessment piece, allowing students to engage in a continuous learning cycle. Wherein teaching and learning activities (e.g. interactive tasks and role-playing in workshops) serve to provide students with concrete experiences, which students then reflect on through peer-led classroom discussions, journaling, and formative feedback sessions. Synchronous and asynchronous learning activities are embedded with existing theoretical frameworks (building on knowledge consolidated at Level 4 and 5) and professional guidelines. Students then apply their learning through active experimentation to their individual case study. Students will autonomously create and construct their own case study though activities which facilitate high-level learning and graduate-level understanding.

Summative feedback Feedback on the summative assessments will be provided via a standardised and consistent method (rubric), and feedforward points will provide students with information to take forwards into other assessments at Level 6 and into their future study or employment. This formula is consistent across the programme

Formative assessment Students will attend dedicated assessment feedforward sessions in which they will receive both lecturer and peer feedback on their approach to the assessments so far in advance of the submission deadlines, and in a consistent and staggered approach throughout the module to ensure students get the most they can out of these sessions.

Formative feedback 1. Students will have the opportunity to gain formative peer and lecturer feedback in dedicated assessment feedforward workshops and in reflective sessions. 2. Other opportunities for formative feedback will be incorporated, for example one-minute papers submitted to Moodle discussion boards, and muddiest-point type exercises. 3. Workshops will involve peer-to-peer and peer-to-educator discussions and role-play, enabling students to engage in metacognitive thinking and identify key areas of understanding or areas for development

SAES6007: Optimise Health: Transform Outcomes from Patient to Population

• Terms Taught: Lent/Summer
• US Credits: 5 US Semester Credits
• ECTS Credits: 10 ECTS
• Pre-requisites: None

Course Description

This insightful module has authenticity and employability as a priority, providing applied learning to develop familiarity and critical awareness of real-life approaches used within both clinical and public health settings. Many SaES graduates progress to work in healthcare, including clinical sciences, health innovation, public health, health promotion or research. This module allows students interested in pursuing a more health-focused career to be informed and enthused by approaches to prevent, reverse and manage health conditions. It will prepare and excite students to contribute to optimising health and transforming lives at an individual, community and population level, whilst being confident to apply frameworks and consider the wider determinants of health. Students will gain valuable appreciation of the challenges, evidence and considerations to promote success

Educational Aims

Upon successful completion of this module students will be able to

1. Demonstrate, critically evaluate, and discuss an advanced level of knowledge and transferable skills necessary for post-graduate study and/or the graduate market, and understanding of the need for optimising health in key clinical and public health target groups.
2. Demonstrate an ability to deploy accurately established techniques of analysis and interpretation for relevant testing and prescription in clinical settings.
3. Appraise challenges and construct solutions in a range of scenarios, applying an advanced understanding of theoretical, behaviour change and healthcare frameworks equipping students for associated employment and further study.
4. Critically apply interdisciplinary knowledge within a group to design, present and justify an evidence-based approach to optimising health outcomes in a selected target group.
5. Engage in collaborative and independent critical discussions at a graduate level to effectively communicate ideas and defend chosen approaches to improve health outcomes.

Outline Syllabus

The content, tools and approaches covered within this module are relevant to those used in the workplace and will help enhance student employability within both clinical and public health settings. The module will cover the fundamental theories and approaches to consider in contemporary programmes and interventions to optimise health including systems thinking, health inequalities, personalised care and community centred approaches, behaviour and environmental theories to different health contexts and outcomes. In interactive workshops, practical sessions and lectures, students will consolidate their knowledge and delve into complex topics in further detail. These sessions with utilise varied and inclusive teaching practices, including peer-group teaching and learning, presentation, and self-and peer reflection There will be weekly discussions around equality and inclusion in the planning and delivery of health improvement programmes, with an emphasis on reviewing challenges linked to access, socioeconomical and cultural barriers. This is essential for students to grasp the full picture of components to consider when working towards favourable health outcomes i.e. what are the components for success?

The module will be in two distinct parts, part 1 is more clinically focused with an emphasis on patient and hospital outcomes for special population groups. This advances previously acquired physiology and exercise prescription skills using authentic tools and supporting data interpretation with evidence. Part 2 is more community/public health focused with a focus on providing students with insights across a range of areas (e.g. traditional in-person exercise classes through to AI-driven digital tools and interventions)

Assessment Proportions

Summative Assessment 1. Assessment 1 Presentation 40% 15 minutes Students will work in small groups of 2-3 to address a scenario and utilise a real life intervention framework to develop an evidence-based intervention to improve outcomes. 2. Assessment 2 Coursework. Individual Viva 60% They will submit an individual 800-word evidence-based justification document based on their presented group intervention outlining the intervention followed by a 15-minute viva.

Summative Feedback Summative feedback will be provided on both assessments via a standardised and program consistent method (rubric), including feedback and feedforward points. Feedforward points will provide students with information to take forward in other assessments at Level 6 and into their future study and employment, this is consistent across the programme. Students will receive assessment 1 feedback before assessment 2 so they will know their module performance

Formative Feedback

Formative assessment will take place during lectures, workshops and practical sessions providing students the opportunity to complete individual and groups tasks, including peer assessment opportunities.