Ess3808 16 17_week1_intro

ESS3808Sport Psychology

Martin I. JonesBSc MSc Phd PGCHE CPsychol CSci AFBPsS SFHEA

Start Finish

Break time

10 minutes 8 minutes 1 minute9 minutes 5 minutes6 minutes7 minutes 2 minutes4 minutes3 minutes

Time is up!

ESS3808

ESS3808Sport Psychology

Martin I. JonesBSc MSc Phd PGCHE CPsychol CSci AFBPsS SFHEA

Sport PsychologyPsychological knowledge and skills to address optimal performance and well-being of athletes, developmental and social aspects of sports participation, and systemic issues associated with sports settings and organizations.

Sport PsychologyPsychological knowledge and skills to address optimal performance

Develop an understanding of how to apply this knowledge in a real-world setting

Martin I. JonesBSc MSc PhD CPsychol CSci AFBPsS SFHEA

Senior Lecturer in Sport and Exercise PsychologyEmail: [email protected]: 01392 724747 (ext: 4747)Room: RB109Twitter: @drmijonesLinkedin: https://uk.linkedin.com/in/martin-i-jones-94563455Tutorials: https://drmartinjones.youcanbook.me/

mailto:[email protected]

When you email a member of staff start with

Dear Dr. XXXXX

And end with a professional sign off

Yours Faithfully / Yours Sincerely / Thanks you . . .

Do not leave the subject line blank, or write informal subjects like OMG PLZ HELP!!!!!

Make sure you use your exeter.ac.uk email address

We are not friends, address me professionally (i.e. Dear Sir, Dear Dr Jones

We are always doing something important.

Never use text language or emoticons

Always proof read before sending

Make sure you use your exeter.ac.uk email address

Respectful, polite, and written professionally

Clear reason for the email in the subject line

Formal and professionally written

Nine things you probably don’t know about your University lecturers

Adapted from http://drvikkiburns.com/ten-things-you-probably-dont-know-about-your-university-lecturers/

When I was a student, I wasn’t perfect eitherBut, I do have the benefit of hindsight, and lots of experience of seeing other students succeed and fail, so when I make suggestions, I am doing so to help you

We often have a huge workload to deal withTeaching you is not the only thing I do. We are not saying that you are not important however you must appreciate that you are not the only part of our job and occasionally other things must take priority.

Sometimes we’re bored tooThere are always modules and lectures that students don’t like. We get the feedback, we know you don’t like everything, and the honest truth is that sometimes it’s not the highlight of our life either. We really do our best to make it interesting, but sometimes it’s just not possible

You’re not as subtle as you think you areI can hear you chatting. I can see you texting. I notice when you are asleep. Facebook, Yik Yak and Twitter etc. are not private – your comments often get back to us

Sometimes we’ve forgotten what it’s like to not understand this stuff.It can be hard to put yourself in the position of people who have never come across it before. So ask the questions. If you don’t get it, read more, ask more, and keep at me until you do get it. I am trying, I promise.

Ask the stupid questions now. I might be surprised that you don’t understand, but I would always rather know now, than find out when I mark your paper that you’ve misunderstood something fundamental. I hate that sinking feeling when I read an answer that shows that the student really just didn’t get it. If you ask now, we can work it through, and the rest of the course will make so much more sense.

We have a life outside the officeAfter 5pm on weekdays and over the weekend my daughter gets my undivided attention.

If you email me in the evenings or at weekends I will not read it until I’m back in the office.

Our life outside the office may occasionally overlap with yoursExeter is not a big place. You may see me in the city centre, at a bar, at Waitrose or walking between campuses.

Feel free to say hello, be polite but don’t expect a protracted conversion about your latest essay

It’s not about the grade that you getI get it, you want a first –who doesn’t? But you need to get away from the outcome and focus on the process. We teach you things that are not assessed, that doesn’t mean they are less important.

IT’S NOT ABOUT THE GRADE

THAT YOU GET

Delivery CollaborationReflection AssessmentIndependen

t Study

?

Incompetence

Uni-structural

Pre structural

One relevant aspect

Several relevant independent

aspects

Integrated into structure

Generalized to new domain

Multi- structural

Relational Extended Abstract

IdentifyName

Follow simple procedure

FailIncompetent Misses point

CombineDescribe

EnumeratePerform serial skills

list

AnalyseApplyArgue

Compare / contrastCriticize

Explain causesRelatejustify

CreateFormulate generate

hypothesizeReflect

theorize

Com

pete

nce

Where we are aiming

Willingness to learn

Goal setting

Organisation

Experimentation

Observation

Reflection &

evaluation

Collaboration

Student Autonomy

What I expect form you

Scheduled Learning and Teaching Activities

Guided independent study Placement / study abroad

44 256 0

Learning and teachingLearning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

256 / 11 weeks = 23.27 hours per week

Scheduled Learning and Teaching Activities

Guided independent study Placement / study abroad

44 256 0

Category Hours of study time DescriptionScheduled Learning and Teaching 22 LecturesScheduled Learning and Teaching 22 SeminarsGuided Independent Study 66 Directed readingGuided Independent Study 60 Study tasks including homework

questions, preparation for seminars, and group work

Guided Independent Study 20 Preparation for formative assessment

Guided Independent Study 110 Preparation for summative assessments

Learning and teachingLearning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Come to seminars with something that can connect to the internet

Put yourselves into groups four by the end of week three

Work in your groups in each seminar

What you expect from me

55 55555 555THE EXPLANATIONS AND DEMONSTRATIONS WILL BE OF A HIGH

QUALITY

55 55555 555THE CLASS CLIMATE WILL BE CONDUCIVE TO POSITIVE LEARNING

55 55555 555THE PACE WILL BE APPROPRIATE FOR LEARNING

55 55555 555OVERALL, THE TEACHING WILL BE EFFECTIVE

55 55555 555I WILL SHOW A GOOD LEVEL OF KNOWLEDGE AND EXPERTISE

55 55555 555THE ADMINISTRATION OF THE MODULE WILL BE GOOD

55 55555 555ADEQUATE GUIDANCE AND DIRECTION WILL BE GIVEN FOR WORK OUTSIDE LECTURE TIME

55 55555 555TEACHING AND LEARNING MATERIALS WILL BE WELL PREPARED AND ORGANISED

Summative assessment

Form of assessment % of credit Size of the assessment (eg length / duration)

ILOs assessed Feedback method

Group oral presentation

20 15 minutes and 5 minutes of questions

1, 3-8 Oral

Group report 20 2000 words 1, 3-8 WrittenExamination 60 3 hours 1-6, 8 Written

Details of summative assessment

Prior knowledge, intelligence, motivation, and interest.

How well students do on measures of learning is dependent to large degree on students' intelligence or ability to learn, prior relevant knowledge, and motivation to learn

(Uttl, White, Wong-Gonzalez, in press, p2)


The individual differences in knowledge and intelligence are likely to influence how much students learn (regardless of student satisfaction or teacher skill and knowledge). Similarly, individual differences in students‘ prior interest in a course are likely to influence how engaged they are, how hard they work and how much they learn



Students' ability to judge how much they learned is dependent on their intelligence or ability.

Dunning Kruger effect shows that unskilled people asses their ability to be much higher than it really is and that highly skilled persons underestimate their ability and assume that tasks they found easy were also easy for others.


Group oral presentation - 20% - 15 minutes plus 5 minutes of questionsYou need to synthesise and evaluate existing research to help you critically analyse the influence of one psychological construct on performance in the military

Group oral presentation - 20% - 15 minutes plus 5 minutes of questions

You need to select one psychological construct that researchers have studied in sport and the military and critically analyze how your Commando recruit can improve your chosen construct.

15-minute presentation and then answer 5 minutes of questions 1. Define your selected construct and provide a brief

overview of existing research2. Critically examine existing intervention research

focussed on your construct of interest3. Provide a detailed description of how you could

intervene to develop this construct4. Explore potential obstacles that could affect the

quality of an intervention (e.g., moderators)5. Any citations and associated reference list must

adhere to the APA (6th edition) style of referencing

Predicting individual differences in Pain experiences

Every member of the module is required to complete an online battery of questionnaires by week five of the module

Each member of the module will then complete a simple test of pain tolerance and pain intensity. This test will be conducted in the seminar of week six.

Introduction (approximately 500 words)

• Define your construct• Why is It important to study the

relationship between your construct of choice and pain experience?

• Supported with relevant literature• What is your hypothesis?

Results (approximately 500 words)

• Descriptive statistics• Inferential statistics• Figures and tables

Discussion (approximately 1000 words)

Discuss the meaning of your findings in the context of the existing literature.How are findings unique?Has your research supported existing research?Future research directions

ExamTwo of the four questions in the exam paper. Each question will be marked out of 50.

You should aim to demonstrate broad engagement with a range of literature by describing, evaluating and accurately citing pertinent literature..

The questions are synoptic in nature. Specifically, you will need to draw knowledge from several lectures to answer the question.

Using ELEELE is a starting point. Do not rely on the material posted on ELE alone.. You need to read beyond what I give you to get the highest grades

This module is not about remembering and recalling arbitrary information. To succeed you need to invest time and effort. The students who do well in the module will change the way they think about psychology and sport

CRITICAL ANALYSIS

Martin I. JonesBSc MSc PhD CPsychol CSci AFBPsS SFHEA

[email protected]@drmijones

Ess3808 16 17_week1_intro

Education

Transcript of Ess3808 16 17_week1_intro