Unit Outline

The application of psychological principles within physical activity settings has increased dramatically in recent years. Athletes, coaches, teachers, and allied health professions have come to recognise that adherence to psychology principles in the development of their educational programmes results in improved outcomes for the participant and stakeholder. This unit builds knowledge by focusing on how certain psychological theories pertinent to individual differences, motivation, and group dynamics can be used to enhance the outcomes of physical activity based interventions.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1.	Identify, describe, and critically evaluate the influence of neurocognitive processes on behaviour in sport and physical activity
2.	Analyse and apply psychological theories to explain outcomes of attempts to participate in sport and physical activity.
3.	Collect, analyse, and interpret data to construct an evidence-based behaviour program for a teaching or coaching intervention to support the adoption of active living.
4.	Apply and evaluate key psychological concepts to practical situations in the sport and physical activity fields.

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Self-Reflection	Week 5	25 %	LO1, LO2, LO4
Assessment Task 2:	Case Study	Week 11	50 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Problem Activated Learning Evidence Informed Program	Week 14	25 %	LO2, LO3, LO4

Assessment details

Assessment Task 1: Self-Reflection

Task Description:

Using two psychological theories discussed in class, reflect on one of your own sport and physical activity experiences.
Your reflections should present an insight into what the physical activity experience meant to you, how you felt about it, and how it connects to the psychological theories chosen.
You should identify the processes involved in the theory (using references) and comment on the potential benefits or difficulties for you.
To do this you will need to:
1.Describe the context and conditions of the sport or physical activity experience chosen.
2.Identify two psychological theories as a basis for analysis.
3.Analyse the theory to describe outcomes (benefits, difficulties, or opportunities) for your given the context.
4.Use a range of peer reviewed publications to support your argument (you should research beyond the recommended readings).

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2

Task Length:

1000 words

Due Date:

Week 5

Weight:

25 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Understanding of psychological theories	LO1, LO2
2	Application of theories to personal physical activity self-reflection	LO1, LO2, LO4
3	Quality of academic writing and referencing	LO1, LO2

Assessment Task 2: Case Study

Task Description:

In this assignment you will put together a case study for a teaching or coaching context. You will need to find an individual participant / client who would like to undertake more physical activity (behaviour change) and/or improve their sporting performance. This assignment is about setting up for a future evidence-based behaviour program (Assessment task 3) and may require a mixture of interviews, observations, and data gathering. It will also need to include the application of psychological theories and frameworks.
Instructions: You (expert / teacher / personal trainer) need to put together a case study of the individual participant (must be de-identified). This case study needs to frame your participant’s current context and future aspirations: What the participant / client is trying to achieve, and why.
• A participant profile background and current levels of activity (may include data such as a weekly planner)
• Any contra-indications for increased physical activity.
• Links to the Australian Physical Activity Guidelines (link here)
• Links to determinants of sport and physical activity
• Links to two physical activity behaviour theories. For example, Self-determination theory (SDT), Social cognitive theory (SCT), Self-efficacy theory, Theory of planned behaviour (TPB), Transtheoretical model (TTM), Affective reflective theory (ART), Flow theory and/or alternative theoretical approaches. Please include references.
• Links to a behaviour-change framework and/or possible future intervention functions. For example, using the Capability, Opportunity, Motivation – Behaviour model (COM-B).

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 1.3, 3.1

Task Length:

2000 words

Due Date:

Week 11

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Collect, analyse, and interpret data to support the adoption of active living	LO3
2	Apply psychological theories to frame participation in physical activity	LO1, LO2
3	Apply and evaluate key psychological frameworks to practical situations	LO4
4	Quality academic writing and referencing	LO1, LO3

Assessment Task 3: Problem Activated Learning Evidence Informed Program

Task Description:

This task involves the application of an evidence-informed behaviour program to the psychology of sport and physical activity change. The task is implemented based on your previous Assessment Task 2 (case study). You will design a program comprised of approximately 2-3 interventions to suit the unique circumstances of your participant.
Instructions: You should design a motivational program to improve your participant’s physical activity and/or exercise motivation. Each intervention in this program should consider the participant’s context, be underpinned by theory, and be evidence-informed (including references). Your submission should include:
A short (<200 words) de-identified participant summary of your previous case study, that includes previously identified possible intervention types.
A program comprising approximately 2-3 interventions that should include:
• Intervention descriptions.
• Theory-based rationale.
• Evidence for the effectiveness of interventions (i.e. previous studies).

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.2, 3.1, 3.2, 3.6

Task Length:

1000 words

Due Date:

Week 14

Weight:

25 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Interpret data to construct an evidence-based and structured behaviour program	LO3, LO4
2	Apply psychological theory to promote participation in physical activity	LO2
3	Implement psychological concepts in practical situations	LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.

Recommended reading materials

Allen, M. & Laborde, S. (2014). The role of personality in sport and physical activity. Current Directions in Psychological Science, 23(6), 460-465.
Allender, S., Cowburn, G., & Foster, C. (2006). Understanding participation in sport and physical activity among children and adults: a review of qualitative studies. Health Education Research, 21(6), 826-835.
Araújo, D., Brymer, E., Brito, H., Withagen, R. & Davids, K. (2019). The empowering variability of affordances of nature: Why do exercisers feel better after performing the same exercise in natural environments than in indoor environments? Psychology of Sport and Exercise, Volume 42, 138-145.
Barkoukis, V., Tsorbatzoudis, H., & Grouios, G. (2008). Manipulation of motivational climate in physical education: Effects of a 7-month intervention. European Physical Education Review 14(3), 376-387.
Beauchamp, M., Crawford, K. & Jackson, B. (2019). Social cognitive theory and physical activity: Mechanisms of behavior change, critique, and legacy. Psychology of Sport and Exercise, Volume 42, 110-117.

Biddle, S., Ciaccioni, S., Thomas, G. & Vergeer, I. (2019). Physical activity and mental health in children and adolescents: An updated review of reviews and an analysis of causality. Psychology of Sport and Exercise. Volume 42, 146-155.
Biddle, S., Mutrie, N., Gorely, T., & Faulkner, G. (2021a). Psychology of Physical Activity: Determinants, Well-Being and Interventions (4th ed.). Routledge.
(Above text will be on reserve in the Launceston and Hobart Libraries)
Biddle, S., Mutrie, N., Gorely, T., & Faulkner, G. (2021b). Physical Activity and Psychological Wellbeing. Psychology of Physical Activity: Determinants, Well-Being and Interventions (4th ed.) (Chapter 2). Routledge, 39-74.
Biddle, S., Gorely, T., Faulkner, G. & Mutrie, N. (2023) Psychology of physical activity: a 30-year reflection on correlates, barriers, and theory. International Journal of Sport and Exercise Psychology, 21:1, 1-14.
Boniface, M.R. (2000). Towards an understanding of flow and other positive experience phenomena within outdoor and adventurous activities, Journal of Adventure Education & Outdoor Learning, 1(1), 55-68.
Deci, E. & Ryan, R. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology 49(1), 14-23.
Eys, M., Bruner, M., & Martin, L. (2019). The dynamic group environment in sport and exercise. Psychology of Sport and Exercise, Volume 42, 40-47.
Hagger, M. (2019). Habit and physical activity: Theoretical advances, practical implications, and agenda for future research. Psychology of Sport and Exercise, Volume 42, Pages 118-129.
Hötting, K. & Röder, B. (2013) Beneficial effects of physical exercise on neuroplasticity and cognition, Neuroscience & Biobehavioral Reviews, Volume 37, Issue 9, Part B, 2243-2257.

Martins, J., Marques, A., Sarmento, H. & Carreiro da Costa, F. (2015). Adolescents' perspectives on the barriers and facilitators of physical activity: A systematic review of qualitative studies. Health Education Research, 30(5), 742-55.
Maugeri, G., Castrogiovanni, P., Battaglia, G., Pippi, R., D'Agata, V., Palma, A., Di Rosa, M. & Musumeci, G. (2020) The impact of physical activity on psychological health during Covid-19 pandemic in Italy. Heliyon, Volume 6, Issue 6.
Michie, S., van Stralen, M. & West, R. (2011) The behaviour change wheel: A new method for characterising and designing behaviour change interventions. Implementation Sci 6, 42. https://doi.org/10.1186/1748-5908-6-42
Physical Activity and Exercise Guidelines for All Australians (2021). Retrieved from https://www.health.gov.au/topics/physical-activity-and-exercise/physical-activity-and-exercise-guidelines-for-all-australians

Rhodes, R., McEwan, D. & Rebar, A. (2019). Theories of physical activity behaviour change: A history and synthesis of approaches. Psychology of Sport and Exercise, Volume 42, 100-109.
Ryan, R. & Deci, E. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, Volume 61.
Smith, R. & Smoll, F. (2014). Psychological interventions in youth sports (Cp. 16). In J. Van Raalte & B. Brewer (Eds.) Exploring sport and exercise psychology. American Psychological Association.

Spence, J., McGannon, K. & Poon, P. (2005) The Effect of Exercise on Global Self-Esteem: A Quantitative Review. Journal of Sport & Exercise Psychology, Vol. 27 Issue 3, 311-324.

Other required resources