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

Minor changes to content and assessment.

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 4	25 %	LO1, LO2, LO4
Assessment Task 2:	Case Study	Week 8	50 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Problem Activated Learning Evidence Informed Program	Week 13	25 %	LO1, 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:
- Describe the context and conditions of the sport or physical activity experience chosen.
- Identify two psychological theories as a basis for analysis.
- Analyse the theory to describe outcomes (benefits, difficulties, or opportunities) for your given the context.
- 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 4

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:

Acting as an expert/teacher/personal trainer, you will put together a case study in a teaching or coaching context. You will need to find an individual participant/client who would like to undertake more physical activity and/or improve their sporting performance (make a behavioural change to achieve specific goal(s)). This will be supported by relevant theories and may involve interviews, observations and data gathering. It will inform an evidence-based behaviour program (Assessment task 3).

The case study should include the following:
- A de-identified participant profile highlighting their current context (background and current levels of physical activity). You may include data such as a weekly planner.
- What the participant is trying to achieve (1-2 SMART (specific, measurable, achievable, relevant, time-bound) goals), and why.
- 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 discussed in class
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 8

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Collect, analyse, and interpret data for contextual understanding.	LO3
2	Understanding of relevant psychological theories and determinants of behaviour.	LO1, LO2
3	Application of psychological theories to the participant context.	LO4
4	Quality of 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.

Based on Assessment Task 2, you will design a motivational program to help your participant achieve their identified goal(s). Each intervention in this program should consider the participant’s unique context and goals, 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 (AT2), including their specific goals
- A program comprising 2-3 interventions including:
o Intervention descriptions
o Theory-based rationale (i.e., links to at least two psychological theories discussed in class – but these do not have to be the same two applied in AT2).
o Evidence for the effectiveness of interventions (i.e. links to previous studies that demonstrate why specific interventions will work for your participant/client).

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 13

Weight:

25 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Collect, analyse, and interpret data for contextual understanding.	LO3, LO4
2	Understanding of relevant psychological theories.	LO2
3	Implement psychological concepts in practical situations	LO4
4	Quality of academic writing and referencing.	LO1, LO3

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.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

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.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

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.

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

Other required resources