Courses & Units

The Psychology of Sport & Physical Activity ESP368

Introduction

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.

Summary

Unit name The Psychology of Sport & Physical Activity
Unit code ESP368
Credit points 12.5
College/School College of Arts, Law and Education
Faculty of Education
Discipline Education
Coordinator Doctor Marcus Morse
Available as an elective? No
Delivered By University of Tasmania

Availability

Location Study period Attendance options Available to
Launceston Semester 1 On-Campus International Domestic

Key

On-campus
Off-Campus
International students
Domestic students
Note

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Key Dates

Study Period Start date Census date WW date End date
Semester 1 26/2/2024 22/3/2024 15/4/2024 2/6/2024

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2024 are indicative and subject to change. Finalised census dates for 2024 will be available from the 1st October 2023. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

  • Identify, describe, and critically evaluate the influence of neurocognitive processes on behaviour in sport and physical activity
  • Analyse and apply psychological theories to explain outcomes of attempts to participate in sport and physical activity.
  • 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.
  • Apply and evaluate key psychological concepts to practical situations in the sport and physical activity fields.

Fee Information

Field of Education Commencing Student Contribution 1,3 Grandfathered Student Contribution 1,3 Approved Pathway Course Student Contribution 2,3 Domestic Full Fee 4
070105 $555.00 $555.00 not applicable $2,324.00

1 Please refer to more information on student contribution amounts.
2 Please refer to more information on eligibility and Approved Pathway courses.
3 Please refer to more information on eligibility for HECS-HELP.
4 Please refer to more information on eligibility for FEE-HELP.

If you have any questions in relation to the fees, please contact UConnect or more information is available on StudyAssist.

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Teaching

Teaching Pattern

2 hour Workshop each week (with online resources).

AssessmentProblem Activated Learning Evidence Informed Program (25%)|Self-Reflection (25%)|Case Study (50%)
TimetableView the lecture timetable | View the full unit timetable

Textbooks

Required

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

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

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