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USP129 Unit Specification_v2 Page 1 of 25

Unit Specification USP129 – Applied psychology for sport and exercise behaviour

Unit reference number: J/616/9398

Level: 3 Guided Learning (GL) hours: 100

Overview

There are many psychological theories which may offer insight into both sports performance and exercise behaviour. When exploring exercise behaviour change to support health improvement, it is often psychological factors that have the greatest influence on motivation and adherence to start and maintain positive changes. Furthermore, in sport, the majority of athletes recognise that on the day of competition, when physical skill is comparable, the outcome is typically down to psychological factors. When looking to improve sports performance or support exercise behaviour change, psychological factors and psychological skills also need to be considered alongside physical training.

This unit is about psychology applied in the context of exercise and sport. It introduces some of the psychological theories that may be used to explain various factors that influence exercise behaviours and sports performance, including motivation, ambivalence, personality, stress, anxiety and arousal.

Learners will explore personality types and theories and the ways in which these affect performances in a range of sports and the effects of personality on exercise behaviour. They will investigate types of motivation and motivational theories and the concepts of stress, anxiety and arousal in the context of both exercise behaviour change and within a variety of sports settings. Learners will also explore the role of group dynamics in sport and how group processes and cohesion can impact upon team sports performance. They will focus on the role of leadership and how this can impact upon performance; investigating the various theories and styles of leadership.

As part of this unit, learners will reflect upon their own exercise behaviour and sports performance. They will experience different psychological interventions to support exercise participation and psychological skills to support sports performance; and will look at how psychological assessment may be used to plan psychological skills training programmes.


Learning outcomes

On completion of this unit, learners will:

LO1 Know psychological theories used to explain behaviour, personality and motivation

LO2 Know the different psychological antecedents that may impact behaviour and performance

LO3 Know the effects of personality and motivation on sports performance and exercise behaviour

LO4 Know the links between stress, anxiety, arousal and sports performance and exercise behaviour

LO5 Know about the role of group dynamics in team sports and group exercise

LO6 Know psychological approaches and interventions to support exercise behaviour change and improve sports performance


Unit content LO1 Know psychological theories used to explain behaviour, personality and motivation

Learners must know key concepts of different psychological theories used to explain behaviour, personality and motivation

Content to include

Definition of psychology – the scientific study of experience and behaviour; what people do (behaviour), why they do it (cognition) and how they feel (emotion)

Key theorists - William Wundt (1832 – 1920) – structuralism

- Charles Darwin (1809 – 1882) – biologist, evolution, theory of natural selection applied to society - Social Darwinism

- Sigmund Freud (1856 – 1939) – psychoanalytic theory of personality development

- J.B Watson (1878 – 1958) – behaviourism and conditioning (scientific and objective method of studying behaviour

- Carl Rogers (1902 – 1987) – humanist psychology or person-centred therapy

Main branches - Psychodynamic

- Behaviourist

- Humanist

- Cognitive

- Social

- Also – physiological, developmental and individual difference

- Based on theories, but not facts

Behaviourist (Pavlov and Skinner) - Focus on behaviour – the stimuli that trigger behaviour and response to the stimuli

(the actual behaviour)

- What goes on in the mind (‘the black box’) is irrelevant

- Suggest all behaviour is learned through conditioning (classical or operant)

- Suggest animals and human behaviour is basically the same (links with evolution theory)

- Classical conditioning (Ivan Pavlov) – stimulus/response and association (1906), Pavlov’s dogs experiment, behaviour modification achieved by pairing a neutral stimulus (e.g. bell) with another stimulus (presentation of food) to bring about a biological response (e.g. salivation of dogs). A memory of an experience that produces uncomfortable feelings is usually the result of classical conditioning, e.g. negative experiences in PE at school may influence current attitude and beliefs about exercise, participation levels and successes


- Operant conditioning (B.F Skinner and Edward Thorndike) – Skinner’s rats (press a lever to be fed pellets), behaviour shaped by consequences (1938)

Positive reinforcement (e.g. praise) – behaviour repetition – reinforces positive behaviour

No reinforcement (e.g. ignoring a behaviour) – behaviour avoidance – if the unwanted behaviour is ignored, no attention given, it is not repeated

Punishment (e.g. smacking) – behaviour presentation. Attention is being given to the unwanted behaviour and it represents reinforcement (negative reinforcement)

- Main criticisms – ignores thoughts (mind activities) and emotions

Psychodynamic (Freud, Jung, Adler) - The mind is split into – id (innate instincts, aggressive and sexual drives), ego

(conscious mind) and superego (conscience); conflict between these parts leads to anxiety, which leads to the development of defence mechanism

- Unconscious motives, drive for pleasure/self-destruction – Eros and Thanos

- Stages of psychosexual development – oral, anal, phallic, latency, genital; can become fixated at any stage if problems or excessive pleasure. Unconscious conflicts from childhood can be carried into adulthood

- Iceberg analogy (conscious aspect of person that is presented is the tip of an iceberg, more exists beneath the surface than above)

- Psychoanalysis to reach the unconscious, e.g. dream analysis, free association, Rorschach images

- Psychological (ego) defence mechanisms include

Repression – uncomfortable memories moved to the unconscious mind, no longer in conscious awareness

Displacement – emotional responses redirected, e.g. anger at boss directed to another person, animal or object, e.g. argue with spouse, kick the cat or throw household objects

Projection – motivations that are unacceptable to self are transferred to other, e.g. prejudice or blame of others

Regression – responding in the present in a way that represents an earlier regressed age/experience, e.g. sulking or temper tantrum

Humour – to minimise discomfort of an experience - Main criticisms – the content of the unconscious cannot be scientifically proven; the

theory is not representative of all populations (Freud based his theory on studies of himself and his specific client group who were primarily middle class, white, Viennese women)

- Carl Jung (student of Freud) – personality structure and archetypes (anima, animus, self, shadow, persona) and typology (extrovert, introvert, sensation, thinking, feeling and intuitive), personality inventories, e.g. Myers-Briggs

Cognitive behavioural (Beck and Ellis) - Key concepts – levels of cognitive processing. The brain as a processing unit, like a

computer (input and output of data)

- Automatic thoughts – negative automatic thoughts (NATS)

- Cognitive errors – selective abstraction, arbitrary inference, over-generalisation, magnification and minimisation, personalisation, absolutistic (all or nothing) thinking

- Schemas – core beliefs that affect how individuals process information


- Cognitive behavioural therapy (CBT) to address thinking patterns, use of homework

- Criticisms – lack validity because many approaches are laboratory based (artificial)

Humanistic (Carl Rogers, Abraham Maslow) - Focus on self-development and higher motivations – self-worth, self-concept, growth,

potential, actualisation. Humans are different from animals; they have a desire to grow and reach full potential. Individuals are unique and have free will

- Rogers – person-centred approach – self-actualising tendency in presence of core conditions (empathy, congruence and unconditional positive regard)

- Maslow’s hierarchy of needs (survival needs and growth needs) – lower (deficiency) needs have to be met before growth needs become a priority, e.g. need to satisfy hunger and safety needs before esteem and belonging needs (relationships) can be addressed

- Criticisms – unscientific and therefore untestable and vague

Recognise benefits and limitations of different models and theories - Historical timeline and shift in perspectives

- Criticisms from other psychological schools and theorists



Learners must know the definition of the term antecedent in the psychology of behaviour change

Content to include

Antecedent literally translates as ‘a thing that existed before or logically precedes another’

In psychology the ABC model can be used to understand behaviour - Antecedent – Behaviour – Consequence

- Helps to explain that behaviours occur in context and not isolation

- To change a behaviour, processes that reinforce the behaviour using a positive consequence or processes that reduce the incidence of triggers can be used

Antecedents are more commonly thought of as ‘triggers’ for behaviours and can be classified as

- External triggers (things from outside, e.g. hearing a loud noise that affect the senses and prompt a behaviour)

- Internal triggers (things like thoughts or feelings that prompt a behaviour from within)

Learners must know different psychological antecedents

Content to include

Major life events – positive and negative events can increase stress levels and there are certain points in the life cycle that people are more open to changing their lifestyle for example; marriage; divorce; bereavement; moving home (leaving parental home, moving house, relocating, emigrating etc.); birth of a child; illness/injury; promotion; change of job; retirement

Personality – personality type (A/B), stress and anxiety, attitude to pain

Stress levels – causal factors and type of stress – life stress, coping strategies and their effectiveness (positive strategies e.g. relaxation techniques and physical activity or negative strategies e.g. use of alcohol, smoking, drugs)

Social factors - Relationships and dynamics – power and rank, effects of bullying, inclusion, exclusion,

Drama triangle roles and patterns of behaving (Victim, Persecutor, Rescuer)

- Social group processes and dynamics – roles (formal and informal), stages of development (Tuckman – forming, storming, norming, performing), cohesion – what brings people together, factors effecting cohesion, types of cohesion (social or task), creating an effective climate; factors influencing group dynamics – situational characteristics, leader characteristics, individual and group characteristics, goal setting, role clarity and acceptance

- Leadership/management (work, school, teams or family) and dynamics – differences, qualities and behaviours of effective leaders (including fitness instructors, personal trainers, sports coaches and health and lifestyle support advisors), prescribed versus emerging leaders, theories (traits versus behavioural approach), leadership styles (autocratic, democratic, laissez-faire, consultative, task orientated, relationship orientated), cohesion, role modelling



Learners must know the effects of personality on sports performance and exercise behaviour

Content to include

Personality – definitions of and related theories - Trait theory

- Situational approach

- Interactional approach

- Marten’s schematic view

- Psychodynamic theory

- Type A and Type B

How personality may affect participation and performance, e.g. type of sport or activity enjoyed, such as individual or team


Learners must know the effects motivation on sports performance and exercise behaviour

Content to include

Theories of motivation - Need achievement theory – need to achieve success or the need to avoid failure

- Achievement goal theory – task orientation or outcome/ego orientation

- Maslow’s hierarchy of needs – physiological, safety, belonging, esteem, self-actualisation

- Competence motivation theory – motivation increases if the person masters a task and feels competent

- Drive reduction theory – types of drive include thirst, hunger, etc.

- Self-determination theory

- Attribution theory (Weiner)

Types of motivation (definitions, descriptions and examples) - Intrinsic

- Extrinsic

- Amotivation

Signs of amotivation – loss of interest, lethargy, reduced engagement and involvement

Risks of amotivation – social withdrawal, withdrawal from activity or sport - Over-motivation

Signs of over-motivation – addiction to training, social withdrawal, over-training

Risks of over-motivation – burnout, injury, reduced performance, over-confidence

Factors that influence motivation: - Coach or instructor, family, friends, environment

Effects on performance - Athletes versus non-athletes; elite versus beginners; individuals versus team players

- Developing a motivational climate

- Effect of personality on motivation (traits)

Effects on engagement and participation in healthy behaviours - Positive and negative effects and influence on future expectations and outcomes

- How to develop a motivational environment to support exercise adherence



Learners must know how stress, anxiety and arousal may affect sports performance and exercise behaviour

Content to include

Stress - Definitions of stress – eustress and distress, positive and negative

- Sources of stress – internal and external, different stressors

- Hans Selye – three stage response – alarm, resistance, exhaustion

- Effects of stress – fight, flight, freeze response; physiological effects and long-term effects of stress

- Links with personality and stress, e.g. type A and type B

- Stress and perception (Lazarus) and the role of control (Rotter – locus of control)

- Stress management approaches – hardiness – control, commitment, challenge (Kobasa); Hardiness training (Maddi) Focus to recognise symptoms, reliving stressful encounters (analyse and find coping strategies), self-improvement (challenges to build confidence and control); use of medication; biofeedback (learning to relax); Meichenbaum’s Stress Inoculation Technique (SIT) – conceptualisation – skills acquisition and rehearsal; application and follow through

Anxiety - Definition of anxiety

- Types of anxiety – state or trait, e.g. transitional (mood change in response to events) or permanent characteristic (personality characteristic); competitive anxiety, reversal theory; effects of anxiety – cognitive, somatic and behavioural

Causes of stress, anxiety – internal, external, personal, situational, occupational, levels of discomfort

Signs and symptoms of stress and anxiety - Physical – weight loss or gain, skin conditions

- Behavioural – fidgeting, twitching, use of drugs/alcohol, aggression, crying, self-harm

- Psychological – low self-esteem, negative thinking, fear, suicidal thoughts, depression, low mood, loss of enjoyment/pleasure

Effects on performance – negative mental state; fear of failure; concentration, choking

Effects on exercise behaviour – negative mental state, low self-efficacy and self-belief, fear of failure, loss of concentration or commitment

Arousal - Definitions of arousal

- Theories of arousal – drive theory, inverted U hypothesis, individual zones of optimal functioning, comfort zones, reversal theory

- Effects of arousal – Improve or decrease performance, choking, change to stress and anxiety levels, effects on attention and focus

Aggression in sport - Definition of aggression

- Why individuals may behave aggressively


- Theories of aggression

Instinct (life and death) – psychodynamic Social learning – vicarious reinforcement, frustration-aggression,

excitation transfer, de-individualisation, social constructionists (aggression as a social behaviour)

Biological theories genetics, evolution, physiology (hormones)

- Types of aggression – hostile, relational

- Assertive behaviour

- Effects of aggression – individual and team



Learners must know the role of group dynamics in team sports and group exercise

Content to include

Group Processes - Groups versus teams (definitions)

- Group or team roles (formal, informal)

- Stages of group development (forming, storming, norming, performing)

- Interaction and co-action

- Steiner’s model of group effectiveness

- Ringelmann effect and social loafing

Cohesion - Types (task cohesion, social cohesion)

- Factors affecting cohesion

- Creating an effective team climate

Leadership - Qualities

- Behaviours

- Theories (trait approach versus behavioural approach)

- Prescribed versus emergent leaders

- Styles (autocratic, democratic, consultative, task orientated, relationship orientated); multidimensional model

Factors which influence group dynamics and team performance - Situational characteristics

- Leader characteristics

- Group characteristics

- Goal setting

- Role clarity and acceptance


Learners must know the effects of mindset on sport and exercise performance

Content to include

Mindset - Fixed or growth mindset

- Talent versus effort

- Learned helplessness (Seligman)

- Impact on performance

- Impact on skill development

Resilience - Definition – ability to recover from difficulty

- Importance of resilience – coping with life; coping with competition; overcoming adversity, e.g. performance slumps, burnout, injury, transitions

Perfectionism - Traits

- Functional and dysfunctional aspects

- Impact on performance



Learners must know the key concepts of the different approaches to support behaviour change

Content to include

Trans-theoretical model (TTM) (Prochaska and Diclemente) - Stages of change and characteristics of each stage – pre-contemplation,

contemplation, preparation, action, maintenance, termination, relapse (the difference between a lapse and a relapse)

- Processes of change (cognitive and behavioural) – consciousness raising, dramatic relief, environmental re-evaluation, social liberation, self-revaluation, self-liberation, helping relationships/social support, counter-conditioning, stimulus control, contingency/reinforcement management

- Decisional balance – to resolve ambivalence i.e. the reasons for making change and reasons for not making change and the costs of maintaining a change or not maintaining a change that are weighed throughout the change process

Self-efficacy (Bandura) – an individual’s belief in their ability to make a desired change (difference between self-esteem and self-efficacy)

Person-centred approach (Carl Rogers) - Self-actualising tendency

- Core conditions – empathy, congruence and unconditional positive regard

- Non-directive

Motivational interviewing (Rollnick and Miller) - Foundation in person-centred spirit – collaboration, compassion, acceptance,

evocation but with some direction from the helper

- Steps – engaging, focusing, evoking, planning

- Skills – active listening, demonstrating empathy

- Techniques – open-ended questions, affirmations, reflective statements, summaries (OARS)

- Change talk and sustain talk and how to elicit change talk using the skills and techniques

Cognitive behavioural therapy (CBT) (Beck and Ellis) - Key concepts – levels of cognitive processing

- Automatic thoughts – negative automatic thoughts (NATS)

- Cognitive errors – selective abstraction, arbitrary inference, overgeneralisation, magnification and minimisation, personalisation, absolutistic (all or nothing) thinking

- Schemas – core beliefs that affect how individuals process information

Other health and exercise behaviour models/theories - Health belief model (evolved from Kurt Lewins field theory) – expectancy – value

approach to motivation, e.g. what may or may not happen if they do or do not do something and the value they place on these outcomes

- Theory of reasoned action (Ajzen and Fishbein 1975/1980) – casual antecedents of volitional behaviour


- Theory of planned behaviour (Ajzen 1988) – casual antecedents of volitional behaviour with the addition of the variable ‘perceived behavioural control’

- Social learning theory (Bandura) – self-efficacy, the extent to which a person believes they can do something. Application to sport and exercise

- Cognitive dissonance (Festinger 1975) – holding two sets of contradictory beliefs which create discomfort, requiring a change in one of the beliefs, e.g. a sedentary person who knows the risks of inactivity may counter the dissonance by thinking they will not be affected

- Self-determination theory (SDT) Deci and Ryan – person-centred roots, several sub-theories, basic psychological needs – autonomy, competence, relatedness

Biopsychosocial model in relation to exercise and health behaviours (inter-related factors that influence lifestyle choices and health outcomes)

- Biological factors – genetics/ heredity and biochemical

- Behavioural factors – lifestyle, stress, health beliefs

- Psychological factors – self-worth, self-efficacy, self-esteem, perception, mood and personality

- Social factors – culture, education, family relationships and socioeconomic, medical

Motivation and personality factors that may influence participation and engagement with different types of exercise (e.g. introvert/extrovert)

- Individual – gym, running, swimming, walking, cycling, weight lifting, body building

- Group – studio cycling, studio resistance, circuit training, exercise to music, dance, yoga, Pilates, kettlebells, step, Tai Chi

How theories can explain information that impacts exercise and health through lifestyle behaviour choices

- Barriers to exercise and health

- Motives (motivation) for exercise and health, including reasons for engagement, participation and choice of activity

- Attitudes to exercise and health

- How barriers, motives and attitude change throughout life and factors that influence these changes

- Reasons for adherence and non-adherence to exercise or health behaviours

- Reasons for lapse and relapse


Learners must know psychological interventions can be used to support lifestyle behaviour change for health

Content to include

Purposes of interventions - Change thought patterns

- Control anxiety (anxiety can be a barrier to change)

- Promote positive action/change

- Help decision making (resolve ambivalence)

- Increase motivation, e.g. engagement and long-term participation in activity/exercise

- Assist coping, e.g. stress management, chronic health condition management, smoking cessation, contingency planning

- Control/remove self-doubt (empowerment, support of self-efficacy)

- Social support and encouragement, e.g. group support to maintain motivation and help prevent lapse or relapse

Advantages and disadvantages of different interventions, e.g. time taken to make a difference and frequency of practice required to be effective (some interventions), cost (e.g. professional service, meditation group, relaxation tape or one-to-one session), lack of evidence-based effectiveness

Interventions - Motivation – affirmations, open-ended questions to encourage change talk, praise

and encouragement

- Goal setting – SMART (specific, measurable, achievable, realistic/relevant, timely), goal monitoring and review/reward; types of goal (outcome, process and performance goals), short, medium and long term

- Arousal management

Relaxation techniques – progressive muscular relaxation (active/passive), visualisation and imagery, breathing control (slower, deeper breathing), autogenic training, psyching techniques

Energising techniques – use of energising and motivational self-talk and imagery; use of uplifting music; increasing breathing rate

- Self-talk – can be positive or negative; use of positive affirmations include: improve self-confidence; assist concentration, enable positive thinking.; control anxiety and arousal

- Meditation

- Imagery – visual, auditory and kinaesthetic; uses of imagery (concentration, emotion control, relaxation, mental rehearsal of performance)

- Stress Inoculation Training (SIT)

- Counselling and talking therapies – motivational interviewing, cognitive behavioural therapy (CBT)

Planning – current situation, aims and objectives, action planning to achieve aims and objectives, content of action plan (e.g. relapse management)

Awareness of how different lifestyle behaviours affect health and wellbeing - Physical activity/inactivity

- Not smoking/smoking


- Alcohol use/misuse

- Healthy eating/unhealthy eating

- Sleeping well/poor sleep

- Information sources for gathering information on lifestyle behaviours

- Safe evidence-based guidelines for providing information/education

The influencing factors and possible reasons for individuals adopting specific lifestyle behaviours

Factors that contribute to people being successful or unsuccessful at making lifestyle changes and adhering to new behaviours

- How to facilitate and support clients with lifestyle behaviour change

- Responsibilities and boundaries of role

- Communication skills

NB: The content for different lifestyle behaviours and supporting lifestyle change is detailed in the health and lifestyle unit.

Learners must know psychological skills that enhance sports performance

Content to include

Motivation (goal setting, performance profiling)

Goal setting – SMART (specific, measurable, achievable, realistic/relevant, timely), goal monitoring and review/reward; types of goal (outcome, process and performance goals), short, medium and long term

Arousal management - Relaxation techniques – progressive muscular relaxation (active/passive), visualisation

and imagery, breathing control (slower, deeper breathing), autogenic training, psyching techniques

- Energising techniques – use of energising and motivational self-talk and imagery; use of uplifting music; increasing breathing rate

Self-talk – can be positive or negative; use of positive affirmations include: improve self-confidence; assist concentration, enable positive thinking; control anxiety and arousal

Meditation

Imagery – visual, auditory and kinaesthetic; uses of imagery (concentration, emotion control, relaxation, mental rehearsal of performance)

Profiling – developing constructs and using information; how profiling can be applied – developing athlete awareness; identification of strengths and weaknesses; goal setting and review; motivation

Considerations for planning psychological skills training programmes - Assessment – of sport or position, of individual sports performer; identifying

(psychological demands, psychological strengths); performance profiling

- Plan – current situation; aims and objectives; action plan to address aims and objectives; content of action plan (phases of psychological skills training)

Role boundaries, including when to defer to specialists – sports coaches, sports psychologists


Learners must know assessments that can be used to evaluate proficiency in psychological skills

Content to include

Different psychological assessments – purpose/validity, advantages and disadvantages, how it is administered and when it could be used effectively

Questionnaires - Social Readjustment Rating Scale – SRSS

- State-Trait Anxiety Inventory – STAI

- Eysenck Personality Questionnaire – EPQ

- Cattell’s 16 Personality Factors Test

- Type A and Type B personality questionnaires

- Locus of control questionnaires


Learners must know ethical and legal responsibilities when collecting psychological information

Content to include

Privacy and confidentiality when collecting information and/or transferring/storing information (the exception being if any risk of harm to self or others identified, this must be disclosed, and the client should be aware this information needs to be disclosed prior to the sharing – e.g. clear role boundaries stated before consultation)

Informed consent must be obtained prior to collecting information

Clarification of purpose of data collected and use of the data only for the stated purpose – additional consent required to use data for any other purpose

Nature and procedure of assessment

Effects and benefits of assessment

Risks of assessment

Feedback of results to the individual

How data will be interpreted and used, e.g. for individual feedback and progress monitoring, aggregated with other data for research analysis

Reliability and validity of the information gathered and factors that may influence this, e.g. level of honesty (responses to a questionnaire or information shared), level of understanding of what is being asked (misread or misinterpret question), rapport and relationship with an interviewer. Tester misinterpretation of results (e.g. responses to a questionnaire or responses to an interview question – ineffective listening)

The roles of sport, exercise and health psychologists - Research and expansion of evidence base

The role of research in exercise, health and sport psychology Research approaches and methods – longitudinal studies, qualitative,

quantitative, random controlled trials, survey, interviews, observation, literature review

Research ethics – consent of study groups and individuals Variables – socio-economic factors (class, culture), individual factors

(gender, age, and ethnicity), lifestyle and health factors (smoking, alcohol, chronic health conditions)

Evidence based practice – value and limitations

- Practice – work with individuals, teams, families, groups

- Qualifications – higher education degree, masters and doctorate programmes

- Work settings – clinical, public health departments, community health settings

- Ethical considerations – role boundaries, supervision

Skills - Communication skills – active listening, empathy, reflective statements when

consulting with clients

- Awareness of client needs – influencing recommendations and advice provided for a holistic service – e.g. use of relaxation, meditation, positive affirmations to assist the client


Assessment requirements

Synoptic external examination

This unit will be assessed by a synoptic external examination at the end of the period of learning. External examinations will test knowledge and understanding from across the whole unit. Learners should use the unit content section of this unit to aid revision since exam questions will test the full breadth of this section.

All unit learning outcomes are covered in each and every qualification. The full breath of unit content is covered equally over the life of the qualification; this provides scope for significant variation between examinations and reduces examination predictability.

A sample examination paper can be downloaded from the VTCT website.

The assessment criteria to guide theory paper development and support learner revision are listed below.

Learning Outcome Assessment Criteria

LO1 Know psychological theories used to explain behaviour, personality and motivation

1.1. Describe key concepts of different psychological theories used to explain behaviour, personality and motivation

Behaviourist

Psychodynamic

Cognitive behavioural

Humanistic

1.2. Explain benefits and limitations of different models and theories



2.1. Define the term antecedent in the psychology of behaviour change

2.2. Describe different psychological antecedents



3.1. Explain the effects of personality and motivation on sports performance and exercise behaviour




4.1. Describe how stress, anxiety and arousal may affect sports performance and exercise behaviour

4.2. Explain aggression in sport



5.1. Explain the role of group dynamics in team sports

5.2. Explain different leadership styles and their role in group dynamics

5.3. Describe mindset, resilience and perfectionism and their effects on sport and exercise performance



6.1. Describe the key concepts of the trans-theoretical model in relation to exercise behaviours

6.2. Describe the key concepts of person-centred approaches

6.3. Describe the key concepts of Motivational interviewing

6.4. Describe the key concepts of Self-determination theory

6.5. Describe the key concepts of the biopsychosocial model in relation to exercise and health behaviours

6.6. Explain self-efficacy and its relationship to exercise behaviour change

6.7. Explain cognitive dissonance and its relationship to exercise behaviour change

6.8. Describe psychological interventions used to support exercise behaviour change for health

6.9. Describe psychological skills that enhance sports performance

6.10. Explain considerations for planning psychological skills training programmes

6.11. Describe psychological assessments that can be used to evaluate proficiency in psychological skills

6.12. Explain ethical and legal responsibilities when collecting psychological information


Delivery guidance Whilst this unit is largely theoretical, a wide range of delivery methods should be used to allow learners to explore exercise and sports psychology concepts, techniques and tools in a practical setting. The use of appropriate practical investigations to enrich the module and to help learners to apply their knowledge to ‘real-life’ settings is encouraged. At all times ethical considerations should be given to any research tasks that are conducted either inside or outside of the classroom.

Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience.

Learners may benefit from:

Teacher presentations and interactive discussions: These can be used to introduce and explore different psychological theories that link with health and exercise behaviour, sport performance, personality, motivation and stress/anxiety. Learners should understand the key differences as well as the relationship between stress, arousal and anxiety and should be encouraged to understand the positive as well as the negative aspects of these factors for sport and exercise performance. Tests are useful to allow learners to understand their own predisposition to stress and anxiety and the SCAT and CSAI-2 are both useful questionnaires that learners should access.

Guest speaker presentations and forums: Sport psychologists, sports coaches, exercise and health behaviour psychologists can all be invited to present information. For example: a behaviour change specialist may present specific evidence-based psychological approaches used to build motivation or manage arousal/anxiety and/or share their experience of working with individuals engaging with exercise and health behaviour change. Alternatively, if an in-person visit is not possible, viewing presentations on-line can be suitable homework activities, e.g. relevant TED talks and form the basis for classroom discussions.

Case studies: Exploration of ‘real’ or realistic case studies (athletes, sports people, individuals wanting to change exercise behaviour) can be reviewed and discussed. Learners can share ideas of psychological factors that influence both sports performance and health and exercise behaviour participation. To assess psychological skills the use of tools such as performance profiling, interviews or questionnaires such as the Athletic Skills Coping Inventory (ASCI) can be used. These can be completed by the learners or by athletes who are accessible to the learners (with appropriate consent). The use of case studies would also be an appropriate way to assess psychological skills of sports performers. Group activities using case studies are also a useful way for learners to apply knowledge and recommend appropriate psychological skills training programmes.

Interactive information and technology systems: Psychological questionnaires can be accessed and completed and learners can and discuss the results with peers. The use of personality tests such as the Eysenck Personality Test or Cattell’s 16PF test would be useful to introduce learners to the subject of personality and personality traits, as might Type A and Type B personality testing. Learners should be encouraged to reflect upon their own personalities and how this impacts upon their own sport performance or exercise behaviour.

Video and films: Contemporary examples of sporting personalities across a range of sports are also useful when exploring personality and motivation. Video would be useful to explore both personality and motivation and may include interviews, speeches or in-game footage. Used alongside the learner’s own experiences these can be a powerful tool in bringing to life the theories behind both personality and motivation. Examples of ‘choking’ can be explored through videos and again learners should be encouraged to reflect upon and share their own experiences in relation to theories of arousal and performance. It would also be useful to access recordings


of professional counsellors and sports psychologists demonstrating skills of working with clients. The use of video is encouraged where possible to show psychological techniques in practice. Golfers and tennis players, for example, use self-talk regularly and players can be seen using pre-performance routines/rituals before kicking in rugby or taking a penalty in football. Interviews with F1 drivers and skiers can provide examples of using visualisation techniques to prepare for competition.

Practical sessions with discussion: Opportunities to experience different psychological interventions would be valuable. Intervention strategies for the training programmes can be taught practically and students should be encouraged to try a range of interventions where possible. Breathing control, self-talk, progressive muscular relaxation and autogenic training either using scripts or audio, for example, can all be practised in class. Blood pressure and heart rate monitors can also be used to give biofeedback to the learner on the success level of these techniques. Practical sessions can be followed by discussion of the experience and how these approaches may be used in sport to support performance as well as how they can be used to support exercise behaviour change.

Practical workshops and role play: Learners can practise their listening and helping skills by working with peers acting as clients (real play as opposed to role play exercises). They can also practise delivering different interventions, e.g. relaxation techniques with peers. Practise sessions can be recorded and reviewed later, so that learners can evaluate and discuss their practice and identify ways to improve their skills.

Experiments: The use of small-scale experiments in class can be used to explore the effects of competition and the use of biofeedback equipment such as heart rate or blood pressure monitors can be used to record physiological effects of stress. The effects of an audience can also be explored through practical sessions, as well as an exploration of the ‘home advantage’ through statistical analysis and discussion with learners.

Group activity/team sport sessions: Learners should be encouraged to take part in group and team activities whilst exploring the theories behind group dynamics and leadership. These activities can help learners to understand their own roles within a team as well as the roles of others in the group. Practical activities can also be videoed and used to explore phenomena such as ‘social loafing’ as well as methods to improve group dynamics such as group size, goal setting and role clarity.

Leadership styles: A range of leadership styles can be used when delivering practical sessions to the learners, or learners themselves can lead sessions using particular styles of leadership. Learners should also be encouraged to identify their own leadership styles where possible, as well as the styles of their own coaches and managers and those at a professional level. Differences between leaders should be discussed and the advantages and disadvantages of styles should be explored through group discussion and classroom workshops.


Resources The special resources required for this unit are access to an environment which supports learners to develop their knowledge of the effects of psychological factors on sports performance and exercise participation, including non-participation and inactivity.

Best practice should be encouraged by giving learners the opportunity to access current research in sport psychology and exercise behaviour change. Access to a wide range of resources that evidence the effectiveness of different approaches used to support athletes with performance and support individuals with exercise behaviour change is essential.

Recommended text books:

ACSM (2014). ACSM’s Guidelines for Exercise Testing and Prescription. 9th ed. American College of Sports Medicine. Wolters Kluwer/Lippincott Williams & Wilkins. Philadelphia. USA

Berne E., (1964) Games People Play – The Basic Handbook of Transactional Analysis, Ballantyne books, New York.

Biddle, S and Mutrie, N (2008) Psychology of Physical Activity. Determinants, well-being and interventions. 2nd Edition. Routledge. London

Boud D, Keogh R and Walker D (1985) Reflection, Turning Experience into Learning, Routledge. UK

Bolitho, S, Lawrence, D and McNish, E (20112. The Complete Guide to Behavioural Change for Sport and Fitness Professionals. Bloomsbury Publishing. London. UK

Erskine, R; Moursand, J & Trautman, R (1999) Beyond Empathy. A Therapy of Contact in Relationship. New York. USA. Brunner Routledge

Feltham, C & Horton, I. Eds.(2000) Handbook of Counselling & Psychotherapy. London. UK. Sage Publications Ltd

Gross, R (1996). Psychology. The Science of Mind and Behaviour. 3rd edition. Oxon. UK. Hodder and Stoughton

McLeod, J (2003) An Introduction to Counselling. 3rd edition. Buckingham. Open University Press

Mearns, D & Thorne, B (1988) Person Centred Counselling in Action. London. Sage Publications

Michie, S., Atkins, L & West, R., (2014) The Behaviour Change Wheel A guide to designing interventions, Silverback publishing, UK

Michie, S., West, R., Campbell., Brown., Gainforth., (2014) ABC of behaviour change theories. Silverback publishing, UK

Prochaska, J. O., Velcier, W. F., (1997) The Transtheoretical Model of Health Behaviour Change, American Journal of Health Promotion, 12(1): 38-48

Rogers, C (1967) On Becoming a Person. A therapist’s view of psychotherapy. London. Constable & company Ltd

Rollnick, S, and Miller, W (2012) Motivational Interviewing Helping People Change. The Guilford Press. New York. USA

Rollnick, S, Miller, W and Butler, C (2008) Motivational Interviewing in Health Care. The Guilford Press. New York. USA

Rollnick, S, and Miller, W (1991) Motivational Interviewing. Preparing People to Change Addictive Behaviour. The Guilford Press. New York. USA

Steiner, C (1997) Achieving Emotional Literacy. London. Bloomsbury Publishing

Stewart, I & Joines, V (1987) TA Today. A new introduction to transactional analysis. England. Lifespace publishing

NB: This list is not exhaustive. There are many other valuable text books.


Useful journals:

British Journal of Sports Medicine

British Medical Journal (BMJ)

Journal of Public Health

Medicine and Science in Sports and Exercise

Psychology of Sport and Exercise

Research Quarterly for Exercise and Sport

Recommended Websites:

American College of Sport Medicine (ACSM): www.acsm.org

British Association of Sport and Exercise Science: www.bases.org.uk

Beck Institute (CBT): www.beckinstitute.org

British Association of Counselling and Psychotherapy: www.bacp.co.uk

British Heart Foundation National Centre for Physical Activity and Health: www.ncsem-em.org.uk

Change4Life: www.nhs.uk/Change4Life

Department of health: www.gov.uk/government/organisations/department-of-health

Motivational interviewing (MINT): www.motivationalinterviewing.org

Mindfulness for mental wellbeing: www.nhs.uk/conditions/stress-anxiety-depression

National Institute for Health and Care Excellence (NICE): www.nice.org.uk

NHS Choices: www.nhs.uk/Livewell/Goodfood?pages/water-drinks.aspx

Public Health England: www.gov.uk/government/organisations/public-health-england

Public Health Scotland: www.healthscotland.com

Public Health Wales: www.publichealthwales.wales.nhs.uk

Public Health Agency Northern Ireland: www.publichealth.hscni.net

Self Determination Theory: www.selfdeterminationtheory.org/theory

School of Sport, Exercise and Health Sciences at Loughborough University (SSESHS): www.ssehsactive.org.uk

http://www.acsm.org/

http://www.bases.org.uk/

http://www.beckinstitute.org/

http://www.bacp.co.uk/

http://www.ncsem-em.org.uk/

http://www.ncsem-em.org.uk/

http://www.nhs.uk/Change4Life

http://www.gov.uk/government/organisations/department-of-health

http://www.motivationalinterviewing.org/

http://www.nhs.uk/conditions/stress-anxiety-depression

http://www.nice.org.uk/

http://www.nhs.uk/Livewell/Goodfood?pages/water-drinks.aspx

http://www.gov.uk/government/organisations/public-health-england

http://www.healthscotland.com/

http://www.publichealthwales.wales.nhs.uk/

http://www.publichealth.hscni.net/

http://www.selfdeterminationtheory.org/theory

http://www.ssehsactive.org.uk/


Document History

Version Issue Date Changes Role

v1 16/03/2018 First published Qualifications Manager

v2 12/07/2018 Amended following DfE approval Product Administrator

Documents

Unit Specification - qualifications.vtct.org.uk · - Leadership/management (work, school, teams or family) and dynamics – differences, qualities and behaviours of effective leaders