Aims

This module aims to introduce students to the field of clinical sport and exercise psychology. The content of the module focuses on the use of physical activity in the prevention, management and treatment of mental health conditions, such as depression and anxiety, as well as the application of psychological interventions derived from psychological models or theories to address a number of mental health challenges commonly experienced by individuals in sport and exercise settings, such as eating disorders and exercise addiction. The module is devised to provide students with a thorough theoretical grounding and an insight into the practice of clinical psychology within sport and exercise settings.

Outline Of Syllabus

Students will cover a broad range of topics as outlined below:

Physical Activity and the Prevention, Management and Treatment of Mental Health Conditions
Depression
Schizophrenia
Anxiety Disorders

Mental Health Challenges in Sport and Exercise Settings
Personality (e.g., perfectionism, borderline personality disorder)
Exercise Addiction and Burnout
Anxiety Disorders
Muscle Dysmorphia Disorder (“Bigorexia”)
Eating Disorders
Substance Misuse
Doping
Depression and Suicidality

Teaching Rationale And Relationship

The teaching methods encourage students to take an active role in their learning experience. Present in Person sessions are used for discussion, completing practice case studies, and as an opportunity for workshop style learning. Synchronous online sessions are used to impart information, provide students with an opportunity to ask questions and take part in activities (e.g. polls). These sessions also afford the ability to have guest speakers (live case studies) from afar. Structured guided learning activities will include viewing pre-recorded lectures, completing quizzes and activities, and contributing to discussion forums. Non-synchronous online module material cover the key points of the topic in question, help students to develop an understanding of lecture material, and direct the students to the relevant reading. The additional activities give the students the opportunity to apply the lecture material particularly in relation to case studies and will also help students to develop the skills needed to complete the assessment. Guided independent study will involve reading journal articles on each of the main topics to help students prepare for lectures and assessment. Students are expected to be independent, critical and pragmatic, taking more responsibility for their own learning and skill development (characteristic of Stage 3).

Assessment Rationale And Relationship

Summative assessment of this module consists of two components:

The first component (50%) is an essay (1500 words) that will require the student to critically evaluate the efficacy of physical activity as a treatment for a range of mental health conditions. The essay is used to assess knowledge, independent learning and understanding of material relevant to the module, the ability to integrate this material and to communicate it clearly in writing, as well as the ability for critical thought and originality of approach. In addition, the essay assesses the skills of analysis and reasoning (Intended Knowledge Outcome 1; Intended Skill Outcome 1 & 2).

The second component (50%) is a case study (1500 words) that will provide students with a real life scenario from a sport or exercise setting concerning an individual experiencing a significant mental health condition that is having an ongoing negative effect on their psychological health and well-being. The case study is intended to ensure that the students can utilise their theoretical knowledge in an applied context to design and evaluate the outcome of a psychological intervention based upon an appropriate psychological theory/model. (Intended Knowledge Outcome 2 & 3; Intended Skill Outcome 2 &3).

The module will also afford students the opportunity for formative feedback. Discussions will take place in lectures and (during active learning exercises) and discussion boards enabling students to gain verbal feedback from both the module leader as well as their peers, concerning their theoretical knowledge and understanding of core concepts and communication skills (Intended Knowledge Outcome 1, 2 & 3; Intended Skill Outcome 1, 2, & 3).

FMS Schools offering Semester One modules available as ‘Study Abroad’ will, where required, provide an alternative assessment time for examinations that take place after the Winter vacation. Coursework with submission dates after the Winter vacation will either be submitted at an earlier date or at the same time remotely. The assessment format will not normally vary from the original to ensure learning outcomes are met. Any changes to the original format must meet module learning outcomes and be approved by the school.

The form of assessment will not vary from the original.

If the module is failed, Stage 3 students may only be offered a resit if an honours degree is not awarded on the first occasion. Failed assessments will be the same format during the August resit period.