ess3808 16 17_week1_intro
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ESS3808Sport Psychology
Martin I. JonesBSc MSc Phd PGCHE CPsychol CSci AFBPsS SFHEA
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ESS3808
ESS3808Sport Psychology
Martin I. JonesBSc MSc Phd PGCHE CPsychol CSci AFBPsS SFHEA
Sport PsychologyPsychological knowledge and skills to address optimal performance and well-being of athletes, developmental and social aspects of sports participation, and systemic issues associated with sports settings and organizations.
Sport PsychologyPsychological knowledge and skills to address optimal performance
Develop an understanding of how to apply this knowledge in a real-world setting
Martin I. JonesBSc MSc PhD CPsychol CSci AFBPsS SFHEA
Senior Lecturer in Sport and Exercise PsychologyEmail: [email protected]: 01392 724747 (ext: 4747)Room: RB109Twitter: @drmijonesLinkedin: https://uk.linkedin.com/in/martin-i-jones-94563455Tutorials: https://drmartinjones.youcanbook.me/
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Make sure you use your exeter.ac.uk email address
Respectful, polite, and written professionally
Clear reason for the email in the subject line
Formal and professionally written
Nine things you probably don’t know about your University lecturers
Adapted from http://drvikkiburns.com/ten-things-you-probably-dont-know-about-your-university-lecturers/
When I was a student, I wasn’t perfect eitherBut, I do have the benefit of hindsight, and lots of experience of seeing other students succeed and fail, so when I make suggestions, I am doing so to help you
We often have a huge workload to deal withTeaching you is not the only thing I do. We are not saying that you are not important however you must appreciate that you are not the only part of our job and occasionally other things must take priority.
Sometimes we’re bored tooThere are always modules and lectures that students don’t like. We get the feedback, we know you don’t like everything, and the honest truth is that sometimes it’s not the highlight of our life either. We really do our best to make it interesting, but sometimes it’s just not possible
You’re not as subtle as you think you areI can hear you chatting. I can see you texting. I notice when you are asleep. Facebook, Yik Yak and Twitter etc. are not private – your comments often get back to us
Sometimes we’ve forgotten what it’s like to not understand this stuff.It can be hard to put yourself in the position of people who have never come across it before. So ask the questions. If you don’t get it, read more, ask more, and keep at me until you do get it. I am trying, I promise.
Ask the stupid questions now. I might be surprised that you don’t understand, but I would always rather know now, than find out when I mark your paper that you’ve misunderstood something fundamental. I hate that sinking feeling when I read an answer that shows that the student really just didn’t get it. If you ask now, we can work it through, and the rest of the course will make so much more sense.
We have a life outside the officeAfter 5pm on weekdays and over the weekend my daughter gets my undivided attention.
If you email me in the evenings or at weekends I will not read it until I’m back in the office.
Our life outside the office may occasionally overlap with yoursExeter is not a big place. You may see me in the city centre, at a bar, at Waitrose or walking between campuses.
Feel free to say hello, be polite but don’t expect a protracted conversion about your latest essay
It’s not about the grade that you getI get it, you want a first –who doesn’t? But you need to get away from the outcome and focus on the process. We teach you things that are not assessed, that doesn’t mean they are less important.
IT’S NOT ABOUT THE GRADE
THAT YOU GET
Delivery CollaborationReflection AssessmentIndependen
t Study
?
Incompetence
Uni-structural
Pre structural
One relevant aspect
Several relevant independent
aspects
Integrated into structure
Generalized to new domain
Multi- structural
Relational Extended Abstract
IdentifyName
Follow simple procedure
FailIncompetent Misses point
CombineDescribe
EnumeratePerform serial skills
list
AnalyseApplyArgue
Compare / contrastCriticize
Explain causesRelatejustify
CreateFormulate generate
hypothesizeReflect
theorize
Com
pete
nce
Where we are aiming
Willingness to learn
Goal setting
Organisation
Experimentation
Observation
Reflection &
evaluation
Collaboration
Student Autonomy
What I expect form you
Scheduled Learning and Teaching Activities
Guided independent study Placement / study abroad
44 256 0
Learning and teachingLearning activities and teaching methods (given in hours of study time)
Details of learning activities and teaching methods
256 / 11 weeks = 23.27 hours per week
Scheduled Learning and Teaching Activities
Guided independent study Placement / study abroad
44 256 0
Category Hours of study time DescriptionScheduled Learning and Teaching 22 LecturesScheduled Learning and Teaching 22 SeminarsGuided Independent Study 66 Directed readingGuided Independent Study 60 Study tasks including homework
questions, preparation for seminars, and group work
Guided Independent Study 20 Preparation for formative assessment
Guided Independent Study 110 Preparation for summative assessments
Learning and teachingLearning activities and teaching methods (given in hours of study time)
Details of learning activities and teaching methods
Come to seminars with something that can connect to the internet
Put yourselves into groups four by the end of week three
Work in your groups in each seminar
What you expect from me
55 55555 555THE EXPLANATIONS AND DEMONSTRATIONS WILL BE OF A HIGH
QUALITY
55 55555 555THE CLASS CLIMATE WILL BE CONDUCIVE TO POSITIVE LEARNING
55 55555 555THE PACE WILL BE APPROPRIATE FOR LEARNING
55 55555 555OVERALL, THE TEACHING WILL BE EFFECTIVE
55 55555 555I WILL SHOW A GOOD LEVEL OF KNOWLEDGE AND EXPERTISE
55 55555 555THE ADMINISTRATION OF THE MODULE WILL BE GOOD
55 55555 555ADEQUATE GUIDANCE AND DIRECTION WILL BE GIVEN FOR WORK OUTSIDE LECTURE TIME
55 55555 555TEACHING AND LEARNING MATERIALS WILL BE WELL PREPARED AND ORGANISED
Summative assessment
Form of assessment % of credit Size of the assessment (eg length / duration)
ILOs assessed Feedback method
Group oral presentation
20 15 minutes and 5 minutes of questions
1, 3-8 Oral
Group report 20 2000 words 1, 3-8 WrittenExamination 60 3 hours 1-6, 8 Written
Details of summative assessment
Prior knowledge, intelligence, motivation, and interest.
How well students do on measures of learning is dependent to large degree on students' intelligence or ability to learn, prior relevant knowledge, and motivation to learn
(Uttl, White, Wong-Gonzalez, in press, p2)
Prior knowledge, intelligence, motivation, and interest.
The individual differences in knowledge and intelligence are likely to influence how much students learn (regardless of student satisfaction or teacher skill and knowledge). Similarly, individual differences in students‘ prior interest in a course are likely to influence how engaged they are, how hard they work and how much they learn
(Uttl, White, Wong-Gonzalez, in press, p19)
Prior knowledge, intelligence, motivation, and interest.
Students' ability to judge how much they learned is dependent on their intelligence or ability.
Dunning Kruger effect shows that unskilled people asses their ability to be much higher than it really is and that highly skilled persons underestimate their ability and assume that tasks they found easy were also easy for others.
(Uttl, White, Wong-Gonzalez, in press, p2)
Group oral presentation - 20% - 15 minutes plus 5 minutes of questionsYou need to synthesise and evaluate existing research to help you critically analyse the influence of one psychological construct on performance in the military
Group oral presentation - 20% - 15 minutes plus 5 minutes of questions
You need to select one psychological construct that researchers have studied in sport and the military and critically analyze how your Commando recruit can improve your chosen construct.
15-minute presentation and then answer 5 minutes of questions 1. Define your selected construct and provide a brief
overview of existing research2. Critically examine existing intervention research
focussed on your construct of interest3. Provide a detailed description of how you could
intervene to develop this construct4. Explore potential obstacles that could affect the
quality of an intervention (e.g., moderators)5. Any citations and associated reference list must
adhere to the APA (6th edition) style of referencing
Predicting individual differences in Pain experiences
Every member of the module is required to complete an online battery of questionnaires by week five of the module
Each member of the module will then complete a simple test of pain tolerance and pain intensity. This test will be conducted in the seminar of week six.
Every member of the module is required to complete an online battery of questionnaires by week five of the module
Each member of the module will then complete a simple test of pain tolerance and pain intensity. This test will be conducted in the seminar of week six.
Introduction (approximately 500 words)
• Define your construct• Why is It important to study the
relationship between your construct of choice and pain experience?
• Supported with relevant literature• What is your hypothesis?
Results (approximately 500 words)
• Descriptive statistics• Inferential statistics• Figures and tables
Discussion (approximately 1000 words)
Discuss the meaning of your findings in the context of the existing literature.How are findings unique?Has your research supported existing research?Future research directions
ExamTwo of the four questions in the exam paper. Each question will be marked out of 50.
You should aim to demonstrate broad engagement with a range of literature by describing, evaluating and accurately citing pertinent literature..
The questions are synoptic in nature. Specifically, you will need to draw knowledge from several lectures to answer the question.
Using ELEELE is a starting point. Do not rely on the material posted on ELE alone.. You need to read beyond what I give you to get the highest grades
This module is not about remembering and recalling arbitrary information. To succeed you need to invest time and effort. The students who do well in the module will change the way they think about psychology and sport
CRITICAL ANALYSIS
Martin I. JonesBSc MSc PhD CPsychol CSci AFBPsS SFHEA
[email protected]@drmijones