Awards

Target Award

Award Description:Bachelor of Science with Honours - BSH
Alternative Exit
Alternative Exit
Alternative Exit

Accreditation

British Psychological Society (BPS)

Programme Offerings

Full-Time

F2F-JMU-SEP

Educational Aims of the Course

The BSc. (Honours) Sport Psychology programme is designed to provide a current, coherent and vocationally relevant programme of study to degree level for students interested in the discipline of Sport Psychology. On completion of the programme students will have acquired a knowledge and skill base relevant to the vocation of Sport Psychology that will facilitate progression onto postgraduate study. The programme provides the opportunity to attain Graduate Basis for Certified Membership (GBC) from the British Psychological Society (BPS). Graduate Basis for Certified Membership is a pre-requisite for entry onto BPS accredited Stage 2 professional training postgraduate programmes in Psychology, including Health and Care Professions Council (HCPC) approved independent route qualifications and Professional Doctorates in Sport and Exercise Psychology. The programme aims to: Provide a progressive and challenging programme of study that is informed by research and scholarly activity and meets the needs of the profession of sport and exercise psychology; Provide a programme of study that develops core knowledge and understanding of psychological principles, concepts and theories appropriate to the field of sport and exercise psychology; Provide supportive, stimulating and diverse learning environments for students to develop intellectual skills of evaluation, critique and integration of psychological theory; Produce a scientific understanding of mind, brain, behaviour, and experience, and how they interact; Equip students with a range of core skills that facilitate progression onto postgraduate study, including professional doctorate and independent professional training routes relevant to the profession; Enable achievement of Graduate Membership (GM) and Graduate Basis for Chartered Membership (GBC) from the British Psychological Society (BPS); Encourage students to fully engage with the Future Focus programme which enables students to explore their employability skills and mindset- including proactivity, adaptability and resilience, and expand their awareness of career possibilities; Develop employability skills and mindset throughout the programme that are aligned to the LJMU Employability Strategy. Transform student employability skills, self-awareness, agency and aspirations to be able to make a difference to professional practice through exercise and sport. Encourage appreciation and reflection on how protected characteristics (such as ethnicity, culture, sex and gender, religion, sexuality, socioeconomic status),and intersections thereof, contribute to experiences in Sport and Exercise Psychology and what action can be taken to promote a more equitable society.

Learning Outcomes

1.
Effectively use and synthesise knowledge and understanding of research methods in sport and exercise psychology.
2.
Recognise and apply appropriate subject knowledge when performing problem solving skills in sport and exercise psychology contexts.
3.
Conduct data collection and research skills.
4.
Demonstrate effective evaluative and analytical skills.
5.
Demonstrate effective comprehension skills and use of data when developing written reports.
6.
Analyse, appraise and synthesise information critically from a variety of sources including published research and reports.
7.
Retrieve and organise information effectively.
8.
Carry out an extensive piece of independent empirical research, applying skills of choosing and applying appropriate advanced empirical methodologies and the treatment of resulting data with appropriate analytical methods
9.
Use a variety of psychological tools, including specialist software, laboratory equipment and psychometric instruments.
10.
Apply skills of literature search, critical review and selection of relevant sources, and systematic synthesis and treatment of key material.
11.
Use reflective practice to develop awareness of individual skills required to support the development of an applied practitioner;
12.
Effectively use knowledge and understanding of foundations and principles in sport and exercise psychology.
13.
Critically apply detailed knowledge of research methods in a sport and exercise psychology context and effective deployment of the research process through the planning, production, analyses and interpretation of investigations;
14.
Use employability skills to effectively navigate and contribute to a work-based context and develop a compelling onward plan.
15.
Work effectively independently and with others, as both a team member and a leader, recognising and respecting the values of equality and diversity.
16.
Critically reflect on the concept of unearned advantages based on factors such as race, ethnicity, religion, gender, sexuality, disability, class, socioeconomic status, and citizenship, and intersections thereof, in the context of sport and exercise psychology and how we can act to promote a more equitable, diverse, and inclusive sector.
17.
Effectively use knowledge, understanding and skills in applied sport and exercise psychology.
18.
Effectively use knowledge and understanding of biological and cognitive psychology.
19.
Effectively use knowledge and understanding of developmental, social and individual differences in psychology.
20.
Synthesise and critically appreciate knowledge of psychology and development issues in sport and exercise.
21.
Synthesise and critically appreciate knowledge of motor behaviour.
22.
Synthesise and critically appreciate knowledge associated with applied sport and exercise psychology application across different contexts.
23.
Demonstrate effective oral and written communication skills.

Teaching, Learning and Assessment

Teaching and learning. This programme will be delivered with a range of teaching and learning methods. It contains formal contact time and directed and private study. Students will be encouraged to develop their learning skills and to become progressively more independent in their learning, so students are given more direct study in level four and more private study at level six. This is facilitated through the inclusion of an academic skills module in semester one of level 4. Students will develop skills of time management and how to use appropriate resources (e.g., IT and library) to find and organise information. Students learn to select and evaluate suitable materials from disparate sources. Students will develop integrative skills to analyse and solve problems applying appropriate numerical and statistical techniques when required. They will be able to communicate scientific information effectively. During the programme, lectures and directed independent reading are used to introduce core knowledge. Lectures are supplemented by seminar, laboratory and practical activities in which students can explore ideas in more depth and contribute to, and benefit from, peer learning. Individual supervision meetings support students in developing, conducting and reporting an empirical investigation in sport psychology. In addition, students are expected to cover substantive course content through their own directed reading. These approaches are consistent with the learning outcomes of each specific module. Practical skills are taught during practical classes, which form a component of the teaching on several modules and within in-session tasks more broadly. These practical activities provide opportunities for formative feedback from both peers and tutors. Similarly, tutor support during the preparation of coursework assignments (feedforward sessions) provides opportunities for formative feedback. Assessment and feedback. A variety of assessment methods are utilised across the programme. Formal assessment methods include essay assignments, written examinations (using seen or unseen questions),multiple choice tests, portfolios, reflective work-related learning reports, poster presentations, laboratory reports and supervised major projects. In formulating the assessment strategy, the programme team aimed to achieve an appropriate match between teaching and learning methods and assessment tasks, including the provision of formative feedback, an appropriate balance of assessment tasks over the programme, and inclusivity of a range of student approaches to learning. Coursework assessment is used to provide timely and detailed summative assessment. Individual tutors take advantage of opportunities to provide formative assessment during modules. A consistent approach to the provision of summative feedback will be taken; the use of marking rubrics to ensure breath in feedback provided, whilst qualitative feedback under the headings “areas for enhancement” and “strengths of the assignment” will provide depth, specificity, personalisation, and a future focus to feedback. Assessment methods are specified on each modules Canvas page. Equity, diversity & inclusion (EDI). In 2021, an ‘inclusive curricula team’ was formed and this working group successfully secured internal funding to enable student interns to lead an audit of our programmes in relation to decolonising the curriculum, with the support from the academic team. We recognise that a colonial curriculum is an inaccurate curriculum, characterized by an unrepresentative, inaccessible, and privileged nature. Decolonising the curriculum is about being more accurate, more inclusive, and more interculturally responsive. EDI is an increasingly important focus for our School (the School also have Athena SWAN Bronze status). We recognize that to deeply embed EDI into the fabric of what we do, we need to focus our curricula. 

Opportunities for work related learning

The School recognises that employment experience is a major differentiating factor in a graduate's curriculum vitae. In this regard, work related learning and applied experience are integral components of the programme and provides an opportunity for all students to conduct learning within a placement setting. Work placements have included applied sport/exercise psychology experience across a range of sport and exercise settings, psycho-educational programme development and delivery, work with local charities and local primary and secondary schools. Placements at level six are supported by the Practice Learning Support Unit (PLSU). In order to prepare students for work related learning opportunities, the programme incorporates a series of progressive professional practice modules that focus upon key theoretical content, practical and applied knowledge and skills. These modules also enable a progressive framework for reflection and personal development planning (employability perspective) to be developed. This is complemented by an integrated careers curriculum as well as the opportunity for students to engage in the University wide Future Focus programme. Overall, the School provides a world class research informed curriculum alongside a structured and focused approach to employability that ensures the programme remains at the forefront of applied sport and exercise psychology.

Programme Structure

Programme Structure Description

There are four strands on the programme to structure the content into cognate areas, namely professional practice, research skills, core psychology, and sport and exercise psychology. The course is accredited by the British Psychological Society (BPS) and confers graduate eligibility for both Graduate Membership of the British Psychological Society and … For more content click the Read More button below.

Entry Requirements

A levels
Access awards
Alternative qualifications considered
BTECs
GCSEs and equivalents
IELTS
International Baccalaureate
Irish awards
NVQ
Reduced offer scheme
T levels
UCAS points
Welsh awards

HECoS Code(s)

(CAH04-01) psychology