Postgraduate Course: Dynamics of Performance Teams (EDUA11039)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||The maxim that an effective group is worth more than the sum of its parts can be true, but only under certain conditions. This unit explores a number of the essential factors that contribute to making team performance effective. How teams think, communicate and act, are all explored against a pragmatic backdrop of organisational and structural considerations. Students will begin to develop an awareness of the essential components of effective teams, as well as how these might be specifically developed or fostered.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| Entry requires a good honours degree in a relevant discipline such as psychology, sport and exercise psychology, organisational behaviour, or sport science.
Where an applicant does not meet these requirements consideration may be given to other equivalent academic qualifications and significant professional training and experience.
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2022/23, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 9,
Seminar/Tutorial Hours 9,
Supervised Practical/Workshop/Studio Hours 2,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Assessment: Tasks and Contexts
One 3000 word discursive essay selected from a range of topics pertinent to the course requiring both review of current literature and appreciation of practical implications.
||Informal Feedback - This takes place during teaching, seminars and practicals throughout the semester. Your tutors will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress. Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression.
Cohort feedforward - Detailed feed-forward from previous cohorts of students is provided for all assessments on this course.
Formative feedback - On prospective assignment prior to submission
Summative feedback - Assignment Feedback
|No Exam Information
On completion of this course, the student will be able to:
- Analyse the significance of group roles with regard to the performance of a team.
- Compare and contrast theories of leadership and evaluate the practical utility of each in practise.
- Summarise the interaction of roles and leadership when a team experiences conflict.
- Demonstrate critical awareness of evolving areas of research pertinent to the dynamics of performance teams.
- Formulate proposed changes to organisation and structure to enhance team effectiveness in response to specific situations.
|Collins, D., Abbott, A., & Richards, H. (2011). Performance Psychology: A Practitioner's Guide.|
|Graduate Attributes and Skills
||Graduate Attributes: knowledge and understanding
critical knowledge and understanding of the current research evidence relating to interventions pertinent to Dynamics of Performance Teams
critical knowledge and understanding of current recommendations for scientific practice of psychology, across domains, with an emphasis on performance
specialist knowledge of assessment, needs analysis, monitoring and evaluation protocols that are required to investigate clients¿ issues in the field of group dynamics
a critical awareness of principles underpinning psychological interventions and how to apply them in the design and review of appropriate interventions in the of a group
a critical understanding of research methods employed within the area of Dynamics of Performance Teams
Graduate Attributes: research and enquiry
search for, access, critically analyse, evaluate and synthesise relevant literature in order to develop their knowledge and understanding relating to Dynamics of Performance Teams
critically question current issues in group dynamics and question applied recommendations and how they relate to pertinent challenges facing the profession (e.g., development needs vs. performance)
Graduate Attributes: personal and intellectual autonomy
be independent learners who take responsibility for their own learning, and are committed to professional development, self-evaluation and self-improvement
be able to exercise substantial autonomy and initiative in academic activities, including decision making on the basis of independent thought
be able to recognise and evaluate the validity of diverse opinion in performance psychology, reflecting and evaluating this range and formulating justified and evidence-based ideas for application
Graduate Attributes: skills and abilities in communication
be able to communicate using oral and written methods to specialists (e.g., psychologists, managers & coaches in performance settings, client groups) and non-specialist audiences (e.g., performers, research participants)
be able to use communication as a means for collaborating and relating to others including staff, fellow students, research participants
be able to engage in critical discussion demonstrating listening skills, effective use of evidence and own experience to support assertions, and clear articulation of point
Graduate Attributes: personal effectiveness
have the confidence to make informed decisions relating to problems and issues in applying psychology to performance domains
be able to identify and manage risks appropriately
be able to transfer knowledge, skills and abilities from one professional context to another (e.g., business, emergency services, sport, military)
be able to effectively work collaboratively with others (e.g. peers, staff, research participants, client groups)
Graduate Attributes: technical/practical skills
be able to use data collection methods appropriate to a research project
be competent in the use of word-processing, spreadsheets and presentation software to analyse data and prepare communications effectively through oral and text based approaches
be able to plan the design of suitable and justifiable interventions targeted toward enhancing the performance of a client or client group
|Course organiser||Mr Hugh Richards
Tel: (0131 6)51 6092
|Course secretary||Ms Marie Hamilton
Tel: (0131 6)51 6678