External summary

Alongside the development of Sport Psychology as a recognised profession, other developments, such as the Positive Psychology movement and the emergence of Coaching Psychology in the business domain, are indicative of the potential contribution psychology can make to individuals and teams striving to achieve optimal performance. Application of psychology in these areas moves away from a bio-medical model, focussed on ‘problems’ and ‘treatments’, to one focussed on enhancing the capacity to perform.

The University of Edinburgh Performance Psychology programme is the only established full-time award bearing programme in this field. This unique international position encourages global recruitment.

This taught MSc in Performance Psychology, including research dissertation, focuses on the study of psychological factors associated with high-level performance. Drawing extensively from research and practice in sport psychology the programme examines how psychology can contribute to maintaining and enhancing high-level performance across a variety of domains such as sport, business, performing arts, military and emergency services.

The principal aims of the programme are to develop students to be able to:

• Understand and critically evaluate current empirical and theoretical perspectives relevant to performance psychology
• Understand the principles of scientific research so that they can plan and conduct effective investigations and judge the quality of published material.
• Appreciate the scientific-practitioner model of applied psychology, along with the necessary personal and transferable skills to facilitate such work
• Develop and design appropriate training interventions to apply psychology to enhance performance

Educational aims of programme

The programme adopts a scientific-practitioner approach and requires students to examine the theoretical bases and empirical evidence that underpin the application of psychology to enhance performance. Students study the issues salient to performance from individual and team perspectives and will consider the necessity to reduce the influences of common limitations to performance such as anxiety and distraction. In addition, students consider structures and techniques designed to enhance performance such as developing coherence amongst teams. Students are challenged to critically evaluate concepts and ideas and to consider how context specific applications can be achieved.

For students progressing to masters level (MSc), the study of research methods is extended to develop the ability to be able to plan, conduct and disseminate their own research following the established principles of rigorous scientific study.

The educational aims of the programme are:

• To equip students with critical knowledge of the current research evidence relating to performance psychology

• To provide students with knowledge and critical awareness of how research evidence informs current psychological recommendations and practice across domains, with an emphasis on performance

• To provide students with specialist assessment and research skills to investigate issues in the field of performance psychology and design and review appropriate interventions

• To encourage and facilitate students to gain relevant experiences and work towards personally tailored professional development

• To foster the development of independent learners with transferable intellectual and study skills who can make an effective contribution within their chosen career path

Programme outcomes: Knowledge and understanding

Programme outcomes: Graduate attributes - Skills and abilities in research and enquiry

Programme outcomes: Graduate attributes - Skills and abilities in personal and intellectual autonomy

Programme outcomes: Graduate attributes - Skills and abilities in communication

Programme outcomes: Graduate attributes - Skills and abilities in personal effectiveness

Programme outcomes: Technical/practical skills

Programme structure and features

Assessment

Courses are assessed through a full range of assessment modes matched against specific course learning outcomes, including coursework (assignments, oral presentations, research proposals and reports) and examinations. A selection of all work is moderated, with the exception of oral presentations and the dissertation which are double-marked. (See also section 14)

Social responsibility, equality and diversity

Completing the Research Process proposal and then Dissertation course require full applications for ethical approval, adhering to ethical codes of conduct (e.g. British Psychological Society) emphasising to students the importance of safe and ethical practice in applied psychology.

All students, from initial application enquiries through to graduation, are treated equally and fairly according to the “Code of Practice for Taught Postgraduate Programmes” http://www.docs.sasg.ed.ac.uk/AcademicServices/Codes/CoPTaughtPGProgrammes.pdf. The programme previously participated in a School Teachability audit and every effort is made to assist students with their learning.

Progression to Masters Stage

In order to be able to progress to the dissertation stage of their Masters programme, students must meet Assessment Regulation 49:

(a) pass at least 80 credits at SCQF level 11 with a mark of at least 50% in each of the courses which make up these credits; and

(b) attain an average of at least 50% for the 120 credits of study examined at the point of decision for progression. 

Modes of Study:

The MSc programme may be studied as full-time (12 months) or part-time (up to 72 months).

Exit awards:

Students will be eligible for the General PG Certificate (Education) if they pass (>40%) at least 40 credits at SCQF 11 with an average > 40% for 60 credits of study at SCQF 11.

Students will be eligible for the PG Diploma Strength & Conditioning if they pass (>40%) at least 80 credits at SCQF 11 with an average > 40% for 120 credits of study at SCQF 11.

Quality assurance:

The programme conforms with the Taught Assessment Regulations and an External Examiner is appointed in accordance with University procedures and external (QAA) expectations.  The Board of Examiners meets in May to consider progression to MSc level. A final Board of Examiners meeting is held in October to consider final awards. 

Teaching and learning methods and strategies

Learning and teaching is organised through weekly contact sessions. Material is delivered via traditional lecture combined with student participation, which is supported and encouraged through the use of discussions on readings, debates, data analysis activities, problem based learning and case studies. In addition to class time students are required to complete preparatory reading each week, to contribute to preparing and running practical activities, to collect data for projects (in groups and individually), and to review other materials such as web based resources and relevant video. Finally all students are provided with an extensive list of relevant additional reading and continuously encouraged to engage with the current empirical published research to broaden their perspective and understanding. Staff student ratio on the majority of classes is approximately 1:20-25.

During the dissertation course (April-August) students work on an individual research project guided by a member of staff taking a supervisory role. Regular meetings, led by students, help to develop understanding of subject content and an autonomous approach to research practice. Staff contribute to developing thesis plans and provided detailed feedback on sections of work to facilitate student learning and enhance the quality of the final draft prior to submission.

The University of Edinburgh Innovative Learning Week is scheduled in Week 6 of Semester 2.  During this week ‘normal’ teaching is suspended which provides space outside of the normal curriculum for staff and students in the School of Education to explore new learning activities.

The students will have access to generic support for taught postgraduate students including an induction website (http://www.blendedlearning.me/induction/), as well as further academic development opportunities offered by The Institute for Academic Development (IAD). 

The students will also benefit from the world class library facilities available at the University and be able to access on-line and print journals and up to date text books.   All courses will be supported with an on-line learning environment.

Assessment methods and strategies

The primary method of assessment for this post-graduate programme is through written course work typically equivalent to approximately 4000 word length per 20 credit course. This enables the majority of assessment to focus on deeper understanding, evaluation and reflection. Throughout the year a variety of different structures and formats are used including; scientific laboratory reports, essays, analytical case studies, intervention plans, research proposals and systematic reviews. Examination style tests are also used for assessment in a small number of the courses.

Written briefings are provided for all assessments indicating the specific criteria that will be used to determine grades so that students have a clear outline. These written briefing are augmented by class discussion led by the course tutor. Feedback from previous years cohorts is used to help direct students to good approaches for planning their work and to avoid common mistakes. Work is assessed against the General Post Graduate criteria established by the University as well as specific criteria pertinent to each assignment. For examination style tests example questions are provided to illustrate style and format of assessment and to enable students to practice as part of their assessment preparation.

Students are encouraged to consider carefully the writing techniques suitable for different types of communication appropriate to a scientific practitioner. Tutors will emphasise the importance of, and give feedback on, the extent to which work is well structured, logical, precise, clear and concise. In addition, students are taught about effective oral presentation skills. Following progressive opportunities to practice students will be assessed on their ability to use these skills.

The final dissertation thesis is based on the submission of a scientific report in the style of a journal article on an individual research project. Additional chapters in the submission enable the student to thoroughly demonstrate their ability to critically evaluate scientific literature and to select and justify an approach, design and methods that are appropriate to their own specific research project. The approximate length of this final submission for the 60 credit Dissertation course is 12,000 words.

Feedback to students is targeted to facilitate student understanding of how to continually enhance the quality of their work. On-line general feedback reports and grades are typically supported by specific annotated comments highlighting areas for development at point of need.

Career opportunities

Employment opportunities for graduates exist in sport, business, and other sectors where psychology has a role in enhancing performance. Recent graduates comprise those newly completing their University undergraduate level studies as well as professionals taking the programme to enhance their existing expertise in current roles or to effect a career change. Sectors in which former students are currently employed include sport, occupational/ business psychology (including executive coaching), academia, military (both as specialist psychologist and traditional roles) and medical/health care. Further to this, students have also taken other posts where the skills and knowledge developed through the programme may be usefully utilised in fulfilling their primary role such as sports coach, manager of professional team or academy and more general managerial and human resources roles.

Job destinations of recent graduates include:

• consultancy in sports, business, music/performing arts
• management and technical roles in sporting bodies
• training and organisational development (business & medical / healthcare sectors)
• sports psychology practice in Sport Institute (public funded)
• lifestyle management in Sports Institute
• research (PhD in sports and business/management fields)
• performance psychology specialist in military
• further professional training e.g. for Clinical or Educational psychology
• initial jobs in business to develop into Human Resource role
• teaching / lecturing (Higher & Tertiary education)

Other items

Timetabling:

Monday evenings and Tuesday afternoons and evenings in Semester 1 and 2. Semesters are typically 11 weeks of teaching, with assessment periods at the end of each semester. Dissertation runs from May to August.

Student support:

The students will join a large vibrant postgraduate community of over 600 students in Moray House School of Education Graduate School.  Students can also attend a School induction week with generic and programme specific activities during Week 0.  The Graduate School also organises social events throughout the year.

The students will be integrated into an active research culture and will be able to attend School and Institute seminars.  Where appropriate, opportunities may be available to be involved in ongoing research and knowledge transfer projects within the Institute.  

Students with disabilities can receive additional support from the Student Disability Service and the Programme will incorporate Teachability guidelines into the design and delivery of courses. 

For pastoral care and student support all students will be assigned a Personal Tutor.