What can personality research tell us about individual sport and exercise participation motives?

Module code and title:

SL470 Foundations of Sport and Exercise Psychology / SL430 Sport Psychology: Individual Differences and Team Dynamics

Module leader:

Assignment No. and type:

CW1: Written Essay

Assessment weighting:

100%

Submission time and date:

14.00, Monday 12^th December 2022

Target feedback time and date:

Before 17.00, Monday 16^th January 2023

Assignment task

Essay Question: What can personality research tell us about individual sport and exercise participation motives?

Students are required to create a 1500-word (+/- 10% i.e. max. 1650 / min. 1350 words) essay. This requires students to be able to clearly explain sport and exercise psychology related concepts, as well as combining research findings and applied knowledge to form coherent arguments.

You will need to include, and you will be marked on the following elements in this assignment:

• An introduction to the concepts of personality and motivation including DEFINITIONS OF BOTH PERSONALITY AND MOTIVATION from academic sources. (10%)

(Please note that students are not allowed to use dictionary definitions of the relevant constructs)

• Understanding of the key theories of personality and motivation which explain human behaviour in sport and exercise contexts:
• Communicate the difference between THREE DIFFERENT PERSONALITY APPROACHES. Choose three from the following personality approaches; psychodynamic, trait, situation, interactional, or phenomenological.
• Describe TWO DIFFERENT MOTIVATION THEORIES. Choose two from the following motivational theories; attribution theory, competence motivation theory, need achievement theory, achievement goal theory, or self-determination theory (50%)

• An accurate explanation of how personality might influence individual participation motives in sport and exercise settings. At least 3 journal articles must be used. (25%)

• A conclusion, summarising your essay. (5%)

• Academic Referencing throughout in Harvard Style, using a range of academic sources. Presentation skills; use of an academic writing style, essay structure, spelling and grammar. (10%)

This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:

LO 1: Explain the role of personality in relation to performance and participation in sport and exercise contexts.

LO 2: Explain how social cognitive processes influence motivated behaviour in sport and exercise.

LO 3: Communicate the differences between selected personality approaches and motivation theories.

Referencing and presentational requirements

Please reference your work using the Harvard style (*Sports Psychology students are allowed to use the APA referencing style) as defined in Cite Them Right Online (http://www.citethemrightonline.com).

Presentational requirements:

• Arial or Times New Roman font
• 1.5 line spacing
• Module title must be included as a header/footer on every page.
• Pages should be numbered.
• Include the assignment title.
• Clearly state the total words used (excluding reference list) at the end of the assignment.
• Collaboration with other students is not permitted on this assignment.

Submission details

This assignment should be submitted electronically using the relevant submission point in the Submit your work section of your Blackboard module shell.

• Please ensure that your work has been saved in an appropriate file format. Turnitin will only accept the following file types: Microsoft Word, Excel or PowerPoint, PostScript, PDF, HTML, RTF, OpenOffice (ODT), Hangul (HWP), Google Docs, or plain text. Your file must also contain at least 20 words of text, consist of fewer than 400 pages and be less than 40MB in size.
• You can submit your work as many times as you like before the submission date. If you do submit your work more than once, your earlier submission will be replaced by the most recent version. What can personality research tell us about individual sport and exercise participation motives?

Academic integrity

Academic integrity means taking responsibility for your own work.

When you submit an assignment, you are effectively making a declaration that it is your own work and that you have acknowledged the contribution of others and their ideas in its development (for example, by referencing them appropriately).

For further information and guidance, please see the University website: https://www.bucks.ac.uk/current- students/registry-helpdesk-and-academic-advice/academic-integrity-and-misconduct

You are also expected to take responsibility for maintaining and managing confidentiality issues in your work. You should maintain and respect confidentiality in relation to the protection of personal, technical and/or commercial information of a sensitive nature in their assessed work, whatever the format.

Confidentiality issues will vary from subject to subject and you are encouraged to seek advice from your course team if you are unclear about requirements in your context. For further information and guidance, please see the University website: https://www.bucks.ac.uk/academic-confidentiality

Fail

Pass

0-34 (F) –

Fail

35-39 E –

Marginal fail

40-49 (D)

50-59 (C)

60-69 (B)

70-79 (A)

80-100 (A+)

Not successful

Below required standard

Satisfactory

Good

Very Good

Excellent

Outstanding

Introduction (10%)

This should include evidence of an introduction to the concepts of personality and motivation including definitions of both personality and motivation from academic sources. What can personality research tell us about individual sport and exercise participation motives?

This work demonstrates little or no evidence of an introduction to the concepts of personality and motivation. No definitions are offered for either personality or motivation, academically sourced or otherwise.

This work demonstrates minimal evidence of an introduction to the concepts of personality and motivation. No definitions are offered for either personality or motivation, or if attempted are weak or anecdotal and not academically sourced.

This work demonstrates some evidence of an attempt to introduce the concepts of personality and motivation. A fair definition is offered for either personality and/or motivation, but definition(s) are not academically sourced.

This work demonstrates good evidence of an introduction to the concepts of personality and motivation. Good definitions are offered for both personality and motivation, however one or more of the definitions are not academically sourced.

This work demonstrates very good evidence of an introduction to the concepts of personality and motivation. Very good definitions are offered for both personality and motivation and are academically sourced.

This work demonstrates an excellent and well- articulated introduction to the concepts of personality and motivation. Excellent definitions are offered for both personality and motivation, are academically sourced and incorporated succinctly into the introduction.

This work demonstrates an exceptionally well- articulated introduction to the concepts of personality and motivation. Excellent definitions are offered for both personality and motivation and are seamlessly integrated into the introduction and academically sourced.

Theoretical Understanding (50%)

This should include evidence of understanding of the key theories of personality and motivation which explain human behaviour in sport and exercise contexts.

Clearly communicating the difference between at least three different theoretical approaches to personality and at least two different theories of motivation.

This work demonstrates little or no understanding of the key theories of personality and motivation which explain human behaviour in sport and exercise contexts. No theoretical approaches to personality or theories of motivation have been discussed.

This work demonstrates minimal understanding of the key theories of personality and motivation which explain human behaviour in sport and exercise contexts. No theoretical approaches to personality or theories of motivation are discussed. Attempts are made to discuss personality and/or motivation; however, these attempts are anecdotal and are not supported by any empirical evidence.

This work demonstrates some understanding of the key theories of personality and/or motivation which explain human behaviour in sport and exercise contexts. A fair attempt is made to describe some of the theoretical approaches to personality and/or the theories of motivation. However, these attempts are often anecdotal and are poorly or seldom supported by empirical evidence.

This work demonstrates good understanding of the key theories of personality and/or motivation which explain human behaviour in sport and exercise contexts. A good attempt is made to describe three of the theoretical approaches to personality and two theories of motivation. These attempts are generally supported by empirical evidence.

This work demonstrates a very good understanding of the key theories of personality and motivation which explain human behaviour in sport and exercise contexts. A very good description of at least three of the theoretical approaches to personality and at least two theories of motivation is provided, supported by empirical evidence showing a very good level of wider reading.

This work demonstrates an excellent understanding of the key theories of personality and motivation which explain human behaviour in sport and exercise contexts. An excellent critical evaluation is made of more than three theoretical approaches to personality and more than two theories of motivation. These attempts are supported by a broad range of empirical evidence,

This work demonstrates an exceptional understanding of the key theories of personality and motivation which explain human behaviour in sport and exercise contexts. An exceptional critical evaluation is made of more than three theoretical approaches to personality and more than two theories of motivation. These attempts are supported by a broad range of empirical evidence,