ASSESSMENT BRIEF

Module: SHN5015 Sport and Exercise Psychology

Assessment Title: Negotiated Assessment
Weighting: 100% of the module
Submission Deadline: 4th December 2023
Submission Method: This is dependent on the format chosen by each group and to be
agreed with the module teaching team accordingly. Audio or video presentations can be
delivered in class or recorded via video and submitted as a file/link. A separate submission
link will be setup on the module Moodle page for any groups looking to submit files or
artefacts instead.
Feedback Date: 3rd January 2024
Word Count: The word count for this assessment is 3,000 words per group member or 15
minutes per group member. This does not include the references list. If you exceed the word
limit, any work after 3,000 words per group member will not be marked. If presenting you will
be asked to stop after 15 minutes per group member. Whilst you are not penalised for being
under the word count, work that is substantially under the word count will be more limited in
meeting the programme learning outcomes.
Referencing: Verbal/written citations to underpinning literature should be provided
throughout in accordance with assessment format chosen. A reference list should also be
provided. The Leeds Trinity referencing guidelines corresponding to your programme can be
accessed via the following link: APA 7th Referencing (leedstrinity.ac.uk)

Assessment Details
Aims
Your task requires you to collaborate in a group to design and develop a presentation or
resource which promotes the utilisation of a sport psychologist to a specified sporting
organisation and their associated stakeholders. The format your group adopt for this
assessment is to be determined between your group members and the module teaching
team, and suggested formatting examples are provided in the section below.
Irrespective of the format adopted however, it is essential that your group’s assessment
seeks to address the corresponding marking criteria in a clear and comprehensive
manner. Upon doing so, you should ensure that your assessment identifies the potential
roles and responsibilities of a sport and/or exercise psychologist, considers how they
might contribute effectively as part of a multidisciplinary team, and outlines the

Page 1 of 8
strategies and approaches they might look to adopt when seeking to maximise their
value and impact to an organisation. Accordingly, this assessment will also require you
to consider how sport psychology and a sport psychologist’s services can be promoted
effectively to various audiences or stakeholder groups (such as coaches, parents or
athletes etc.) and you are encouraged to consider this when seeking to identify an
appropriate assessment format.

Assessment Format

As this is a negotiated assessment, each group is free to choose how they want to be
assessed. There are a number of different formats to consider, and your group’s final
decision must be negotiated and agreed with your module tutor(s). Suggested examples
of suitable formats include:

 Educational workshop or presentation (delivered live)

 Pre-recorded workshop or presentation (including any necessary editing)
 Audio/video podcast episode or series
 Infographic series and accompanying written justification
The module teaching team are more than happy to discuss these suggested formatting
options or any other ideas that you wish to propose, and can offer guidance on how to
approach each one in an appropriate and beneficial manner.

Expectations

As is highlighted within the marking criteria, this assignment requires you to present the
case for a sport psychologist. You are not expected to assume the role yourself but
instead you should consider what the psychologist could offer and how this could fit
within the broader support provided by a multidisciplinary team. Think of it as a Dragons
Den style pitch and you need to convince a senior stakeholder of the need for
psychological support. There is a general expectation that students will typically work in
groups of 3.

How to Approach the Task

Firstly, you need to find a group who you will work with. It is recommended that (where
possible,) you work with students who you can have regular face-to-face or virtual
contact with outside of scheduled workshop sessions. You should then look to identify a
range of topics and areas of sport psychology provision which specifically interest you
and consider the relevant stakeholders who you would look to promote such services to
accordingly. Once you have some ideas you should try to read as much as possible
Page 2 of 8
about these areas. One of the most effective ways of doing this is to conduct relevant
keyword searches on journal databases, restricting your results to papers that have
been published in the last 5 years or so. This will allow you identify contemporary
research trends, practical implications and identified avenues for further research
inquiry. You may also wish to use software packages available to you via your LTU
student logins such as MS teams and office 365 for enable collaborative working. If you
would like you own MS Teams channel on the module Teams page, please speak to a
member of the teaching team.

Page 3 of 8
Marking Criteria

The full marking criteria are available below and are duplicated in the module handbook,
and via the module Moodle page, along with an assessment criteria grid which
illustrates how the marks will be allocated across each subsection. It is important
therefore that that you engage with these materials and that you understand what is
expected.

Please note: As this is a group assessment, the LTU approved peer-adjustment

process will also be implemented once marks have been provisionally allocated to each
group. Details and guidance around this process will be provided by the module
teaching team.

Assessment Criteria Allocated

Marks
Promotion of sport psychology
Your assessment should seek to identify the potential roles and
responsibilities of a sport and/or exercise psychologist including how they
might contribute effectively as part of a multidisciplinary team, and some of
40
the strategies and approaches they might look to adopt when seeking to
maximise their value and impact to an organisation. Contemporary research
should be integrated effectively throughout to support the proposed value of
integrating sport psychology services within a sporting organisation.
Relevance to specific target audience
In keeping with the above, your assessment needs to be designed with your
specifically chosen target audience in mind (rather than for the sole purpose
of university assessment). As such, an appreciation as to how sport
psychology and a sport psychologist’s services can be promoted effectively
20
to various audiences or stakeholder groups (such as coaches, parents or
athletes etc.) should be demonstrated when seeking to identify an
appropriate assessment format. You may also seek to demonstrate an
awareness and appreciation of the demands potentially faced by different
stakeholder groups, as informed by corresponding contemporary research.
Practical implications and recommendations
Based on your groups’ engagement with related literature, your presentation
should seek to make clear recommendations for your target audience, as
well as educating them around your chosen topic area(s) more broadly. A
20
key requirement here, is to be able to offer advice and recommendations,
whilst recognising the individuality of each member of your target audience
and remembering that your personal expertise lies in sport psychology (as
opposed to professional sport/coaching/parenting etc.).
Presentation, communication and referencing 20
Written and/or verbal communication should be appropriate to your target
audience and professional, as well as being shared equally among group
members, delivered in a timely manner and without an over-reliance on
notes. A key requirement here, is to deliver potentially complex theoretical
and research-related content in a manner that is appropriate to your target

Page 4 of 8
audience, whist still appropriately demonstrating your groups’ expertise and
depth of research within your chosen topic areas. Verbal/written citations to
underpinning literature should also be provided throughout in accordance
with assessment format chosen, along with a corresponding reference list.

Page 5 of 8
 PSY5073 Sport Psychology: Working with Stakeholders - Assessment Criteria Grid (Negotiated Assessment)
Classification Outstanding /
First 2 (i) 2 (ii) Third Fail Abject Fail
Exceptional First
70-79% 60-69% 50-59% 40-49% 30-39% 0-29%
Criteria 80-100%
32 to 40 28 to 31 24 to 27 20 to 23 16 to 19 12 to 15 0 to 11
Comprehensive Comprehensive Generally Worthwhile Worthwhile Worthwhile No clear promotion
promotion of sport promotion of sport comprehensive promotion of sport promotion of sport promotion of sport of sport psychology
psychology services psychology services promotion of sport psychology services psychology services psychology services provided
provided overall. provided overall. psychology services provided overall. provided overall. services provided overall.
provided overall. overall.

Comprehensive Good detail Good detail Good detail Some detail Limited detail Limited detail
detail provided provided around the provided around the generally provided provided around the provided around provided around
around the roles roles and roles and around the roles and roles and the roles and the roles and
Promotion of sport and responsibilities responsibilities of responsibilities of responsibilities of responsibilities of responsibilities of responsibilities of
of sport sport psychologists, sport psychologists, sport psychologists, sport psychologists, sport sport
psychology (40 psychologists, clearly outlining their clearly outlining their generally outlining briefly outlining their psychologists, and psychologists, and
marks available) clearly outlining their proposed value and proposed value and their proposed value proposed value and their proposed their proposed
proposed value and impact to an impact to an and impact to an impact to an value and impact to value and impact to
impact to an organisation. organisation. organisation. organisation. an organisation. an organisation.
organisation.
Good integration of Some integration of
Excellent integration Excellent integration Good integration of corresponding corresponding Limited integration No integration of
of corresponding of corresponding corresponding contemporary contemporary of corresponding corresponding
contemporary contemporary contemporary research evidence research evidence contemporary contemporary
research evidence research evidence research evidence throughout. throughout. research evidence research evidence
throughout. throughout. throughout. throughout. throughout.
16 to 20 14 to 15 12 to 13 10 to 11 8 to 9 6 to 7 0 to 5
Assessment is Assessment is Assessment is Assessment is Assessment is Assessment is not Assessment is not
designed and designed and designed and designed and designed and designed or designed or
delivered delivered delivered delivered somewhat delivered somewhat delivered delivered
appropriately for the appropriately for the appropriately for the appropriately for the appropriately for the appropriately for appropriately for
Relevance to target audience. target audience. target audience. target audience. target audience. the target the target
specific target audience. audience.
audience
(20 marks Detailed Clear appreciation Good appreciation Some appreciation Limited appreciation Little appreciation No clear
available) appreciation of of the pressures of pressures faced of pressures faced of pressures faced of pressures faced appreciation of
pressures faced by faced by other by other by other by other by other pressures faced by
other stakeholders stakeholders shown. stakeholders shown. stakeholders shown. stakeholders shown. stakeholders other stakeholders
shown. shown. shown.

Page 1 of 2

Page 6 of 8
 Classification Outstanding /
First 2 (i) 2 (ii) Third Fail Abject Fail
Exceptional First
70-79% 60-69% 50-59% 40-49% 30-39% 0-29%
Criteria 80-100%
16 to 20 14 to 15 12 to 13 10 to 11 8 to 9 6 to 7 0 to 5
A range of A range of Some appropriate Some implications Some implications Some implications No implications are
appropriate appropriate implications are are are are articulated in
implications are implications are articulated in articulated but with articulated but with articulated but with relation to the
clearly articulated in clearly articulated in relation to the target limited relevance to no clear relevance no clear relevance target audience.
relation to the target relation to the target audience. the target audience. to the target to the target
Practical audience. audience. audience. audience.
implications and
Corresponding Corresponding Corresponding Corresponding No contemporary No contemporary
recommendations contemporary contemporary contemporary contemporary Corresponding literature is cited to literature is cited to
(20 marks literature is literature is literature is at times literature is at times contemporary substantiate the substantiate the
available) consistently cited generally cited cited to substantiate cited to substantiate literature is recommendations recommendations
throughout to throughout to some of the some of the infrequently cited to made. made.
substantiate the substantiate most of recommendations recommendations substantiate the .
recommendations the made. made. recommendations
made. recommendations made.
made.
16 to 20 14 to 15 12 to 13 10 to 11 8 to 9 6 to 7 0 to 5
Communication is Communication is Communication is Communication is Communication is at Communication is Communication is
concise, appropriate generally concise, generally concise, somewhat concise, times concise, at times rarely appropriate
and professional appropriate and appropriate and appropriate and appropriate and appropriate and and professional.
throughout. professional professional professional. professional. professional.
throughout. throughout.

Clear evidence of Clear evidence of Some evidence of Limited evidence of Little evidence of Little evidence of No clear evidence
Presentation, assessment input assessment input assessment input assessment input assessment input assessment input of assessment
being shared being shared being shared being shared being shared equally being shared input being shared
communication equally across
equally across equally across equally across equally across across group equally across
and referencing group members. group members. group members. group members. members. group members. group members.
(20 marks
available) Verbal/written Verbal/written Verbal/written Verbal/written Limited Limited Limited
citations citations provided citations generally citations provided at verbal/written verbal/written verbal/written
consistently well throughout, provided throughout, times, along with a citations provided, citations provided, citations provided,
provided along with a along with a corresponding along with a and no and no
throughout, along corresponding corresponding reference list. corresponding corresponding corresponding
with a reference list. reference list. reference list. reference list. reference list.
corresponding
reference list.
Page 2 of 2

Page 7 of 8
Page 8 of 8