Yearbooks

Programme: BA Option: Sports Psychology

Code Faculty Duration Credits Download
01130124 Faculty of Humanities Duration of study: 3 years Total credits: 444
Contact:
Prof A Goslin
[email protected]
+27 (0)124206043

Programme information

This three-year full-time programme is aimed at those interested in careers in the sport and leisure industries. A broad knowledge base provides graduates with understanding and skill sets to interrogate, create, promote, lead and manage the potential, promise, possibilities and power of contemporary globalised sport and leisure. Students are guided toward specialisation in the areas of sports management, sports psychology, sport and leisure in society, or sports coaching sciences. This will prepare graduates for employment in public or private sectors in contexts of commercialised and professional sport, sports development, community development and mass participation, sports coaching and facilitating psycho-social wellness through sport and leisure.

On completion of this specialisation area (Option: Sports Psychology) a graduate will demonstrate knowledge and skills related to sport, exercise and performance psychology. Graduates may find employment as relationship facilitators, coaches and facilitators of learning in sport, exercise and leisure contexts. Combining this area of specialisation with Psychology as elective could lead to postgraduate specialisation in Sports Psychology.

Closing date for applications: 30 September annually.

Admission requirements

  • Candidates who achieved an APS of 30 in Grade 11 and comply with the minimum subject requirements and achievement levels of these study programmes will automatically be granted placement in the study programmes, subject to the availability of space.
  • The above-mentioned is not applicable to selection programmes.
  • To retain admission, learners will be expected to obtain an APS of at least 28 in Grade 12.
  • Prospective students who have already been granted provisional admission in these study programmes, but obtained at least an APS of 27 in Grade 12, will be considered by the Admission Committee should space be available.
  • The Admission Committee of the Faculty of Humanities will consider these students once the results of the National Benchmark Test (NBT) are available and depending on the availability of space.
  • The Faculty will assess satisfactory performance in the NBT in the light of its commitment to ensure that an appropriate proportion of the applicants will be drawn from the historically disadvantaged category of the population.
  • Applicants with an APS of 30 but who do not comply with the subject requirements must write the NBT.
  • Life Orientation is excluded when calculating the APS.

Minimum requirements for 2016

Achievement Level

APS

Afrikaans or English

NSC/IEB

HIGCSE

AS-Level

A-Level

5

3

C

C

30

 

 

Other programme-specific information

Students who are deemed to be at risk of their level of academic literacy are compelled to take ALL 110 and ALL 125.

Students who are deemed NOT to be at risk of their level of academic literacy are compelled to take language modules to the value of 12 credits from the list of language modules (see Academic literacy).

Notes:

a.   Students will be required to obtain an accredited Level 0/1 Coaching Certificate in one sport of choice in YCS 120 at their own cost as part of the degree requirements. A sports coaching certificate can be obtained from any recognised National Sport Federation (NSF) in South Africa. Practical demonstration and application of sports coaching skills could be done on and off campus.

b.   Students will be required to obtain a Community Recreation Leader Certificate in YSL 110 at their own cost as part of the degree requirements. The department will make arrangements in this regard.

Academic literacy
The academic literacy of all students who enrol at the University of Pretoria for the first time and all new students enrolling with the Faculty of Humanities for the first time will be assessed at the start of the academic year by means of their NSC marks.

  1. Students following a degree programme in English: The NSC Grade 12 English mark will be used to determine whether students in the Faculty of Humanities should register for the academic literacy modules (ALL 110 and ALL 125 in English):
  • Home Language: Students with a 4 or lower register for ALL 110 and ALL 125.
  • First Additional Language: Students with a 5 or lower register for ALL 110 and ALL 125.
  1. Students following a degree programme in Afrikaans: The NSC Grade 12 Afrikaans mark will be used to determine whether students in the Faculty of Humanities should register for the academic literacy modules (VAG 110 and VAG 125 in Afrikaans):
  • Home Language: Students with a 4 or lower register for VAG 110 and VAG 125.

All students in the Faculty of Humanities who are identified as being at risk in terms of their level of academic literacy, are compelled to obtain at least 12 credits in the academic literacy modules ALL 110 or VAG 110 and ALL 125 or VAG 125.
All students in the Faculty of Humanities who are not at risk in terms of their level of academic literacy, are compelled to obtain at least 12 credits in language modules:

Department of English
ENG 110 Introduction to literature in English (I) 
ENG 120 Introduction to literature in English (II) 
ENG 118 English for specific purposes 

Departement Afrikaans
AFR 110 Afrikaanse taalkunde en letterkunde 
AFR 120 Afrikaanse taalkunde en letterkunde 
AFR 114 Afrikaans vir sprekers van ander tale (I) 

Department of African Languages
NDE 110 Introduction to isiNdebele grammar – Capita selecta 
* Students who want to take isiNdebele in the second semester, should also register for AFT 121 (African languages literature: Capita selecta)
ZUL 110 IsiZulu for beginners 
ZUL 111 Introduction to isiZulu grammar – Capita selecta 
* Students want to take isiZulu in the second semester, should also register for AFT 121 (African languages literature: Capita selecta)
SEP 110 Sepedi for beginners 
SEP 111 Introduction to Sepedi Grammar – Capita selecta
* Students who want to take Sepedi in the second semester, should also register for AFT 121 (African languages literature: Capita selecta)
STW 110 Setswana for beginners
STW 111 Introduction to Setswana Grammar  – Capita selecta
*Students who want to take Setswana in the second semester, should also register for AFT 121 (African languages literature: Capita selecta)

Department of Modern European Languages
DTS 104 German for beginners 
DTS 113 German: Cultural-professional (1) *Prerequisite: Grade 12 German
FRN 104 French for beginners 
FRN 113 French: Cultural-professional (1) *Prerequisite: Grade 12 French
SPN 101 Spanish for beginners 
SPN 102 Spanish for beginners 
PTG 101 Portuguese for beginners

Department of Ancient Languages and Cultures
HEB 110 Hebrew 
LAT 110 Latin 
GRK 110 Greek

Minimum credits: 138

Fundamental modules

Core modules

  • Module content:

    This module is a broad introduction to sport and recreation as products in the market. Students discover the nature of sport and recreation, the difference between the concepts and policies, plans, strategies and structures of sport and recreation in South Africa and Zone VI in Africa. The dynamic scope and nature of recreation and sports management are introduced and discussed. Emphasis is placed on basic management tasks and functions in sport and recreation contexts, interpersonal skills, leadership and control systems and techniques in sport and recreation. The module establishes a foundation of management knowledge and skills on which subsequent sport and recreation management modules are built.

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  • Module content:

    This module explores the difference between sports and recreation management and leadership and their application in sport and recreation. Selected classic and modern management and leadership theories are identified, described and compared in sport and recreation contexts. Students are guided towards selecting and demonstrating appropriate leadership styles and skills related to cross-cultural sport and recreation situations. Emphasis is placed on building leadership capacity through sport and recreation. This module establishes leadership competencies and confidence for subsequent academic service learning and community engagement activities.

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  • Module content:

    This module identifies, defines and examines the underlying theoretical dimensions and practical principles of scientific sports coaching to provide a platform for subsequent knowledge and application in sports coaching contexts.

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  • Module content:

    This module builds on the fundamental priciples of sports coaching. It focuses on the processes and techniques of learning and teaching of skills within a sports paradigm. Methodological techniques as implemented by the coach in teaching and learning of sports skills are identified, discussed and applied. In this module the student gets the opportunity to obtain a Level 0/1 Sports Coaching certificate in a sport of choice.

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  • Module content:

    This module provides a strong underpinning to the theoretical concepts of recreation and leisure in societies. Foundatios of recreation and leisure, the multifaceted delivery systems and diverse service areas of recreation are identified, characterised and discussed in contemporary contexts. The power, promise, potential and possibilities of recreation and leisure in society are explained and illustrated practically. In this module students obtain an accredited community recreation leadership certificate to provide a foundation for subsequent community engagement and academic service learning components.

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  • Module content:

    In this module the role and function of sport as a social phenomenon in society are discussed and explored from different perspectives. Contemporary issues and controversies within the world of sport are unpacked to equip students to recognise and contribute to discourses in the globalised world of sport. 

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  • Module content:

    In this module basic principles of sport, exercise and performance psychology are identified as basis for subsequent modules. Fundamental principles of motivation, activation, attention, personality and aggression and their role in sport, exercise and performance are identified, defined and discussed in divese sport contexts. 

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  • Module content:

    This module introduces the basic principles, dynamics and skills involved in the psychology of sport coaching. Different roles of the coach as leader, motivator, facilitator and communicator are identified and explained from a psychological perspective. In this module the psychological principles constituting the development of children through sport and coaching will be explored and interpreted. The growth principles will be integrated with all the different life phases.

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Elective modules

  • Module content:

    This module is a general orientation to Psychology. An introduction is given to various theoretical approaches in Psychology, and the development of Psychology as a science is discussed. Selected themes from everyday life are explored and integrated with psychological principles. This module focuses on major personality theories. An introduction is given to various paradigmatic approaches in Psychology.

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  • Module content:

    This module introduces the student to a basic knowledge and understanding of the biological basis of human behaviour. The module addresses the key concepts and terminology related to the biological subsystem, the rules and principles guiding biological psychology, and identification of the interrelatedness of different biological systems and subsystems. In this module various cognitive processes are studied, including perception, memory, thinking, intelligence and creativity. Illustrations are given of various thinking processes, such as problem solving, critical, analytic and integrative thinking.

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  • Module content:

    Taalkundekomponent: Inleiding tot die Afrikaanse taalkunde met klem op lees-en skryfvaardigheid. Letterkundekomponent: Inleiding tot die Afrikaanse en Nederlandse letterkunde aan die hand van kortverhale en gedigte.

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  • Module content:

    Afrikaans for speakers of other languages (1) *No mother tongue speakers of Afrikaans will be allowed to take this module. A subject for advanced learners of Afrikaans. A basic knowledge of Afrikaans grammar and listening, reading, writing and speaking skills are required.

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  • Module content:

    Taalkundekomponent: Inleiding tot die Afrikaanse sintaksis, fonetiek en taalgeskiedenis. Letterkundekomponent:Inleiding tot die Romankuns Inleiding tot die Drama

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  • Module content:

    *No previous knowledge of or experience in German required for admission. Students who passed grade 12 German are not allowed to register for this module
    An intensive introductory study of the German language focusing on the acquisition of basic communication skills, namely listening, reading, speaking and writing. It also offers a brief introduction to the culture of German-speaking countries.  This module complies with the requirements for level A2 set by the “Common European Framework of Reference for Languages”.

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  • Module content:

    Comprehensive review of German grammar; development of reading, writing, speaking and understanding skills; analysis and interpretation of tests.

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  • Module content:

    Continuation of comprehensive review of German; further development of reading, writing, speaking and understanding skills; analysis and interpretation of texts.

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  • Module content:

    *Alternative evening classes - 2 discussion classes per week Introduction to Literature in English (1) This module introduces the study of literature by examining a number of texts representing different genres (poetry, prose, drama). The texts studied here will be mainly from the pre-twentieth century era and may include texts written in English from both Africa and other parts of the world. The aim of this module is to equip students with the critical and analytical skills required for a perceptive reading of poetry, novels and plays.

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  • Module content:

    *Alternative evening classes: 2 discussion classes per week
    Introduction to Literature in English (2)
    This module introduces the study of post-nineteenth century literature by examining a number of texts representing different genres (poetry, drama, prose). Texts will be from both Africa and other parts of the world. By the end of this module students should have the background and analytical skills to perceptively read modern and contemporary poetry, novels and plays.

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  • Module content:

    *No previous knowledge of or experience in French required for admission. Students who passed grade 12 French are not allowed to register for this module.
    An intensive introductory study of the French language focusing on the acquisition of basic communication skills, namely listening, reading, speaking and writing. It also offers a brief introduction to the culture of French-speaking countries. This module complies with the requirements for level A2 set by the “Common European Framework of Reference for Languages”.

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  • Module content:

    Comprehensive review of French grammar; development of reading, writing, speaking and understanding skills; analysis and interpretation of texts.

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  • Module content:

    Comprehensive review of French grammar; further development of reading, writing, speaking and understanding skills; analysis and interpretation of texts.

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  • Module content:

    The making of the Modern World: a survey
    A selection of themes on Asia, Africa, the Americas and Europe and their contribution to the making of the Modern World.

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  • Module content:

    Africa and South Africa: a survey
    An overview focusing on the making of African and South African societies from the earliest times to the present with emphasis on the most significant historical forces, factors and events.

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  • Module content:

    This module begins by fostering an understanding of human geography. Then follows with the political ordering of space; cultural diversity as well as ethnic geography globally and locally; population geography of the world and South Africa: and four economic levels of development. The purpose is to place South Africa in a world setting and to understand the future of the country.

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  • Module content:

    Investigating southern African landscapes and placing them in a theoretical and global context. The geomorphological evolution of southern Africa. Introduction to the concepts of Geomorphology and its relationships with other physical sciences (e.g. meteorology, climatology, geology, hydrology and biology). The processes and controls of landform and landscape evolution. Tutorial exercises cover basic techniques of geomorphological analysis, and topical issues in Geomorphology.

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  • Module content:

    For speakers of isiNdebele as home language or first or second additional language.
    Aspects of the grammar of isiNdebele such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.

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  • Module content:

    *For absolute beginners only.
    *Only students from the School of Healthcare Sciences may take this module during semester 2. All other students must  take this module during semester 1. Also note that students from the School of Healthcare Sciences, who already possess the language skills taught in this module, may write an exemption examination.
    The acquisition of basic Sepedi communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary, within specific social situations.

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  • Module content:

    Sepedi - communication and grammar
    The acquisition of more advanced communication skills in further social situations. More extensive vocabulary and more advanced language structures are acquired and used. Further awareness of the nature and function of language structures. Writing and spelling rules. Dictionaries and dictionary use. Reading and comprehension of basic texts.

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  • Module content:

    * For absolute beginners only.

    The acquisition of basic Setswana communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary with specific social situations.
     

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  • Module content:

    Setswana – communication and grammar
    The acquisition of more advanced communication skills in further social situations. More extensive vocabulary and more advanced language structures are acquired and used. Further awareness of the nature and function of language structures. Writing and spelling rules. Dictionaries and dictionary use. Reading and comprehension of basic texts.

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  • Module content:

    An introduction to the climate and general seasonal climatic circulation patterns of Southern Africa. Basic weather types and weather processes within the Southern African context. Interpretation of synoptic maps and synoptic station reports. Impacts of climate change and extreme climate events on society.
    *BSc (Geography) and BSc (Environmental Sciences) students may register for WKD 155. Students are not allowed to earn credits for both WKD 155 and WKD 164.

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  • Module content:

    *For absolute beginners only
    *Only students from the School of Healthcare Sciences may take this module during semester 2. All other students must take this module during semester 1. Students from the School of Healthcare Sciences, who already possess the language skills taught in this module, may write an exemption examination.
    The acquisition of basic isiZulu communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary, within specific situations.

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  • Module content:

    isiZulu - communication and grammar
    The acquisition of more advanced communication skills in further social situations. More extensive vocabulary and more advanced language structures are acquired and used. Further awareness of the nature and function of language structures. Writing and spelling rules. Dictionaries and dictionary use. Reading and comprehension of basic texts

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  • Module content:

    Introducing the basic concepts and interrelationships required to understand the complexity of natural environmental problems, physical and human environment, human induced environmental problems, the ways in which the natural environment affects human society and biodiversity, an introduction to major environmental issues in Southern Africa and sustainable development in the context of environmental issues.

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  • Module content:

    Aspects of the literature of isiNdebele/isiZulu/Sepedi such as an introduction to literary concepts such as literary text(s), topic, characters, events, time and place; the analysis of selected short stories.

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  • Module content:

    *For speakers of Sepedi as home language or first or second additional language.
    Aspects of the grammar of Sepedi such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.

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  • Module content:

    *For speakers of isiZulu as home language or first or second additional language.
    Aspects of the grammar of isiZulu such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.

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  • Module content:

    *For speakers of Setswana as home language or first or second additional language. Aspects of the grammar of Setswana such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.

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Minimum credits: 156

Fundamental modules

  • Module content:

    The module introduces methods of inquiry in the social sciences and humanities. The purpose of this module is to introduce students to the research process in order to equip them with the necessary competence to:
    • identify social problems, formulate research questions and hypotheses;
    • have a basic understanding of writing the literature review and research proposal;
    • know and select relevant methods of inquiry;
    • be aware of the necessity of conducting ethically sound research; and
    • interpret and present data graphically.

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Core modules

  • Module content:

    In this module human development from conception through adolescence to adulthood is discussed with reference to various psychological theories. Incorporated are the developmental changes related to cognitive, physical, emotional and social functioning of the individual and the context of work in adulthood. Traditional and contemporary theories of human development explaining and describing these stages are studied in order to address the key issues related to both childhood and adulthood.

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  • Module content:

    This module is a social-psychological perspective on interpersonal and group processes. Themes that are covered include communication, pro-social behaviour, social influence and persuasion, political transformation, violence, and group behaviour.

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  • Module content:

    In this module basic human anatomy, physiology and kinesiology knowledge and principles related to sports coaching are identified, discussed and applied.

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  • Module content:

    This module builds on YCS 210 and recognises, explains and implements the principles, values and roles of motor control, motor development and motor learning in effective sports coaching. 

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  • Module content:

    This module presents an introduction to sport tourism from a tourist destination prespective. Concepts in sport tourism are defined, a timeline of the development of sport tourism and different sport tourism models, motivations for sport tourism involvement and forms of sport tourism are explored and discussed. The role and influence of government in sport tourism are analysed and critiqued. The impact of sport tourism on community development is examined through case studies. 

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  • Module content:

    In this module the student is orientated towards strategies and skills that develop both an active and winning nation to improve the health and wellness of the South African population through mass participation in sport and recreation. Knowledge and skills to detect, develop and retain talented athletes through sport development structures and systems are discussed. The Sport Academy system in South Africa and Zone VI in Africa are analysed and appropriate delivery strategies and structures are planned and designed. Students will also perform academic service through community engagement in diverse communities. 

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  • Module content:

    In this module the basic psychological effectiveness, principles and skills of high performance in sport are identified, explained and applied in high-performance sport contexts. The role and value of psychological skills training, appropriate cognitive approaches, theoretical frameworks and different intervention strategies are explored, integrated and applied to develop mental thoughness and optimise high performance in sport. 

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  • Module content:

    This module explores theories, research and practical applications of the psychology of well-being and critical issues such as injuries, burnout and drug abuse in sport. The recognition of a proactive approach to create, develop and implement positive psychological principles to build capacity for well-being in and through the use of sport, exercise and leisure activities. The interpretation of different rehabilitation strategies, principles and skills will be employed according to the need of the participant. 

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Minimum credits: 150

Fundamental modules

  • Module content:

    The module introduces methods of inquiry in the social sciences and humanities. The purpose of this module is to introduce students to the research process in order to equip them with the necessary competence to:
    identify social problems, formulate research questions and hypotheses;
    have a basic understanding of writing the literature review and research proposal;
    know and select relevant methods of inquiry;
    be aware of the necessity of conducting ethically sound research; and
    interpret and present data graphically.

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Core modules

  • Module content:

    Identification of abnormal behaviour in children based on knowledge of normal childhood development; introduction to the study of various models pertaining to abnormal behaviour; understanding and application of basic concepts in child psychopathology. This module also provides an introduction to psychopathology and symptomatology of adult abnormal behaviour. Terminology, definitions of abnormal behaviour, problems in diagnosis, labelling, and myths regarding abnormal behaviour are discussed. Neurosis as a specific mental disorder is studied critically from a multidimensional perspective, including intrapsychic, interpersonal and social-cultural explanations.

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  • Module content:

    This module deals with a community psychological perspective on human behaviour and psychological interventions and also critically explores the contribution of various perspectives in psychology. The module focuses on themes such as definitions of key concepts, principles and aims of community psychology, and the role of the community psychologist as well as the impact of earlier thought frameworks on contemporary perspectives. The implications of these ideas for practical initiatives focussed on mental health in communities, are discussed. The module further focuses on critical psychology. Critical psychology is an orientation towards psychology that is critical towards the assumptions and practices of psychology as it is practiced in the mainstream. It attempts to address power issues as they manifest in the practice of mainstream psychology. The focus is on examining how the practice and theories of mainstream psychology contribute to these power issues impacting on marginalised groups.

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  • Module content:

    This module focuses on theoretical frameworks, paradigms and research methodologies in the context of sport and exercise psychology. The alignment of different research methodologies and psychological practices with the most prominent theoretical frameworks and paradigms in the field of sport and exercise psychology are explored, analysed and compared. The research process from the creation of the research question and the development of a meaningful research proposal in the field of sport and exercise psychology is interrogated and assessed. The critical analysis of existing research and practical case studies in the field of sport and exercise psychology will be developed and argued.

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  • Module content:

    In this module higher order thinking abilities and skills to critically analyse different social settings and issues in sport are developed. Social dynamics, theories and research related to sport, exercise and performance contexts are interpreted and implemented in sports contexts. Specific psycho-social aspects of team cohesion, the role of spectators, aggression and violence and other contemporary social issues in sport are discussed and critiqued.

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The information published here is subject to change and may be amended after the publication of this information. The General Regulations (G Regulations) apply to all faculties of the University of Pretoria. It is expected of each student to familiarise himself or herself well with these regulations as well as with the information contained in the General Rules section. Ignorance concerning these regulations and rules will not be accepted as an excuse for any transgression.

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