Southern Illinois University Carbondale College of Education and Human Services

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1 Southern Illinois University Carbondale College of Education and Human Services KIN 412 Applied Sport Psychology Department of Kinesiology Fall 2011 Instructor: Julie A. Partridge, Ph.D. Office: Davies 160A Office Hours: Wednesday/Thursday 10:00 a.m. noon or by appointment Class Time: Tuesdays 6:30-9:15 p.m. Office Phone: Required Readings: Required readings will be placed on Blackboard. Please note that I expect you to complete all readings prior to coming to class. Optional Text: Williams, J. M. (Ed.). (2010). Applied sport psychology (5 th ed.). Boston, MA: McGraw-Hill. Course Description: This course examines current research and practice in applied sport psychology. Emphasis will be placed on moving from theory into practice on sport-specific individual differences, motivational approaches, and interventions. Course Objectives: To develop an understanding of psychological factors that influence human behavior in sport and physical activity settings; To acquire an understanding of how participation in sport and physical activity influences the psychological makeup of the individuals involved; To acquire an understanding of the major performance and key non-performance issues in mental training; To become acquainted with contemporary theory, research design, methodology, and analytical techniques appropriate to applied sport psychology research; To demonstrate the ability to apply sport psychology theory covered in class by designing performance enhancement programs; To acquire life development skills and knowledge from sport and exercise psychology research for performance enhancement. Course Evaluation: Required for all students: Article Critique/Presentation Readings Reflections In-Class/Problem-Based Assignments Athlete/Exerciser Interview Midterm Exam Workshop Presentation/Intervention Manual* 25 points 25 points 50 points 75 points 100 points 100 points 375 points

2 *May be completed in collaboration with another student (in which case the project and presentation will be evaluated at a correspondingly appropriate standard) Point Totals for Determination of Final Grade: A to 375 points 90% or more of points B 300 to 337 points 80% or more of points C to 299 points 70% or more of points D 225 to 262 points 60% or more of points F Below 225 points 59% or less of points Method of Instruction You will be expected to have read the required materials and any handouts PRIOR to class. Students are expected to be active contributors to the class. You should utilize the office hours of the instructor when necessary. You will be responsible for materials presented in class and the readings sometimes the two may be mutually exclusive. Class Assignment Descriptions Article Critique/Presentation Students will explore the research literature pertaining to the application of psychological principles to sport and physical activity. Why use these psychological techniques if there is no evidence of their effectiveness? Students, in groups of 2-3 people, will locate one research study that either supports or disputes the hypothesized link between psychological factors (social support, mental skills, relaxation, coping skills, etc.) and sport or exercise performance. Each group may select a topic area they wish to cover. This study cannot be one of the articles listed in the syllabus. There are numerous articles available in a number of sport and exercise psychology journals. The articles will be chosen by the groups, but they must be approved by the instructor two weeks prior to their presentation date NOTE: All articles must: 1) come from a refereed journal 2 ) have a basis in sport or exercise 3) be related to the topic of discussion for that week 4) be original research on one specific study (no review articles). Each person in your group will be responsible for writing a brief summary of the key components of the article (intro, methods, participants, results, discussion) and critiquing the findings. Guidelines for this written component will be provided to you in a separate handout. At the end, summarize any key points for sport psychology, coaching, or physical activity professionals. You will be expected to provide a hard copy of the article to Dr. Partridge a week before your critique is due, so that she may put it on Blackboard for the class. Your group will give a very brief (5-10 minute) presentation to the class (visual aids required) followed by a class discussion. Readings Reflections The purpose of these reflections is to give you the opportunity to on the academic readings for the class. This process will allow you to actively engage in class materials and gain a deeper understanding of the concepts that are central to the application of sport psychology principles. These reflections are also intended to help prepare you for the exams. Please note that you will not be able to make up these points if you miss them, unless for an excused absence (illness, death in the family). Also please note that leaving early for break is NOT considered an excused absence. Each week, you will write a brief reflection on each of the readings for the week. These reflections should consist of two parts: 1) approximately 1-2 paragraphs summarizing the readings for the week, and 2) reflect on the readings (what is/are the most important finding(s), how does it relate to other topics in class, did you have any difficulties with the readings, how

3 could you use the information in your future profession), and should include at least one question or comment per reading. You are not required to complete a reflection for any book chapters. In-Class/Problem-Based Activities The purpose of these activities is to give you the opportunity to take the concepts presented in class, and through critical thinking and creativity, apply them to a real life scenario. This process will allow you to actively engage in class materials and gain a deeper understanding of the concepts that are central to sport psychology and the application of these materials. These activities are intended to help prepare you for the short answer portion of the exams. There will be approximately one assignment every 2-3 weeks of the semester. Please note that you will not be able to make up these points if you miss them, unless for an excused absence (i.e., official school activity, illness, death in the family). Also please note that leaving early for break is NOT considered an excused absence. Athlete Interview This assignment is designed to provide you with an opportunity to interview an athlete or exerciser regarding mental preparation strategies prior to and during competition. Upon completion of this interview, you will be asked to play the educational sport psychologist and discuss your interview in both oral and written forms covering various issues of psychological skills in sport. More specific details of this assignment will be provided in a separate handout. Due November 22. Written Exam Students will complete a midterm exam based on the material from the class discussion and readings. The exam will consist of short answer and essay questions with emphasis on assigned readings and lecture notes. Expect the exam to be applied in content. Final Exam Although there will not be a final exam, we will be meeting at our scheduled time: Tuesday, December 13, 8:00-10:00 p.m. Please plan your vacation and make travel arrangements accordingly. Buying a ticket to travel which conflicts with this date is NOT an excuse for missing the final time. Workshop Presentation and Intervention Manual Part One (60 points). Prepare and present a 30-minute workshop on some component of Psychological Skills Training (PST). The workshop should consist of a lecture and a demonstration/ hands on component. This presentation should be geared toward a specific audience (high school athletes, new exercisers, etc.). Class members will provide feedback/grade for the other groups in the class (a rubric will be provided) that will total 10 points of the presentation grade. The remaining 50 points will be based off of the instructor s evaluation. Part Two (40 points). To go along with the workshop presentation, an intervention manual should also be created. You will need to understand and integrate the principles of PST and the specific mental skill you will teach, and it should be specific to your chosen audience. The intervention manual will range from pages and must be written for your intended audience while being scientifically accurate. We will discuss this assignment further in class. You will be evaluated on: content, accuracy, clarity, and grammar/spelling. Minimum number of academic references = 5. More specific details of this assignment will be provided in a separate handout.

4 Missed Exam Policy Only under highly exceptional circumstances will students be allowed to reschedule or make up missed exams. Documentation of the excuse must be provided. In the unlikely circumstance that a make-up exam is given, the instructor reserves the right to change the format of the exam to either an oral or essay exam. You may also be asked to write a paper instead of taking the exam. Student Disabilities Statement: If you qualify for accommodations because of a disability, please submit to me a letter from Disability Support Services in a timely manner so that your needs may be addressed. Disability Support Services determines accommodations based on documented disabilities. ( , Woody Hall B-150, Emergency Procedures: Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on BERT s website at Department of Safety s website (disaster drop down) and in Emergency Response Guidelines pamphlet. Know how to respond to each type of emergency. Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility. TORNADO: Davies locker rooms. FIRE: Shryock steps. This class will only be cancelled due to weather if the university is closed. The instructor will notify you by by 5 PM if the class is to be cancelled.

5 Class Policies: 1. Given the upper-division categorization of this class, I expect everyone to be present and on time unless there are extenuating circumstances. I expect that students will participate constructively and actively in course discussions. Each student is expected to be an active and prepared participant in all class activities. If you miss more than 1 class (excused OR unexcused), you will lose 5 points off of your total for the class. There are no exceptions to this rule. Please note that missing half or more of the class means you ve missed the entire class (e.g., if you leave at the break, it counts as an absence). If you are coming to class, please make every effort to come on time. If you have to be late, try to be as inconspicuous as possible coming into the room. If you leave before the end of class 2. The penalty for academic dishonesty (cheating, allowing another student to cheat off of you, and/or plagiarism) on any assignment or examination will result in an automatic score of zero for that assignment. DO NOT DO THIS!!! (I can t stress that enough). If you are in doubt about what constitutes plagiarism, ASK. 3. If you have questions, concerns, etc., please come and talk to me as soon as possible. Otherwise, I will assume that everything is going well for everyone. NOTE: When contacting me via , please begin the with a proper salutation (e.g., Dr. Partridge, ), and please sign your name at the end. 4. I provide a basic outline of each day s class notes, but I will NOT provide my own notes for students, so if you have to miss class, you should get notes from another class member. 5. Assigned readings will be from the textbook and from posted readings on Blackboard. I expect that you will have all readings completed before coming to class and will be prepared to discuss them. You should bring copies of the assigned readings to class with you. 6. If you miss a deadline for an assignment without a documented excuse, there will be no making up the work. My policy for late work is as follows: Any assignment that is not turned in by the end of the class period during which it is due is considered late. Only 10% of the total score will be deducted from the total if the assignment is turned in by the end of that day. Any assignment that is turned in after the day it is due will automatically lose 50% of the possible points. For each additional day that the assignment is late, an additional 10% will be taken off of the possible points. There are no exceptions, no excuses, absolutely no exclusions to this rule. If you have an emergency or a reason why an assignment will not be turned in on time, you must contact me before class. Please note that a broken/malfunctioning printer is NOT an excuse. Go to a computer lab on campus if your home computer isn t working. I m sorry if your flash drive won t open back it up on something else. Also, you MUST turn in a hard copy of any assignment that is due for this class; you cannot just it to me. Sending an does not mean that I have received your assignment. It is YOUR responsibility to print off your work. ** assignments will NOT be accepted

6 7. If you miss an in-class assignment/quiz, etc., you have until the start of the following class period to contact me to schedule a make-up. Once class has begun, it is too late to ask about it. If you are going to miss class for a university approved (i.e., athletic event you are playing in, sponsored event) reason you must provide notification to the instructor prior to the missed class. If you miss class for a non-university approved reason documentation must be given to the instructor to validate the missed class to award a make-up assignment. This later situation will be handled on a case-by-case basis. 8. You must use APA format for papers in this class. Failure to do so will result in significant loss of points on each assignment (5-10% of the total grade). Use the handout provided in class to help you, and feel free to ask me any questions. Furthermore, all papers should be typed, double-spaced and have a font size no larger than 12-point. Do NOT add extra space between paragraphs. DO use headings to separate sections of your paper. Please see additional handout for further information. 9. Please turn off all cell phones and mp3 players. Please do not text message, do the word search or Sudoku in the DE. There are to be no cell phones visible in this class, PERIOD. The first time I see one being used, I will issue a general warning to the class. The next time it happens, you will lose 5 points. Not 5 points per day, 5 points each time. Keep in mind I may or may not call you out by name, but once the warning has been issued to the class, I will start taking points off. If you are using a computer in the class and I see you on Facebook or on the Internet in general), you will lose 10 points.

7 References Connaughton, D., Hanton, S., & Jones, G. (2010). The development and maintenance of mental toughness in the world s best performers. The Sport Psychologist, 24, Gammage, K. L., Hardy, J., & Hall, C. R. (2001). A description of self-talk in exercise. Psychology of Sport and Exercise, 2, Greenleaf, C., Gould, D., & Dieffenbach, K. (2001). Factors influencing Olympic performance: Interviews with Atlanta and Nagano U. S. Olympians. Journal of Applied Sport Psychology, 13, Hanton, S., & Jones, G. (1999). The acquisition and development of cognitive skills and strategies: I. Making the butterflies fly in formation. The Sport Psychologist, 13, Hardy, J., Gammage, K., & Hall, C. (2001). A descriptive study of athlete self-talk. The Sport Psychologist, 15, Hartman, A. (2000). Setting daily goals. Athletic Therapy Today, 10, Johnson, J. J. M., Hrycaiko, D. W., Johnson, G. V., & Halas, J. M. (2004). Self-talk and female youth soccer performance. The Sport Psychologist, 18, Jones, G., Hanton, S., & Connaughton, D. (2007). A framework of mental toughness in the world s best performers. The Sport Psychologist, 21, Lemyre, F., Trudel, P., & Durand-Bush, N. (2007). How youth-sport coaches learn to coach. The Sport Psychologist, 21, Martin, K. A., Moritz, S. E., & Hall, C. R. (1999). Imagery use in sport: A literature review and applied model. The Sport Psychologist, 13, Maynard, I. W., Hemmings, B., & Warwick-Evans, L. (1995). The effects of a somatic intervention strategy on competitive state anxiety and performance in semiprofessional soccer players. The Sport Psychologist, 9, Munroe, K. J., Giacobbi, P. R., Hall, C., & Weinberg, R. (2000). The four Ws of imagery use: Where, when, why, and what. The Sport Psychologist, 14, Raedeke, T. D. (1997). Is athlete burnout more than just stress? A sport commitment perspective. Journal of Sport & Exercise Psychology, 19, Raedeke, T. D., Granzyk, T. L., & Warren, A. (2000). Why coaches experience burnout: A commitment perspective. Journal of Sport & Exercise Psychology, 22, Raedeke, T. D., Lunney, K., & Venables, K. (2002). Understanding athlete burnout: Coach perspectives. Journal of Sport Behavior, 25(2), Rejeski, W., Darracott, C., & Hutslar, S. (1979). Pygmalion in youth sport: A field study. Journal of Sport Psychology, 1, Walen, DiGiuseppe, & Dryden, A. (1992). A practitioner s guide to RET. Ward, P., & Carnes, M. (2002). Effect of posting self-set goals on collegiate football players skill-execution during practice and games. Journal of Applied Behavior Analysis, 35, 1-12.

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