Social Psychology in Sport LNDN PSYC 3353

Transcription

1 Social Psychology in Sport LNDN PSYC 3353 This course is being offered at London South Bank University, located 45 minutes from CAPA s London Centre. This course is best suited to serious students who want to take a class at a British university. The British academic system differs from the US, particularly with grading. LSBU professors expect students to undertake a good deal of independent study to achieve a high mark in their classes. In order to help clarify these differences, CAPA students taking LSBU courses will attend a special orientation before classes start. This course will run from late September to mid December, and the exam could potentially be held in January. Take note that this course begins two weeks after CAPA courses. Therefore, if you register, and then decide to drop it, you will need to enroll in another class at LSBU since CAPA s add/drop period will be over. Also note that LSBU does not have a fall break. Most CAPA/LSBU courses will have final papers, but they may not be due until January. If a class has an exam component, students may need to take the exam once they return to their home campus. LSBU s International Officer will help students make arrangements to complete their courses as necessary. Grades for fall LSBU courses will be sent out in February. To take this class, you must have a minimum 2.75 GPA; the course does not have any pre-requisites. If you decide to enroll in this class, it is up to you to confirm that you will receive credit from your home campus. You can download the module guide from the CAPA website to share with your advisor on campus. LSBU classes fill quickly, so make your selections as soon as possible. Please select an alternative LSBU course in case your first choice is unavailable. For additional information about this class, please contact the Boston Program Management Team at

2 Module Guide Social Psychology in Sport SES Faculty of Engineering, Science and the Built Environment Become what you want to be 1

3 1.0 UNIT DETAILS Unit Title: Social Psychology in Sport Unit Level: 5 Credit Value: 1 (15 CATS Points) Student Study Hours: 150 Contact Hours: 36 Private Study Hours: 114 Pre-requisite Learning (If applicable): Skill Development 1 Course(s): BSc (hons) Sport and Exercise Science Year and Semester: Year 2 Semester 1 Unit Coordinator: Teaching Team & Contact Details: Subject Area: Summary of Assessment Method: Dr. Mark Allen mark.allen@lsbu.ac.uk Dr. Rita Oliveira Sport & Exercise Science 50% Coursework; 50% Examination. This guide is designed to help your learning by providing an indicative structure and content for the unit. It is a guide and not a definitive statement of what you will be taught. We will try to follow this published schedule as far as possible, but there may be some variation as the unit develops and as we try to match the pace and content of our teaching to student needs. 2.0 SHORT DESCRIPTION This unit is intended to develop student understanding of social psychology in sport. The unit has been designed to advance student s knowledge of theory and practice in the psychological preparation of sport performers, and as such will integrate the notions of research informing practice and practical experience informing research. Issues such as anxiety, stress, coping, self-efficacy, aggression and violence, attribution perspectives, group dynamics and applied sport psychology (e.g. imagery, self-talk) will be covered in this unit. 3.0 AIMS OF THE UNIT The aims of this unit are: 1. To assimilate and critically analyse the psychology of individual differences and the implications for sport participation and performance. 2

4 2. To examine influences of social and environmental settings on sporting behaviour. 3. To apply scientific method to the investigation of individual, social and environmental effects on performance and evaluate practical interventions. 4. To critically examine research methodologies utilised in the collection of psychological data 4.0 LEARNING OUTCOMES 4.1 Knowledge and Understanding On completion of the unit students will be able to: a. Critically evaluate a range of theoretical perspectives on stress, coping and emotion b. Critically discuss the individual and social influences on behaviour c. Develop a scientific understanding of measurement and evaluation procedures in sport psychology d. Critically evaluate past research on the psychological antecedents and consequences of sport performance e. Apply theoretical and research knowledge to practice 4.2 Intellectual Skills a. The study of intervention techniques will develop student s ability to analyse and plan appropriate sport psychology procedures. b. Students will be required to develop the skills necessary to critically appraise research material and theoretical approaches relevant to the subject area. 4.3 Practical skills a. Provide accurate and appropriate advice on managing emotions and coping with pressure in competitive sport b. Suggest practical psychological skills strategies to athletes c. Presentation skills. 3

5 4.4 Transferable Skills: a. Critical reading and analysis b. Oral and written communication skills c. Personal skill of time management and management of own learning 5.0 ASSESSMENT OF THE UNIT This unit is assessed 50% by coursework and 50% examination. The examination will cover a selection of the topic areas covered during the semester and addresses all learning outcomes. Further details and information will be given during the unit. The coursework element is an essay assignment (2000 words maximum) that will examine a broad area of sport psychology. See below for details. Choose one of following titles to complete a 2000-word essay. Try to be scientific, systematic and concise. 1. Describe the development of the five factor model of personality and its application to sport. Consider the relevant research that has explored personality differences between athletes and non-athletes, different populations of athletes and whether personality predicts athletic success. In doing this, describe the reliability and validity of the measures used to assess personality. Describe whether it will ever be appropriate to use personality inventories as a selection tool in sport. or 2. Critically describe the extant literature on the multidimensional theory of anxiety in sport (Martens et al., 1990) and the extended theory of anxiety interpretation (Jones, 1995). Discuss the supporting evidence for the multidimensional anxiety theory, highlighting implications for sport performance. Discuss the strengths and weaknesses of measures used to assess anxiety in sport (validity and reliability), and outline which interventions you would use to regulate anxiety levels in athletes. Further details on the coursework will be provided during class hours. PRESENTATION OF THE COURSEWORK A. Your work should be word-processed and submitted in the following format: writing, printing or drawing on one side of the paper only, double-spaced text, a 5-cm margin on the right-hand side (for comments), all pages numbered, all pages marked with your name and/or student number, any diagrams and graphs included in the body of the text, a word count at the end of the text. 4

6 B. All coursework material should communicate clearly to the reader and be presented to a professional standard. Writing should be arranged in paragraphs with either a clear tab or an extra line space marking each new paragraph. You should use grammatically correct sentence structures. Writing should be fluent, i.e. it should be easy to read out loud with no missing words, words in the wrong order or awkward constructions. (This means that careful checking is needed.) Spelling and punctuation should have been checked. These are standards for presentation for all coursework. If you do not pay attention to these features of your work, you will lose marks. 10% of marks are allocated to grammar and technical aspects of the writing. Students should ensure that correct report writing techniques are employed and that the work draws on relevant literature. This literature should be referenced in the correct manner (exactly Journal of Sports Sciences format). You will lose marks for poor referencing and not adhering to the word limit. Failure to acknowledge the work of others will be regarded as plagiarism, as will the direct copying of text from published sources. Cases of plagiarism will be penalised in accordance with the LSBU Policy. Late work will also be penalised in accordance with the Faculty Policy that is included in your Course Guide. 5.1 Deadlines The submission date for the assignment is: pm Friday 18 th November 2011 (End of Week 8) Assignments should be handed in to the Faculty Office (T313), for the attention of MARK ALLEN. Failure to submit to the correct unit leader can lead to delays in receiving grades. You should obtain a receipt for your assignments. Remember that it is essential for you to keep a second copy of all of your coursework. If coursework were for any reason to go missing, you will be asked to submit your second copy. You can only receive marks for work directly available to academic staff and the External Examiner. 5.2 Extensions An extension must be sought at least 24 hours before the assignment deadline. An extension: is not a right; is only granted in exceptional circumstances; is only granted when evidence is available; will not be granted because of computer problems. Unless you have obtained the agreement of your unit co-ordinator to the late submission of your coursework, coursework submitted: up to two weeks after the deadline will receive a maximum mark of the pass mark (40% ); more than two weeks after the deadline date will not be marked. 5

7 Request for late submission If you want an extension of the deadline date, you must: - get a copy of the form for late submission from your School Office; - fill in Part A of the form, giving reasons why you cannot meet the existing deadline date; - ask your unit co-ordinator to fill in Part B the decision whether to agree the request rests with the unit co-ordinator; - attach the form to the front of your coursework when you submit it. Award of marks Most units offered within the programme contain more than one type of assessment. Each type of assessment is called an element of assessment. You will normally be required to achieve a minimum threshold mark of 30% in each element of assessment as well as an overall aggregate, based on the weighting of the elements, of a minimum of 40%. Ensure that you prepare well for assessment; it is not good practice to merely achieve the minimum mark. A good performance in other units may enable the Examination Board to decide in your favour on the basis of overall performance if you have performed less well in other areas. As a general guide, marks are awarded for the following levels of achievement: >70% Comprehensive and competent answer. Well communicated. Evidence of additional reading and original thinking. Good analysis of the problem and logical solutions. Factually correct % Overall competent and logical insight into the problem. Largely factually correct. Coverage not extensive but original thinking % Generally competent. Some factual errors. Overall understanding but lack of convincing answer below 40% A lack of understanding of the problem. Superficial answer. Factual errors. Poor communication skills. Criteria used in assessing essay assignments and essay-type examination questions Guidance only. A more specific guide to the assessment of essay assignments and essay-type examination questions is given below. These criteria are intended to provide a benchmark against which marks allocated to an essay-type question can be compared, in order to see if they give a reasonable assessment of the quality of an answer. 1 st Class (70-100%) An excellent answer displaying complete understanding of the question. It presents all, or virtually all, the relevant 'given' information. Furthermore it will normally, where relevant, contain significant 'non-given' (not presented within the taught unit programme) information displaying evidence of wider reading and an ability to synthesise information from diverse sources. The answer will be logically organised and well presented, it should be substantially error-free. It may well, if appropriate, show originality of thought or approach and will display insight. 6

8 2(i) - Upper 2 nd Class (60-69%) A very good answer showing a sound understanding of the question. It will contain all, or nearly all, the relevant 'given' information. It should normally display evidence of wider reading or contain 'non-given' information. It will have a low error level and will not contain any serious errors. The answer should be logically presented. Better answers in this category may display originality or 'synthetic' ability. 2(ii) - Lower 2 nd Class (50-59%) A sound satisfactory answer, containing most of the 'given' information but will probably display little or no evidence of wider reading or originality. It will normally have a low error level. Some answers in this category may display some attributes of a 2(i) answer but with a higher level of error, however, and less logical presentation. 3 rd Class (40-49%) Although displaying some understanding of the question the answer will be incomplete and show a poor appreciation of the subject. It will contain relevant 'given' information but may have a high level of errors or irrelevancies. Important points will not be addressed. Presentation may be poor. FAIL (<40%) An inadequate answer lacking substance and understanding, it may not represent a serious attempt. Where the question has been understood the answer will be very limited and probably contain many errors. Where the student has answered the wrong question, marks may still be given if relevant information is presented. ACADEMIC MISCONDUCT Students are referred to the University s Student Handbook Section Academic misconduct, which summarises Chapter 13 of the academic regulations. The full version of the regulations is available from the registry (situated in Technopark building). Sections taken from academic misconduct section of the student handbook: Academic misconduct is defined as any attempt to gain unfair advantage in assessment, or to help another student gain unfair advantage, by deception or fraudulent means. Some examples of academic misconduct: Assisting another student to gain unfair advantage for example by allowing another student to copy your work, or use an electronic copy of your work. Syndication: The submission of pieces of work, which are substantially similar by two or more students. This may apply within the same institution or in a number of institutions, either at the same time or different times. Plagiarism: To take and use another person s thoughts, writings, inventions as one s own. Representing another person s work as your own, without acknowledging the source. Examples of this are provided in your student handbook (10.12d). Collusion: Representing as your own piece of work which two or more students have undertaken together, without permission to do so. Bribery: Offering payment or other inducement to another person in order to gain improper advantage in assessment or to falsify the result of assessment. Commission: Commissioning another person to undertake all or part of an assignment presented as your own work, or knowingly undertaking work for another student to present his or her own work. 7

9 6.0 INTRODUCTION TO STUDYING THE UNIT 6.1 Overview of the Main Content Week Lecturer Lecture Seminar Time Room Topic Time Room Topic 1 Mark Allen B330 Introduction to social psychology in sport (independent reading) 2 Mark Allen B330 Personality & individual differences B330 Personality inventories 3 Mark Allen B330 Arousal and anxiety in sport B330 Facilitative/debilitative anxiety debate 4 Mark Allen B330 Mood and emotion B330 The profile of mood states 5 (independent reading) 6 Mark Allen B330 Attribution theory and self-efficacy B330 Classifying attributions 7 Mark Allen B330 Aggression and violence in sport B330 Classifying aggressive behaviour 8 Mark Allen B330 Self-determination and intrinsic motivation B330 Developing the motivational climate 9 Mark Allen B330 Attention and concentration B330 The concentration grid exercise 10 Rita de Oliveira B330 Decision making, perception and action I B330 The invisible gorilla 11 Rita de Oliveira B330 Decision making, perception and action II B330 Visual gaze in basketball shooting 8

10 12 Mark Allen B330 Revision lecture (tutorials available) 9

11 6.2 Overview of Types of Classes This unit will be presented as one hour lectures followed by one and a half hour seminars/workshops. Collectively each session will last approximately 3 hours. You must be punctual. No student will be allowed to join the class once it has started (according to Dept. of Applied Science Policy). Any student who arrives late should not attempt to enter the room and must wait until the break. 6.3 Importance of Student Self-Managed Learning Time At the very least, you should follow the directed reading on a weekly basis. 6.4 Employability An awareness of ethical and professional standards will be presented through an introduction to current accreditation procedures for sport psychologists in the UK via BASES and the BPS (Division of Sport & Exercise Psychology Section). As well as guidelines and routes to becoming an Accredited BASES Sport & Exercise Psychologist and a BPS Chartered Sport & Exercise Psychologist. (Please refer to the following articles). BASES BPS Training Routes to Becoming a Practising Sport and Exercise Psychologist DFD0-7EA9-D0A5E93A705E&ext=pdf BASES BPS File Format: PDF/Adobe Acrobat - View as HTML Qualification & Training Routes to Becoming a Practising Sport and Exercise Psychologist: THE PROGRAMME OF TEACHING, LEARNING AND ASSESSMENT Recommended readings will be provided following each weekly session End of Unit Review your feedback is valuable. It is University policy to obtain student feedback at the end of each unit. This is carried out using a standard form that should be completed and returned in a way that should maintain your anonymity. The results of the tick-box responses and any additional commentary are presented and discussed at the Subject Area Review & Planning Meetings that are held twice per year. Should it be required, members of staff at these meetings agree to modify aspects of unit delivery and assessment for the next time that the unit will be presented (usually for the following year). 10

12 8.0 LEARNING RESOURCES There is no core text for this unit. Students will be expected to consult a range of book and journal article sources. Important readings (available in library) include: Andersen, M. (2000). Doing Sport Psychology. Champaign, IL: Human Kinetics. Andersen, M. (2005). Sport Psychology in Practice. Champaign, IL: Human Kinetics. Cox, R. H. (2007). Sport Psychology, Concepts and Applications (6 th ed.). St. Louis, Missouri. McGraw-Hill Dosil, J. (2006). The Sport Psychologist s Handbook. New York: Wiley. Feltz, D., Short, S., & Sullivan, P. (2008). Self-Efficacy in Sport: Research and strategies for working with athletes, teams, and coaches. Champaign, IL: Human Kinetics. Gardner, F., & Moore, Z. (2006). Clinical Sport Psychology. Champaign, IL: Human Kinetics. Gill, D. L., & Williams, L. (2008). Psychological Dynamics of Sport and Exercise (3rd edition). Champaign, IL: Human Kinetics. Hagger, M., & Chatzisarantis, N. (2005). The Social Psychology of Exercise and Sport. Open University Press. Hagger, M., & Chatzisarantis, N. (2007). Intrinsic motivation and self-determination in exercise and sport. Champaign, IL: Human Kinetics. Hemmings, B., & Holder, T. (2009). Applied Sport Psychology: A case based approach. New York: Wiley-Blackwell. Horn, T. S. (2008). Advances in Sport Psychology (3rd edition). Champaign, IL: Human Kinetics. Jowett, S., & Lavallee, D. (2007). Social Psychology in Sport. Champaign, IL: Human Kinetics. Kerr, J. H. (2005). Rethinking aggression and violence in sport. Routledge. Lane, A. (2008). Sport and Exercise Psychology: Topics in applied psychology. Hodder Education Lane, A. (2008). Mood and Human Performance. Nova Science Publishers. Lavallee, D., Thatcher, J., & Jones, M. (2004). Coping and emotion in Sport. Nova Science Publishers. Lavallee, D., Williams, J., & Jones, M. (2008). Key Studies in Sport and Exercise Psychology. McGraw-Hill. Mellalieu, S., & Hanton, S. (2008). Advances in Applied Sport Psychology: A Review. New York: Routledge. Moran, A. (2004). Sport and Exercise Psychology: A critical introduction. Routledge. Roberts, G. (2001). Advances in Motivation in Sport and Exercise. Champaign, IL: Human Kinetics. Taylor, J., & Wilson, G. (2005). Applying Sport Psychology: Four Perspectives. Champaign, IL: Human Kinetics. Tenenbaum, G., & Eklund, R. (2007). Handbook of Sport Psychology (3rd edition). New York: Wiley. Weinberg, R.S., & Gould, R. (2007). Foundations of sport and exercise psychology (4 th ed.). Champaign, IL: Human Kinetics 11

13 Williams, J. M. (2006). Applied sport psychology: personal growth to peak performance (5 th ed.). McGraw-Hill. 8.2 Supporting Materials You will be required to consult primary scientific articles as part of this module and you should be aware of the library stock of journals covering sport and exercise psychology. In addition, most of these titles can be accessed on line via the LSBU online library Recommended sport and exercise science journals to support this unit are: Journal of Sport and Exercise Psychology (1979-present)* Research Quarterly for Exercise and Sport (1929-present)* Journal of Applied Sport Psychology (1989-present)* International Journal of Sport Psychology (1970-present) International Journal of Sport and Exercise Psychology (2003-present)* Journal of Sports Sciences (1982-present)* Psychology of Sport and Exercise (2000-present)* The Sport Psychologist (1986-present)* International Review of Sport and Exercise Psychology (2008-present) Journal of Clinical Sport Psychology (2007-present)* European Journal of Sport Science (2001-present)* Qualitative Research in Sport and Exercise (2009-present)* Journal of Sport Behaviour (1978-present)* * Online access via the LSBU online library. 9.0 NOTES 12