KINE/PSYC 443 Sport Psychology

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1 KINE/PSYC 443 Sport Psychology Vanguard University of Southern California College of Arts and Sciences Department of Kinesiology Instructor: Office Hours: Text/Readings: Diana Avans, Ph.D. Kinesiology Department, Bldg. 16, Office MW 9:30-11:30; TR 12:00-1:15, or by appt. Check office or KINE lab. Psychological Dynamics of Sport and Exercise Author: Gill, Diane L./ Williams, Lavon, Ph.D. Edition: 3rd, 2008 Binding: HRD ISBN: Case Studies In Sports Psychology Author: Rotella, Robert J. (EDT)/ Boyce, B. Ann, Ph.D./ Al Edition: 1998 Binding: PAP ISBN: Catalog Description: Course Format: This course is designed to introduce students to the psychological aspects of sport and physical activity. From the sport perspective, emphasis will be placed on mental preparation of teams and individuals for competition. From the exercise perspective, group dynamics, motivation and exercise adherence will be covered. The class format includes lectures, case studies, class discussions, and student oral presentations. The evaluation process includes, exams, written and oral assignments that are evaluated by the teacher. Kinesiology Mission Statement: The mission of the Department of Kinesiology is to equip students to become leaders capable of impacting their world for Christ. The program seeks to prepare competent, professionals through personalized education in the classroom, through research, and field- based experiences. The goal of the department is to develop independent, critical thinkers who possess an interdisciplinary education with an in- depth understanding of kinesiology in areas such as athletic training, fitness and performance training, prevention and rehabilitation of injuries and disabilities, teaching physical education, and coaching.

2 Student Learning Outcomes: Objectives/Learning Outcomes Acquire an understanding of psychological principles related to sport and exercise participation and performance Explore the unique psychological demands of the profession of coaching Explore the coach/athlete relationship in relation to using psychological skills training to improve performance Explore the coach/athlete relationship in relation to using psychological skills to improve this unique relationship. Understand the sociocultural and psychological differences that exist in individuals and the sport and exercise world. Understand how these differences affect participation and performance. To learn to integrate diversity into sport performance plans. Activities (* indicates field- based activity) Lecture/discussion Classroom learning experiences Research paper Journal article critique Case Study Discussion Lecture/discussion Performance assessment Written Exams Research paper- Case Studies Article Critique Instructor Evaluated Case Studies- Instructor evaluated Course Requirements: 1. Assigned Readings: Read the assigned material from the text. Participate in class discussions. 2. Demonstrate knowledge on written quizzes and exams relative to course work assigned. 3. Case Studies 5. Term Project Evaluation (*indicates field- based activity): Quizzes 10 pts/ea 5 Case Studies: write- ups & Group 15 pts/ea + 5 Term project 100 pts Oral presentation of paper 10 pts extra credit Exams 50 pts/ea Grading: percentage of total points A = 93%- 100% C+ = 79-78% D+ = 69-68% A- = 92-90% C = 77-73% D = 67-63% B+ = 89-88% C- = 72-70% D- = 62-60% B = 87-83% F = 59% and below B- = 82-80%

3 Expectations: Participation and Attendance Any class work missed due to unexcused absences can not be made up. Be on time. Each late assignment will be reduced by 2 pts for each day it is late. Attendance is expected. Read before coming to class. Type all assignments unless otherwise noted. Submit original work. No plagiarism. Make- up exams are rarely given. Students with an institutional excuse are expected to make arrangements to complete the make- up test prior to the scheduled test day. A voic or message without a response by me does not excuse you from an exam or assignment. Exams not completed on their specific date (unless excused by the instructor) will cost the student and automatic 10 pts. Demonstrate professional conduct. This includes turning off cell phones prior to class, not talking when the instructor or classmate is talking, being on time, and text messaging in class is not allowed. Abuse of computer or cell phones will result in 2 pt deductions for each offense after a warning. 0 absences = 5 pts added to final score 1-6 absences = allowed 7 absences = failure ABSENCES: An excused absence is extreme illness(documented by physician if an exam day), death or extreme illness in family, contagious diseases/infections, university sponsored function. Unexcused absences include scheduling hair, dental, doctor, DMV, advising appointments during class time, court dates, blind dates, vacations, oversleeping, sleeping in class, etc. Disability Statement: The Office of Disability and Learning Services provides reasonable accommodations for students who need assistance with learning, and for students with disabilities. Reasonable accommodations are established through an interactive process between you, your professor(s) and Disability and Learning Services. If you but have a temporary or permanent disability that requires accommodations (this can include but not limited to; attention- related, learning, mental health, vision, hearing, physical or other health impairments), please contact The Office of Disability and Learning Services at or

4 TERM PROJECT & ORAL REPORT The Term Project is a larger project that you will work on all semester. For the Term Project, you have three options to choose from: (a) a Literature Review, (b) a Coach Project, or (c) an Athlete Project. First, the Lit Review requires you to choose a sport psychology topic of interest to you, review at least 10 peer- reviewed journal articles that are relevant to the topic, and write a literature review along with practical implications/applications for the practitioner. The latter two options allow you to choose a program for implementing Mental Skills Training (MST) based on whether your MST needs are primarily those of a program developer such as a physical educator/coach/leader or those of a participant such as an athlete or other individuals desiring personal change. Select ONE of these three options that are described more fully below. A Term Project prospectus(topic and timeline) will be due Wednesday, Feb.25. LITERATURE REVIEW: If you choose this option, you will select a topic in sport psychology and review the available research literature (min. 10 articles) (i.e., professional journals such as Journal of Sport and Exercise Psychology, The Sport Psychologist, Journal of Sport Behavior, International Journal of Sport Psychology, and Journal of Applied Sport Psychology). From the findings of your review of relevant theory and research, you are to develop implications that would be useful to the practitioner such as coaches and athletes. Your written term paper therefore will consist of two parts: (a) a review of the scientific literature, and (b) implications for the practitioner. Your 15- minute oral report will present a brief literature overview and focus on the implications. You will deliver the report as if you were addressing the target population for which your implications are intended (e.g., coaches). The written report shall consist of no more than 14 typed, double- spaced pages (APA format). You are responsible for turning in two copies to me, one I will keep and the other I ll return with my comments. Due date for the paper as well as the 15- minute oral presentations is the last two weeks of class. COACH S PROGRAM: If you choose this option, your role will be primarily that of a program developer. You will be asked to design a season- long MST program for yourself (i.e., self change program), your PE class, your exercise class or team you coach. The MST program must be geared for a specific age level and activity/sport and detail exactly what you would do and how you would do it. That is, you will need to specify (a) what mental skills you have included, (b) what priority you have established for teaching those skills, and (c) your rationale for the decisions you made. Next you need to construct a complete seasonal/yearly practice plan for group and/or individual MST practice. This plan should include what types of practice exercises you would use, how much practice time you would employ for each, and how the focus, volume (how much), and intensity of training would change throughout the program. Finally, you should include how you will monitor individual practice and assess progress in skill development. Evaluation of this project will be based on a typed, double- spaced paper of at least 8 but not more than 15 pages that outlines your program including sample lesson plans. This paper is due the last two weeks of class and your oral presentation will be made the same day. You are also responsible for submitting 2 copies to me, one I will keep and the other I ll return with my comments.

5 ATHLETE S PROGRAM: If you select this option, your role will be primarily that of a participant. Choose this option only if you want to create positive personal change because you will carry out your own psychological skills improvement program by selecting and practicing two (suggested) of the mental skills studied in class for a one- month time period. This type of hands- on self- study should greatly supplement your understanding of Mental Skills Training and hopefully help motivate you to put your knowledge into practice once the course has ended. The MST self- improvement option will be completed individually in direct consultation with me. You will be required to: (1) Practice at least two mental skills a minimum of 10 minutes daily for one month. Last day to start this project is March 23. (2) Monitor your progress in developing mental skills by keeping a daily log of your practice that you will turn in at the conclusion of the project along with your reaction paper. (3) Meet with me once a week(recommended), once every two weeks(required) to practice skills, monitor progress, and troubleshoot problem areas. (4) Write a page reaction paper describing your thoughts, feelings, and experiences with your Personal MST Program. Your paper is due the last two weeks of class. (5) Make a minute presentation on the mental training program you developed, how you implemented the program, and how you evaluated its effectiveness. If possible, pre- and post- testing will be conducted to determine the effectiveness of your Personal MST Program. Grading will be roughly one- third on effectiveness of the program, one- third on daily practice and log- keeping, and one- third on your reaction paper and general cooperation and effort on the project. This option involves more on- going time and effort and is therefore more geared to individuals who are serious about self- improvement in a specific area. Nevertheless, it is open to anyone in the class who is willing to make a firm commitment to mental skills training. Further information on the MST Program can be gained by talking with me directly. You are responsible for turning in two copies of your reaction paper (one of journal) to me, one I will keep and the other I ll return with my comments EACH STUDENT IS REQUIRED TO SUBMIT A TERM PROJECT PROSPECTUS BY February 25. SUBMIT 2 COPIES OF YOUR TERM PAPER. I WILL KEEP ONE AND RETURN THE OTHER TO YOU WITH MY COMMENTS.

6 Course Sequence: subject to change Date- MW Topic Reading/Assignment 1/12 Syllabus Read Ch. 1, 2 1/14 Intro to Sport Psychology, History 1/19 Martin Luther King Day 1/21 Understanding and Using Sport & Exercise Ch. 3 Psychology, Research 1/26 Personality Ch. 4 1/28 Attention Models Ch. 5 2/2 Imagery 2/4 Goal Setting 2/9 Cognitive Control Strategies 2/11 Case Study Ch. 12 Case Study 2/16 President s Day 2/18 Exam 1 2/23 Self- Perceptions Ch. 6 2/25 Motivation: Behavioral Approaches Ch. 7 3/2 Motivational Orientation Ch. 8 3/4 Case Study Ch. 9 Case Study 3/9 Cognitive Approach to Motivation Ch. 9 3/11 Participation Motivation Ch. 10 3/16-3/18 Spring Break 3/23 Case Study Ch. 15 Case Study 3/25 Exam 2 3/30 Emotion Models Ch. 11 4/1 Stress & Anxiety Management Ch. 12 4/6 Cont. 4/8 Case Study Ch. 1 Case Study 4/13 Social Influence Ch. 13 4/15 Aggression & Character Development Ch. 14 4/20 Case Study Ch. 4 Case Study 4/22 Group Dynamics Ch. 15 4/27 Class Presentations 4/29 Class Presentations 5/4 Class Presentations & Final Exam 1:00-3:00

7 Typical Topics: Individuals & Team Development: Personality Motivation Feedback, Reinforcement Self- fulfilling Prophecy Goal orientation & self- regulation Group Dynamics Group Cohesion Leadership skills Communication skills Performance Enhancement: Arousal, Stress, Anxiety Psychological Skills Training programs Pre- performance routines Arousal Regulation Imagery Self- confidence Goal Setting Concentration & Attention Performance inhibition: Choking; self- handicapping; procrastination & perfectionism; learned helplessness Athletic injuries & psychology Addictive behaviors: eating disorders, performance enhancers When to refer athletes for counseling Aggression Burnout and overtraining General: Exercise behavior and adherence Youth development Character development Career transition among athletes Gender, ethnic, & cultural differences

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