EXSS 451 Sport Psychology & The London Olympics

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1 Summer, 2015 Harlaxton College EXSS 451 Sport Psychology & The London Olympics The mental part is the hardest part and I think that s the part that separates good players from the great players. -Michael Jordan Professor: Dr. Gregg Wilson Telephone: [email protected] Credit Hours: 3 hrs. Room: TBA Time: TBA Course Description: This course will provide an overview of the rapidly developing field of sport psychology. As athletes look for ways to enhance their performances, the mental aspects of physical activity have generated much interest. In no arena is this more prevalent than the Olympic Games. This class will examine a wide range of topics in sport and exercise psychology, including the historical development and performance models used by various countries and the use of sport psychology in the London Olympic Games. Other topics will include anxiety & performance, overtraining & staleness, psychometric characteristics of sport participants, and an historical overview of the Olympic Games. Prerequisites: Psychology 121, or permission of instructor. Required Textbook: Taylor, J. & Wilson, G.S. (2005). Applying Sport Psychology: Four Perspectives. Champaign, IL: Human Kinetics. 1

2 Course Objectives: 1. To become familiar with the historical emergence of contemporary exercise and sport psychology. 2. To describe the cultural models of sport psychology, and how these practices have been used in sport by specific nations. 3. To examine the role of sport psychology in the London Olympics. 4. To gain an understanding of the historical emergence of the modern Olympic Games. 5. To explain the fundamental concepts and techniques of the scientific method of research in the study of sport psychology. 6. To list the physical correlates of optimal mental health. 7. To differentiate between the terms stress, anxiety, arousal the relationship of these variables to athletic performance. 8. To describe the major theories of anxiety and performance. 9. To explain the difference between overtraining and staleness, and identify the physiological and psychological markers of possible staleness. 10. To identify personality factors that may affect athletic performance, including such areas as motivation, confidence and anxiety. *Please remember that we are guests at Harlaxton College. When taking field trips, we are representing both UE and Harlaxton. Please dress appropriately for all trips and be courteous and respectful during these visits. We are fortunate that the facilities have taken the time to allow us to visit, and everybody needs to be sure to express their appreciation.* 2

3 Course Requirements: 1. Tests: There will be four (4) objective exams given during the semester to assess student ability to comprehend and synthesize course material. Each exam will be worth 40 points. 2. Attendance: PLEASE REFER TO THE HARLAXTON COLLEGE ATTENDANCE POLICY BELOW. 4.1 Attendance Policy, Student Sickness and Absence The College operates a mandatory attendance policy binding on all faculty and students. While admittedly unusual for American collegiate institutions, the policy provides a clear structure of support for high academic standards in a context where such rigour could quickly erode. The policy is as follows: "In courses which meet three times a week students are allowed a maximum of three unexcused absences during the course of the semester which incur no grade penalty. In courses which meet twice a week, two such absences are permitted, and in courses which meet once a week, a single absence is allowed. Additional unexcused absences will attract a grade penalty, namely the lowering of the student's final grade for each absence in excess of the permitted quota." Faculty should note that this policy is a minimum requirement. If necessary, more rigorous policies may be applied by individual professors. In exceptional circumstances, students may be granted an excused, or justified, absence. Such absences, however, must receive the prior approval of the principal or dean of students, who will confirm the absence in writing to the faculty members concerned. More commonly, students may also receive an excused absence if, in the opinion of the College nurse, they are too ill or otherwise incapacitated to attend class. In such cases, faculty will receive a signed certificate from the nurse within 24 hours of the missed class. In fall 1989, the Faculty Council agreed unanimously to the inclusion of the following policy with regard to class attendance: "In the case of a student who is, without good reason, more than ten minutes late arriving for class, the faculty member may deem the offender inexcusably absent for that class period." To assist in the process of monitoring attendance, all faculty will be supplied with class roll forms, to be deposited with the principal's office at the end of the semester. 3. There will be no extra credit given for additional course work. 4. Make up examinations/quizzes will be given only with approved prior notice. 3

4 5. Academic honesty is expected in all work. The following statement is taken from the UE Honor Code: I understand that any work which I submit for course credit will imply that I have adhered to this Academic Honor Code: I will neither give or receive unauthorized aid nor will I tolerate an environment which condones the use of unauthorized aid. Academic honesty is expected in all work.**** 6. Incomplete grades will not be given unless granted by UE. 7. NO TEXTING DURING CLASS. **** Please refer to the academic honor statement published in the UE student handbook. Disability Policy It is the policy and practice of the University of Evansville to make reasonable accommodations for students with properly documented disabilities. Students should contact the Office of Counseling and Health Education at to seek services or accommodations for disabilities. Written notification for faculty from the Office of Counseling and health Education is required for academic accommodations. 4

5 GRADING INFORMATION Point Totals: My Points: Test # 1 40 points Test # 2 40 points Test # 3 40 points Test # 4 40 points Total: 160 points Grading Scale A A B B B C C C D D D

6 Tentative Sequence of EXSS 451: I. Historical and Contemporary Dimensions: (Class Notes) There is nothing like looking, if you want to find something. You certainly usually find something if you look, but it is not always quite the something you were after. The Hobbit Historical Beginnings of Sport Psychology: 1) North America 2) Western and Eastern Europe Contemporary Sport Psychology: 1) It s place in the Olympic Games 2) United States Olympic Committee 3) International Professional Organizations II. Issues in Sport Psychology Research: (Class Notes & Chapter 6) The grandest aim of all science is to cover the greatest number of empirical facts by logical deduction from the smallest number of hypothesis or axioms. Albert Einstein 1) Halo Effect 2) Hawthorne Effect 3) Rosenthal Effect 4) Placebo Effect 5) Ethical Considerations 6) External & Ecological Validity III. Emergence of the Modern Olympic Games (Class Notes) 1) Pierre de Coubertin 2) Berlin Olympics 3) Cold War Politics & Sport 4) Amateur vs. Professional Athletes 5) Commercialization IV. Personality and the Athlete: (Class Notes & Chapters 5 & 6) I ve always felt that working hard and trying things was good for my mental health, even if the results are not immediate, and they usually aren t. At least I feel that I m doing everything possible. Cal Ripken Jr. Personality and Sport & Exercise Performance 1) What is personality 2) Measuring Personality 6

7 3) State-Trait Theory 4) Emotions 5) Psychometric Characteristics of Sports Participants IV. Stress, Anxiety and Performance: (Chapter 3) Intensity was never letting up-between pitches, between innings, between starts, or between innings. Intensity, as I knew it, was the will to win. Bob Gibson Definition and Terminology 1) Stress, Eustress, Distress 2) Anxiety (state and trait) 3) Arousal Theories of Anxiety and Performance 1) Group Based: i. Drive (Hullian) Theory ii. Relaxation (Quiescence) Theory iii. Threshold (PDE) Theory iv. Inverted-U Hypothesis (Yerkes-Dodson Law) 2) Individual Based: i. Individual Zone of Optimal Function (IZOF) Theory ii. Catastrophe Theory iii. Reversal Theory TEST # 1 V. Psychological Factors in Athletic Performance: (Chapters 1, 2,4, 7, 8,) 90% percent of the game is half mental. Yogi Berra Psychological Interventions as Ergogenic Aids 1) Goal Setting (Chapter 7) 2) Motivation (Chapter 1) 3) Self-confidence/efficacy (Chapter 2) 4) Imagery-Mental Practice (Chapter 8) 5) Routines (Chapter 9) 6) Concentration (Chapter 4) a. Types of Attentional Focus b. Shifting Attentional Focus c. Association/Disassociation 7

8 VI. Psychological and Behavioral Problems of Athletes: (Chapters 12, 13, 14, 15) I saw that everywhere, and I think the younger you are, the more you see images of different people in magazines, recording the perfect body. Monica Seles Eating Disorders (Chapter 13) 1) Anorexia Nervosa 2) Bulimia 3) Athletica Anorexia 4) Muscle Dysmorphia (Bigorexia) Career Termination and Athletes (Chapter 15) 1) Coming to terms with the end of competition Addictive Behaviors (Chapter 14) 1) Addiction to Exercise 2) Compulsive Gambling 3) Drug Use Psychology and Athletic Injuries (Chapter 12) 1) Psychological factors & athletic injury 2) Psychological reactions to athletic injuries 3) The role of sport psychology in injury rehabilitation Test # 2 VII. Overtraining and Staleness in Athletes: (Class Notes) Since 1954, there has been a revolution in athletic training. Instead of working out for half an hour five days a week, athletes now run for up to three hours a day over two sessions. Roger Bannister Psychological Consequences of Intensive Training 1) Terminology a. Overtraining b. Staleness c. Burnout 2) Symptoms of Staleness a. Behavioral b. Physiological c. Perceptual d. Psychological 3) Monitoring overtraining through assessments of mood 4) Treatment and Prevention 8

9 VIII. Psychology and the Sport Coach: (Chapter 10) It s not about winning or losing. Coaching is about developing players It s eye-to-eye and heart-to-heart. Mike Kryzyzewski Behavioral Modification 1) Behavioral Issues in Coaching (Chapter 6) a. Reinforcement and punishment i. Positive and negative reinforcement ii. Positive and negative punishment 2) Behavioral Techniques a. Shaping b. Extinction c. Feedback 3) Decision Making in Coaching (Chapter 5 & 9) a. Dimensions b. Coaching styles/philosophy 4) Competition and Cooperation 5) Communication (Chapter 10) IX. Group and Team Dynamics: (Chapter 11) Teamwork isn t simple. In fact, it can be a frustrating, elusive commodity. That s why there are so many bad teams out there stuck in neutral or going downhill. Teamwork doesn t appear magically just because someone mouths the words. Pat Riley Group and Team Dynamics 1) Structure of a group 2) Creating an effective team atmosphere 3) Individual and team performance Group Cohesion 1) Defining cohesion 2) Relationship between cohesion and performance 3) Enhancing team cohesion 9

10 X. Children s Psychological Development Through Sport: (Class Notes) "I have found the best way to give advice to your children is to find out what they want and then advise them to do it." - Harry S. Truman Why Children Participate in Sport Why Children Discontinue Sport Participation 1) Stress & Burnout in Youth Athletics 2) Anxiety and Performance TEST # 3 XI. Exercise and Mental Health: (Class Notes) Training gives us an outlet for suppressed energies created by stress and thus tone the spirit just as exercise conditions the body. Arnold Schwarzenegger Psychological Benefits of Exercise 1) Acute vs. Chronic effects of exercise 2) The Mental Health Model a. Emotional health and the athlete b. Iceberg Profile c. Prediction of athletic success 3) Theories of Exercise & Mood States a. Thermogenic Hypothesis b. Endorphin Hypothesis c. Distraction Hypothesis d. Traditional views XII. Exercise Behavior and Adherence: (Class Notes) If a man is to live, he must be all alive, body, soul, mind, heart and spirit. Thomas Merton 1) Reasons to Exercise 2) Reasons for Not Exercising 3) The problem of exercise adherence 4) Determinants of Exercise Adherence 5) Strategies for Enhancing Exercise Adherence Test # 4 10