Sport and Exercise Psychology KNHS 3310

Transcription

1 Sport and Exercise Psychology KNHS 3310 Delivered online, Georgia Regents University, Fall semester, 2014 Course Description: This online course examines psychological theories and research related to sport and exercise behavior. It is designed to introduce you to the field of sport and exercise psychology by providing a broad overview of the major topics in the area. Contacts and Communications: Instructor: Dr. Chip Darracott cdarracott@gru.edu See about your instructor within the welcome module under the basic course information section in Desire 2 Learn. Please contact me via the address above. I will log on to the classroom most every weekday and the discussion forum is generally the best place to ask most questions. But if you need to contact me on an individual basis, please use and I will try to reply within one business day. Your communication is important to me! To ensure that I see your message in my inbox, please use the class name and number (KNHS 3310) in your subject line. For those of you far away from the instructor s southeastern US location, given the time differences, you may have to allow 1.5 business days for a prompt reply. Technical support is available 24/7 through the D2L Help Center. There is also an on campus help desk located in University Hall on the Summerville campus. For more information see the Student Help section on the main page of our D2L class site. Your Online Classroom and Procedures Each class week begins on Monday and ends on Sunday. Although most students will be familiar with Desire to Learn (D2L), at any point you may review D2L features under Student Help on our course home page. The News area of the classroom that you see in the middle of your screen each time you log in will be used regularly to post updates, important due dates, interesting web links, and comments on class matters. The Content Browser area, in the upper middle of the classroom page, contains course materials arranged in folders by week. This houses the content for the course. There is also a folder within the Content Browser labeled Detailed Assignment Instructions that provides full information, criteria, rubrics, and samples for completing each assignment. The Discussions area contains discussion forums for most weeks of the course. Each discussion forum will be opened for posting on or before the Monday of each new week. There

2 is a forum labeled Student Lounge for casual conversations as well as a general Q&A forum where questions about class requirements or other questions that do not fit into a weekly discussion may be asked. The Dropbox is the place to submit individual assignments unless otherwise indicated in assignment instructions. Remember that our classroom server is set to US Eastern time. All due dates are noted as US Eastern time. Introduction This 15-week course provides a survey of the fields of sport and exercise psychology. Much of the material in this course is applicable to other areas of life besides sport and exercise. It is hoped that the student will acquire some techniques that she/he can use in everyday life as well as in his/her career as a sport or exercise professional. You are encouraged to put many of these techniques into practice yourself. Try them out. See if they work! This course is conducted completely online. To do your best, it is recommended that you print out this syllabus to keep as a reference. Log on frequently (at least 3-4 times a week) to the online classroom and keep up with all assigned readings and web work. Course Objectives 1. To facilitate your understanding of how psychological factors influence involvement and performance in sport, exercise, and physical education settings. 2. To facilitate your understanding of how participation in sport, exercise, and physical education influences the psychological make-up of those individuals involved. 3. To acquire skills and knowledge about sport and exercise psychology that you can apply as a coach, teacher and/or exercise leader and in everyday life. Course Textbook and Materials Main textbook: Weinberg, R. S., & Gould, D. (2011). Foundations of Sport and Exercise Psychology, 5th Edition, Champaign, IL: Human Kinetics. I recommend that you take notes while you read. We will cover one or two chapters each week. When beginning a new chapter, flip through the pages making notes of headings, figures, and terms that are interesting and/or unfamiliar to you. At the end of each chapter is a summary. Take notes and jot down questions as you read the summary. Now look at your notes and go back to the chapter and read to answer your questions and satisfy your interests. We will also use articles and multimedia resources from the world wide web. An online study guide comes free of charge as part of your textbook if purchased new. You are strongly encouraged to use this learning tool. If you have purchased a used book you may be able to purchase the study guide from Human Kinetics.

3 Grading Information Grades are based on a scale of 100 points and are distributed among major assignments as follows: Grading Component % Total Grade Exam 1 10 Exam 2 10 Resolution of Sport Problem Group 12 Project: 8 points for group work, 4 points for individual contribution Quizzes 12 Coach/Teacher Observation 8 Performance profile 3 Reflection paper 5 Coping/Mastery Tape 7 Interview 3 Participation/Discussion/Assignments 30 Total 100 Grading Scale: A: B: C: D: F: 59 points or below Timelines Participation in discussions must be completed within the week assigned. Other assignments are due according to the posted dates and as described in instructions, either submitted via the assignment Dropbox or posted in a designated discussion forum. This university maintains a strict academic integrity policy. Please read the sections near the end of this document on academic honesty. Assignment Descriptions 1. Participation (Discussion Forums)

4 Students are expected to participate by responding to the instructor s questions as well as ask questions or comment on the responses of their classmates. A good question is as valuable as a comment. See the Participation Rubric posted under Content Browser to understand grading criteria and expectations. There are 10 graded weeks of participation. 2. Exams There will be a mid-term and final exam. These exams will be predominantly challenging multiple choice questions. The mid-term exam must be taken between Thursday, October 9th and Sunday, October 12 th. The final exam must be taken between Sunday, December 7 and Wednesday, December 10, The exams will be open for a very short time period. It is important to study well before taking the exams. You will not have time to look up the answers while taking the exam. 3. Quizzes A series of multiple choice, true-false, and matching quizzes must be completed by a due date. You will have one hour to complete each quiz. You may access each quiz only one time. 4. Coach/Teacher Observation This project involves observing videos of TWO coaches or exercise instructors in group physical activity situations and analyzing the types of interactions each has with players or students. Types of behaviors include: positive reinforcement punitive or scolding comments or behaviors technical instruction in sport/movement skills organization/directing players students keeping control: disciplining those not paying attention or who are off task Also notice how frequently the coach/instructor is speaking to one player (specific interaction) or to a group of players (general interaction). Also be sure to notice both verbal and nonverbal communication by the coach. Also reread the section, Leadership Behaviors in Sport, in chapter 9, pp , in the text. Write a page paper (double-spaced) in which you: Compare and contrast the behaviors of TWO of the coaches shown in the youtube videos on the items listed above. Notice how the coaches handle the situation when a player makes a mistake. Make recommendations how these coaches could improve

5 Reflect on how the coaching behaviors of the coaches in the videos compare to a coach/instructor that you have played for. Discuss your thoughts on the analysis of John Wooden's coaching found in the text on pp Discuss briefly the approach you would take if you were coaching a team or teaching an ongoing group physical activity class. 5. Performance Profile This assignment is designed to go along the material in Chapter 11, Introduction to Psychological Skills Training. To begin this assignment you will use a website linked to the dropbox. You will be asked to identify psychological skills that you believe have some relation to performance for a specific area in your life. These could be mental skills related to your sport, exercise training, academic performance (test taking), music performance, giving a public speech, job interview, or other area of your life. Examples of skills include: confidence, determination, stay positive, self-talk, mental preparation...etc. This exercise is of most value if you pick the skills important for your situation. Based on your ratings you will receive some scores. Discuss your results in a one page, double spaced write-up and attach your chart and paper through the D2L dropbox. 6. Reflection Paper This assignment involves reading a Sports Illustrated column entitled the Sabanization of College Football and reflecting on how the topics covered in the article fit into the field of sport psychology. More complete instructions for this page paper are available in the dropbox. 7. Coping/Mastery/Affirmation Tape (audio recording). This assignment is designed to help you program your mind for successful thoughts by creating a coping or mastery or affirmations digital audio file such as a MP3 for an ipod. You may use a sport, exercise, academic (test taking), artistic (dance, music, drama), interview, or other type of performance setting for your recording. For a mastery tape record your own voice (talking to yourself-first person, present tense) describing an outstanding performance in which events proceed exactly as desired, including the ideal thoughts, feelings, and emotions experienced just before, during, and after the performance. Consider combining the self-talk with a musical background. For a coping tape, record your own voice as you deal with negative thoughts and situations including potential things that could go wrong. Perhaps you made a foolish mistake or lost emotional control. (This part should be no more than 25% of the tape!). Next rehearse strategies needed to regain control and confidence. You may want to practice thought stopping, reframing, or other techniques. The emphasis should be on the process by which you gain control and confidence when confronted with the difficult situation.

6 An affirmations tape is a tool for developing and maintaining confidence. Use positive statements designed for repeated listening. Affirmations work best when you address your own personal stuff. Write and record affirmations in the first person present tense to give them a sense of immediacy (William P. Nolan, 2013, personal communication). Whichever tape you decide to do, the length should be 1-4 min. You may attach an audio file through D2L. You may also turn this assignment in as a written script, however, the recorded version is preferred. See the dropbox for more specific instructions. 8. Resolution of Sport Problem (group project) Each group will be given a sport psychology problem. Imagine that your group has been hired by the board of directors or president (chairman) of the sport organization to recommend: a short term strategy to begin dealing with the problem and a long term strategy to bring the situation under control In the dropbox the group will submit their consultants' report. Each member of the group will discuss their thoughts regarding how to work on the problem using the discussion forum set up for the group. It is expected that each group member will make multiple postings to the discussion forum that are of substance and add to the group project. Each individual student will be graded: 4 possible points for your contribution as evidenced by your participation in the discussion group 4 possible points for the group's short term strategy 4 possible points for the group's long term strategy The group will compose a single report that is proofed by all members and submitted to the dropbox. 9. Interview You will interview a sport and exercise physical activity professional (coach, PE teacher, fitness instructor, physical therapist, athletic trainer, etc.). You will be provided some questions to ask to get the conversion going. This should be a face-to-face interview. A phone interview is acceptable if necessary. Type up your notes from the interview and submit through the dropbox. Class Policies IMPORTANT: No Make-Up Work is Given in This Course! Extra Credit Assignments may not be offered or offered only on a minimal basis.

7 All assignments must be submitted prior to the deadline. Late assignments may not be accepted or a late penalty may be assessed. Assignments should be submitted through D2L only. Please do not submit assignments via . Other important information: Disability Accommodations: Students with disabilities must meet with the Office of Disability Services in order to arrange for accommodations. Once the student has arranged for an accommodation letter from the Office of Disability Services, it is the student s responsibility to schedule an appointment with his or her instructor within two weeks in order to discuss accommodations. If the student does not initiate this meeting, it is assumed no special accommodations or modifications will be necessary to meet the requirements of this course. You may make an appointment with Testing and Disability Services by calling (706) or by visiting their office located in Galloway Hall on the Summerville campus. Academic Honesty: All students should be aware of the GRU policy regarding academic honesty. Please review the following web link carefully: If you have any questions about what constitutes academic dishonesty after reading the GRU policy, please make an appointment to talk to the department chair for further explanation. The KHS department will follow the disciplinary guidelines stated in this policy immediately upon determining academic dishonesty has occurred. The instructor will determine the severity of the incident and what action will be taken (e.g. zero for an assignment, WF/F for the class). Following are a few examples of what would be considered academic dishonesty: Cheating on a Test, Exam or Assignment: Closed-book, closed-notes tests: The use of prepared notes, electronic aids, assistance from others, or the use of any information obtained from others (with or without their permission) during the test is considered cheating. Open-book, open-notes tests: Assistance from others or the use of any information obtained from others (with or without their permission) during the test, without the permission of the instructor is considered cheating. Independent projects or papers: If the faculty member s instructions require independent, unassisted work on a project or paper, no portion of the assignment may be prepared by anyone else. Having any part of the assignment prepared by some else, or in collaboration with someone else, is considered cheating (i.e. collusion) unless the instructor s instructions specifically call for such collaboration. Assisting others with test information: Because many courses are offered at other times, and similar course materials may be used, students in one section of a course will not provide information about a test to any student in another section who will take the same or a similar test at a later time. To do so will be considered cheating.

8 Falsifying documentation: Because many courses require observation in school or professional work settings, recording hours worked that didn t occur or signing the name or initials of the supervisor (i.e. forgery) is not acceptable and will be considered cheating. Plagiarism: Failing to give proper credit: Projects, papers, presentations, research studies, and the like should not contain quotations of or paraphrasing (rewording) of the work of others unless each reference is clearly identified with an appropriate footnote or bibliographical reference to the original source and author(s). To not give credit to others is to present the work of others as if you had written it yourself. That is considered plagiarism. See your instructor for examples of how to properly cite references. Ghost writing: To have someone else write some or all of a paper or do a project for which you are individually responsible constitutes academic dishonesty. Whether the author is a friend, a paid writer, or a person who offers such services on a web site, the result is to present someone else s work as your own and will be treated as an academic dishonesty infraction. The instructor may use technology (software programs, google, etc.) to check for plagiarism. Note: the instructor reserves the right to revise this syllabus during the semester.