Pe 560: Sport Psychology

PE 305: APPLIED SPORT PSYCHOLOGY

COURSE SYLLABUS -- SPRING 2015

1. COURSE OBJECTIVES

PE 305: Applied Sport Psychology is designed primarily to give you a practical, hands-on introduction to performance enhancement techniques available in sport/performance psychology. Most people think sport psychology deals with how to “psych up” or “psych out” athletes. While that is part of the story, sport psychology is concerned with many other phenomena of equal importance to sport participation and performance enhancement. PE 305 will introduce you to the broad range of applied sport psychology. The course objectives include:

1. To understand how psychological variables influence participation and performance in sport and physical activity.

2. To understand how participation in sport influences the psychological characteristics of the individual athlete.

3. To acquire skills and knowledge about sport psychology that you can apply as a coach, athlete, or other practitioner (so you can “psych out” your opponent and at last become a winner!).

Attached is an outline of the topics to be covered in PE 305, a list of reading assignments, and a description of course projects.

2. CLASS PARTICIPATION/ATTENDANCE (15% Course Grade)

PE 305 IS A READING COURSE!!! That means that you should expect a significant amount of reading each week. It’s an old saying, but nevertheless true, that you’ll get out of this course just what you put into it. IN ORDER TO REALLY DEVELOP A PRACTICAL UNDERSTANDING OF SPORT PSYCHOLOGY FROM THIS COURSE, YOU MUST COMPLETE ALL OF THE WEEKLY READINGS!!!

Let me explain why I feel course readings are so important. Time often limits what I can go over in class to only major concepts and research, so in order for students to develop a full understanding of a topic and to be able to utilize it, you must supplement in-class discussion with knowledge gained from the assigned readings.

2.1 Case Studies

1 To provide more of a hands-on flavor to the class, we’ll have you complete 10-12 case studies throughout the semester that will comprise a good portion of your class participation grade. Make two copies of each case study, the first to hand in at the beginning of class and the second to use as part of our small group discussion. Case study points cannot be made up, so you must be in class that day (i.e., or have a university-sponsored excuse) and case studies must be turned in at the beginning of class to receive any points. You will be place into small groups (i.e., 2-3 students) and will make a presentation and conduct a critique of another group’s presentation. More info coming!!!

GRADE DEDUCTIONS FOR MORE THAN 6 CUTS: My attendance policy in this course is to give you 6 absences of any kind without affecting your grade. However, your final course grade will be lowered one-third (1/3) of a letter grade (e.g., from a C+ to a C) for each absence beyond 6. Thus, if you end the semester with 9 absences and earned enough points to receive a B (83%) in the course, your final grade will be a C (e.g., grade is lowered one full letter grade to a 73% because you have 3 more than the allotted number of absences). Excused absences for university-sponsored trips will not count in this total. Two tardies (e.g., getting to class after I’ve taken roll) will count as an unexcused absence. If you arrive late, it is your responsibility to make sure that I’ve counted you as present (It is better to be tardy than absent). * Students found texting, using laptops, smart phones or tablets for noncourse purposes will be given a tardy and excused from the remainder of class, * A bonus of 10 points will be given to anyone with perfect attendance. * A bonus of 5 points will be given to anyone with 2 or fewer absences.

3. COURSE EVALUATION

Two exams will be given in this course, a Midterm and a Final. Both exams will consist of objective-style questions (multiple choice, true/false, & matching), and the Final will cover material primarily from the second half of the course. Your final semester grade will be computed as follows:

3.1 EXAMS 45% (a) Midterm Exam 20% (b) Final Exam 20%

3.2 COURSE PROJECTS 40%

3.3 CLASS PARTICIPATION/CASE STUDIES 20% ______

TOTAL 100%

4. KEY POINTS (5-10% Course Grade)

2 I give difficult exams and students in the past have asked both how to better prepare for the exams and whether they could do extra work to bring up their test scores. The option I have developed is designed to do both. Basically, you just jot down 3 Key Points (KPs) for each reading (either from the text or the supplemental readings) and turn these in each week. I like this strategy because writing down KPs forces you to read the material more carefully in the first place and provide a good review of what you’ve read. Thus, your Midterm and Final Exam score would count for 15% and/or 20% instead of 20% and/or 25% of your course grade and the KPs would count the other 5-10% of your course grade. However, this Key Point option is strictly voluntary, and you may choose to do it for as many sessions as you like, but it won’t help your grade unless you do all readings for a week. Because of the number of slots available in my grading program, I’ll record Key Points by the week, so if you plan to do KPs sporadically, make sure you do all the KPs for the week. Otherwise KPs may hurt rather than help your grade. If you want to do KPs, just start jotting down three (3) key ideas for each reading (i.e., You need to complete KPs for each reading from both the Text and from the Supplementary Reading List.) on a sheet of notebook paper and turn these in each class period when the readings are due. Please type. The total number of points you accumulate from the KPs you complete will be divided by the total number of points possible to determine your grade. For example, if you get 95 out of 100 possible points, your grade will be 95%. If you have done KPs for the entire semester, then 10% of your overall course grade would come from KPs or 9.5 points, and your Midterm and Final Exams would each make up 5% less of your overall grade.

5. MENTAL SKILLS MINIPROJECTS (40% Course Grade)

Five times throughout the course, students will conduct 1-2 week-long miniprojects in order to gain “hands-on” experience about a specific course topic or mental skill being studied. Handouts specifying specific details of each project will be provided when assignments are made. All assignments will culminate in a written minipaper describing the results of the individual project and are due at the beginning of the class period on the due date. LATE PROJECTS WILL BE MARKED DOWN AT LEAST 15%. All projects are selected to not only further you knowledge of course content, but to also be of practical relevance to you. For example, during our discussion of “personal science,” students will familiarize themselves with the problem-solving process by conducting diet/weight control or time management projects. For the diet/weight control miniproject, students will record their eating and exercise patterns for one week, develop alternate strategies to change those patterns in some meaningful way, and finally choose the best alternatives and try them out for a week. Possible miniproject topics include:

1. Flow/Competitive Engineering 4. Physical Relaxation/Energization 2. Motivation 5. Self Talk 3. Personal Science

6. INSTRUCTORS:  Damon Burton, Ph.D.

3 Office: 107 PEB, Movement Sciences Department, 885-2186 Office Hours: 1:30-2:30 M-F or by appointment Email [email protected]  Matt Vaartstra, Ph.D. student Office: PEB 121 Office Hours: By appointment Email [email protected]  Amanda Start, Ph.D. student Office: Office Hours: Email [email protected]  Angela Whyte, M.S. Office: Office Hours: Email [email protected]

7. REQUIRED TEXTS

(a) Burton, D., & Raedeke, T. (2008). Sport psychology for coaches. Champaign, IL: Human Kinetics.

(b) Packet of readings available in the PEB Cage.

(c) The website for PEP 305 is www.webpages.uidaho.edu/sportpsych.

8. COURSE OUTLINE ______PAGES SESSION DATE TOPIC IN TEXT

1 DB 1/14 (W) Course Introduction ------

2 DB 1/16 (F) Intro to Sport Psych/History ------

***** 1/19 (M) NO CLASS – MARTIN LUTHER KING DAY

3 DB 1/21 (W) Introduction to Sport Psych/History ------

4 AW 1/23 (F) Flow ------

5 AW 1/26 (M) Enhancing Flow ------

6 AS 1/28 (W) Current Trends/Video Clips ------

______

4 PAGES SESSION DATE TOPIC IN TEXT

7 MV 1/30 (F) Competition/Competitive Philosophy 3-14

8 AW 2/2 (M) Communication 15-33

9 AW 2/4 (W) Communication ------

10 AS 2/6 (F) Engineering Youth Sport Programs MP1

11 MV 2/9 (M) Intro to Mental Skills 35-48

12 DB 2/11 (W) Personal Science/ Psych Well-Being MP2 ------

13 MV 2/13 (F) Exercise Adherence ------

***** 2/16 (M) NO CLASS – PRESIDENTS’ DAY

14 AW 2/18 (W) Goal Setting Basics 51-66

15 AW 2/20 (F) Setting Optimal Goals ------

16 AW 2/23 (M) Implementing Goal Setting Programs ------

17 AW 2/25 (W) Physical Relaxation 83-99

18 AS 2/27 (F) Energization MP3

19 DB 3/2 (M) TR/TE and Imagery Experiences ------

20 AS 3/4 (W) Imagery Theory 67-81

21 AS 3/6 (F) Imagery Development ------

22 MV 3/9 (M) Self Talk MP-4 101-120

23 3/11 (W) MIDTERM EXAM

24 MV 3/13 (F) Understanding Irrational Beliefs ------

***** 3/16 – 3/20 NO CLASS – SPRING BREAK

25 MV 3/23 (M) Self Talk ------______PAGES SESSION DATE TOPIC IN TEXT

5 26 GRP 3/25 (W) Counterargue Game ------

27 AS 3/27 (F) Intrinsic Motivation 123-138

28 MV 3/30 (M) Reinforcement ------

29 DB 4/1 (W) Motivational Styles/Ability Beliefs ------

30 AS 4/3 (F) Enhancing Motivation/Case Studies ------

31 GRP 4/6 (M) Scavenger Hunt ------

32 MV 4/8 (W) Energy Management 139-154

33 MV 4/10 (F) Energy Management ------

34 DB 4/13 (M) Energy Management/Attention 155-168

35 ART 4/15 (W) Attention ------

36 AS 4/17 (F) Stress, Appraisal & Coping 169-186

37 AW 4/20 (M) Stress Management/Resilience ------

38 AW 4/22 (W) Competitive Anxiety/Stress Management ------

39 AW 4/24 (F) Stress Management Training ------

40 MV 4/27 (M) Self Confidence 187-202

41 MV 4/29 (W) Self-Confidence ------

42 5/1 (F) SURPRISE ------

43 MV 5/4 (M) Self Confidence/Self-Fulfilling Prophecy ------

44 AS 5/6 (W) Mental Plans 205-227

45 AS 5/8 (F) Mental Plans ------

46 5/14 (R) FINAL EXAM (12:30-2:30 PM)

PE 305 READING LIST

Session 3. (1/21) Intro to Sport Psychology

6 1. Williams, J.M., & Straub, W.F. (2010). Sport psychology: Past, present and future. In J.M. Williams (Ed.), Applied sport psychology: Personal growth to peak performance (pp. 1-17). New York: McGraw-Hill.

2. Griffith, C.R. (1928). Psychology and athletics. New York: Scribner. (LIBRARY RESERVE ONLY -- Read Preface, Table of Contents, & Chapter 1; Skim rest of book).

Session 5. (1/26) Understanding Competition

1. Martens, R. (1975). Sandlot versus organized. Joy and sadness in children’s sports (pp. 113- 138). Champaign, IL: Human Kinetics.

Session 8. (2/2) Competitive Engineering

1. Burton, D., Gillham, A., & Hammermeister, J. (2013). Competitive engineering: Structural climate modifications to enhance youth athletes’ competitive experience. International Journal of Sport Science and Coaching, 6, 201-217.

Session 11. (2/9) Enhancing Flow

1. Furlong, W.B. (1976). The fun in fun: The flow experience. Psychology Today, 10, 35-38.

Session 12. (2/11) Personal Science

1. Mahoney, M., & Mahoney, K. (1976). The elements of successful self control. Permanent weight control (pp. 30-45). New York: Norton.

Session 21. (3/6) Imagery

1. Martens, R., & Burton, D. (1982). Sport imagery training. Psychological skills training for athletes. Unpublished manuscript, University of Illinois.

Session 27. (3/27) Intrinsic Motivation

1. Green, D., & Lepper, M.R. (1974). How to turn play into work. Psychology Today, 8, 49-54.

Session 28. (3/30) Reinforcement

1. Smith, R.E. (2010). A positive approach to coaching effectiveness and performance enhancement. In J.M. Williams (Ed.), Applied sport psychology: Personal growth to peak performance (pp. 42- 58). New York: McGraw-Hill. Session 30. (4/3) Promoting Mastery Climate

1. Haselhuhn, S., & Burton, D. (2013). Creating consistent hitters: A growth hitting system to promote mastery climate in collegiate baseball. Journal of Sport Psychology in Action, 4, 56-70.

Session 41. (4/29) Developing Self-Confidence

7 1. Zinsser, N., Bunker, L., & Williams, J.M. (2010). Cognitive techniques for building confidence and enhancing performance. In J.M. Williams (Ed.), Applied sport psychology: Personal growth to peak performance (pp. 305-335). New York: McGraw-Hill.