Department of Integrative Physiology

Department of Psychology PSYC 4021 Psychology and Neuroscience of Exercise Spring 2016

Professor: David L. Allen, Ph.D. (Dr. Allen) Office: D261a Muenzinger (2nd floor) Phone: 303-492-3175 e-mail: [email protected] Social Media: David Lehigh Allen on Twitter and CU PSYC 4021 the Psychology & Neuroscience of Exercise on Facebook Office Hours: Monday & Wednesday 11-1 PM or by appointment

TA: Spencer Huggett, MWF 10 AM, Kyle Brown MWF 1 PM TA e-mail: [email protected], [email protected]

Communication policies: My preferred method of contact is by e-mail; alternatively, students can leave a message on my office phone and I will try to get back to them as soon as I can, usually within 24 hours Monday through Friday. Weekend response times might be longer. If students do not receive a reply within 2 days they should try to re-contact me by e-mail or call and leave a message on my office phone.

Instructor bio: I received my Bachelor of Science degree from UCLA in the field of Kinesiology, and my Ph.D. in the field of Physiological Science from UCLA as well. I spent the first twenty years of my academic career studying the molecular mechanisms underlying skeletal muscle adaptation to changes in activity and diet at UCLA and at the University of Michigan Medical School, in the Department of Molecular, Cellular, and Developmental Biology at the University of Colorado Boulder. More recently I taught and did research in the Department of Integrative Physiology here at CU. Since 2012 I have been a member of the Department of Psychology at CU, where I teach Biological Psychology and the Psychology and Neuroscience of Exercise. I also volunteer in causes designed to increase physical activity in the Boulder community, working as a commuting facilitator for a Boulder elementary school, and with Boulder charities targeting increased physical activity such as Community Cycles and Boulder Greenstreets. My current research interests center on how factors such as muscle soreness, marijuana use, and technology influence participation in regular physical activity.

Course description: PSYC-4021 (3) Psychology and Neuroscience of Exercise. Explores social, cognitive, psychobiological, and behavioral aspects of exercise and other forms of physical activity. Examines how psychological and neuroscience research have been used to study how participation in regular physical activity affects mental health and how psychological and other variables influence participation in, adherence to, enjoyment of, and consequences of exercise and physical activity. Restricted to students with 57-180 credits (Junior or Senior) Psychology (PSYC) majors only. Prerequisites: PSYC 2012, 2145, and 2606. Restricted to students with 57-180 credits.

Course Objectives: The purpose of this class is to learn how the principles of psychological research have been used to study how exercise and physical activity impact mental health and how psychological variables influence participation in, enjoyment of, and performance in physical activity and exercise. By the end of this course you should be able to:

1. Identify the different types of scientific studies used to study physical activity and mental health, and be able to discuss the pros and cons of each.

2. Determine the quantitative methods used for evaluating physical activity and mental health in scientific studies, and be able to discuss the pros and cons of each.

3. Explain how exercise and other forms of physical activity participation affect cognition, mood, and personality.

4. Outline how exercise and other forms of physical activity may alleviate stress, anxiety, depression and addiction.

5. Recognize the role of specific brain regions, neural structures, and neurochemical changes involved in behavioral adaptations to exercise and other forms of physical activity.

6. Identify the effects of different activity-related variables such as type, intensity, frequency, and duration of activity on cognition, mood, personality, stress reduction, and decreased likelihood of psychiatric disorders.

7. Describe the role of technology, urban design, evolutionary and biological forces, and social influences on participation in and adherence to a program of regular physical activity.

8. Compare and contrast the different psychological theories and models describing physical activity behavior.

9. Summarize the relationship between exercise/physical activity and adverse health outcomes such as exercise addiction, eating disorders, body dismorphic disorders, and susceptibility to, and recovery from, injury. 10.Critically evaluate the pros and cons of different intervention approaches to increasing physical activity behavior.

In addition, completion of this course will also provide these additional benefits and skills:

1. Greater insight into your own physical activity behavior and that of your classmates, friends, and peers.

2. Hands-on experience taking and critically evaluating questionnaires, inventories, and other data collection methods used in exercise psychology research.

3. Enhanced critical thinking skills for evaluating data and results from scientific research.

4. Knowledge regarding federal recommendations on physical activity levels for different age populations and statistics that may help you to positively influence the activity levels of yourself and people around you.

5. Experience identifying barriers to physical activity in different populations and practical mechanisms for overcoming them that may help you to positively influence the activity levels of yourself and people around you.

6. Hands-on experience evaluating the feasibility and cost of interventions to increase physical activity on a variety of levels (individual, social, environmental, etc.).

7. Practical knowledge about the psychology of physical activity that may assist you in your career as a mental health worker or therapist, educator, health-care professional, fitness professional, coach, trainer, business manager, etc.

8. Experience working successfully in a small group setting.

9. Critical evaluation, decision-making and problem solving on a problem of real-world relevance.

10.Hands-on experience communicating key conclusions in a group presentation format and in evaluating the communication skills of fellow students.

Overview: This course consists of three parts. In Part I, we will study the scientific research examining the effects of physical activity on psychological outcomes, including mood, personality, arousal/stress, cognition, and psychiatric disorders. We will explore the different ways in which both physical activity and health outcomes are assessed (and evaluate their pros and cons), as well as examine some of the neurobiological mechanisms underlying the influence of physical activity on the brain and behavior. Evaluation for this section will consist of homework assignments, in-class group projects, and a multiple-choice midterm. In Part II, we will examine some of the factors, including genetics, technology, social factors, transportation infrastructure, and psychological variables such as motivation, intentions, and self-efficacy that influence the likelihood of participating in a regular program of physical activity. Again evaluation of student knowledge will consist of homework assignments, in-class group projects, and a multiple-choice midterm exam. In Part III of the course, we will explore the different types of interventions designed to increase participation in regular physical activity as well as some of the factors that influence the success of these approaches. In this section of the course, students will learn by carrying out a group project in which they design their own intervention to increase physical activity based on what we have learned in class and will present their proposed intervention to the class. Evaluation will be done both by the professor and by fellow students of how successful groups have carried out this task in terms of level of innovation and the likelihood of success of their intervention, the thoroughness of their rationale for the different aspects of their proposed intervention (including the thoroughness of their outlining the pros and cons of their approach), and how effectively they communicate their ideas to the class. Finally, each group will be responsible for deciding how they wish to allot their points to each member based on their contribution to the success of the overall project.

Course Outline, PSYC 4021 Lectures: Week 1 1/11-1/15: Introduction to Exercise Psychology and Overview of Physical Activity & Exercise

Readings: Jowers et al., 2008; MRC Guide, 2011

Homework 1 due 1/15 5 PM: Exercise Participation & 3 Physical Activity Inventories

NO CLASS MONDAY 1/18 LABOR DAY

Week 2 1/20-1/22: Acute & Chronic Physiological Effects of Physical Activity on the Body & Brain and the Health Benefits of Physical Activity

Readings: Blair et al., 2001; Lista & Sorrentino 2010, Crum & Langer 2007

Homework 2 due 1/22 5 PM: Acute Exercise & POMS and Eysenck Inventories

Week 3 1/25-1/29 Physical Activity and Mood, Personality, Self-Concept, Self-Esteem

Readings: Reed & Ones, 2006; Petruzzello et al., 1991

Homework 3 due 1/29 5 PM: Physical Activity, Study Time, and GPA Homework

Week 4 2/1-2/5: Physical Activity and Anxiety, Depression, and Cognition Readings: Petruzzello et al., 1991; Craft & Landers, 1998; Etnier et al., 1997

Homework 4 due 2/5 5 PM: Aging & Exercise Soreness Questionnaire

Week 5 2/8-2/2/12: Physical Activity, Children and Aging Readings: Rice & Howell, 2000; Sibley & Etnier, 2003; AARP Survey 2000; Colcombe & Kramer 2003

Homework 5 due 2/12 5 PM: Barriers to Exercise Questionnaire

Monday 2/15/16 Exam I

Week 6 2/17-2/19 Physical Activity Participation & Adherence: Who Is/Isn’t Active & Why/Why Not

Readings: Parks et al., 2003; King et al., 2000;

Homework 6 due 2/19 5 PM: Exercise Motivations Inventory and Motives for Physical Activities Measure

Week 7 2/22-2/26 Evolution, Physical Activity, & Psychology: Born To Run & Thrifty Genes and Physical Activity & Motivation

Readings: Lieberman & Bramble, 2007; Pickering & Bunn, 2007; Teixeira et al., 2012

Homework 7 due 2/26 5 PM: Physical Activity Stages of Change & Decisional Balance Questionnaire

Week 8 2/29-3/4 Psychological Theories of Activity Participation

Readings: Marshall & Biddle, 2001; Hagger et al., 2002; Plotnikoff et al., 2013; Lewis et al., 2002

Homework 8 due 3/4 5 PM: Social Support Questionnaires

Week 9 3/7-3/11 Social and Technological Influences on Physical Activity

Readings: Carron et al., 1996; Bravata et al., 2009; Fanning et al., 2012; Taylor et al., 2011; Davies et al., 2012

Homework 9 due 3/11 5 PM: Exercise Addiction and Dependency Questionnaires

Week 10 3/14-3/18 Transportational Influences on Exercise and Negative Consequences of Exercise: Body Image Disorders, Disordered Eating, and Other Image Disorders

Readings: Bopp et al., 2013; Johnson et al., 1999; Sundgot-Borgen & Torstveit, 2006; Engel et al., 2003

Homework 10 due 3/18 5 PM: Exercise Injury Questionnaire

Week 11 3/21-3/25 SPRING BREAK Homework 11 due SUNDAY 3/27 9 PM: Holiday Activity Homework

Week 12 3/28-4/1 Physical Activity, Injuries and Psychology; Interventions to Encourage Physical Activity I

Readings: Carlson et al., 2006; Hootman et al., 2001 and 2007; Ievleva & Orlick, 1991

Homework 12 due 4/3 5 PM: Pedometer Results and Technology Questionnaire Week 13 4/4: Interventions to Encourage Physical Activity II

Wednesday 4/6/16 Exam II

4/8: Formative Evaluation of Activity Interventions: Subject Populations

Readings: Kahn et al., 2002; Heath et al., 2012

Homework 13 4/8 5 PM: Identifying Transportational & Urban Design Features Encouraging Physical Activity in Your Community

Week 14 4/11-4/15 Formative Evaluation of Activity Interventions: Locations of Change, Target Behaviors, and Strategies

Readings: Conn et al., 2009; Aytur et al., 2008; Lonsdale et al., 2013

Homework 14 4/15 5 PM: Report on Physical Activity Article

Week 15 4/18-4/22 Outcome Evaluation of Activity Interventions: Outcome Measures, Cost, & Other Benefits

Readings: Cobiac et al., 2009; Pringle et al., 2010; Muller et al., 2008; Roux et al., 2009; Wu et al., 2011; Proper & Mechelen, 2007; Garrett-Peltier, 2011; New York DOT Report 2012; Outdoor Industry Foundation Report 2006; Racca & Dhanju, 2006;

Homework 15 due 4/22 5 PM: Creative Ways To Encourage Physical Activity

Week 16 4/25-4/28 PRESENTATIONS EACH DAY

FINALS WEEK PRESENTATIONS:

For MWF 10 AM class: Tuesday 5/3/15 1:30-4 PM

For MWF 1 PM class: Wednesday 5/4/15 4:30-7 PM Text:

None. For each weekly set of lectures, some readings are provided in the Readings content module in D2L. These readings are NOT required but are available as a resource for students requiring more background.

Student Responsibilities: For this course, students will be required to turn in 12 weekly homework assignments, take two midterms, be present for 12 in-class group projects, and give a final group presentation.

Exam Policies:

There will be 2 midterm exams in the lecture portion of the class. Both exams will be multiple choice. You are responsible for any material covered in the lectures, including material NOT found on the PowerPoint presentations but discussed in class. In addition, there is a cumulative online “final exam” that may be taken any time between Sunday and Wednesday of finals week. However, it will not count toward your grade in the course, but students who do NOT take it will not receive a grade for the course; in other words, you MUST take the final exam to complete the course and receive a grade. I use the results on this to change what and how I teach in the course and so all I ask is that you take it and try your best. You are not encouraged to study for it at all, its purpose is determine what you REMEMBER from the course and so no preparation is needed. I typically give 10 extra credit points to the person who ends up doing the best on it to encourage you to try your hardest.

Grading Evaluation: Your final grade will be based upon a total of 750 possible points broken down as follows:

Midterm Exam 1 200 points Midterm Exam 2 200 points Final Group Presentation 150 points Homework 150 points Attendance/Participation 40 points In-class group projects 60 points Cumulative online final quiz 0 points but must be taken to receive a grade

Total 800 points

The course is graded with the standard final grade distribution of 92% and higher an A, 90- 92% an A-, 88-89.99% B+, 82-88 a B, 80-82% a B-, 78-79.99% a C+, 72-78% a C, 70-72% a C-, less than 70% is a D, and so forth. Homework: Homework assignments worth 10 points each will be given weekly throughout the first 15 weeks of the semester, including the week of Spring Break. The purpose of the homework is to provide an additional mechanism for understanding the material and how exercise psychology research is carried out, and to provide students with an additional mode of evaluation to show their ability and effort in the course. These homework assignments will typically involve completing a questionnaire or two related to the topic in that particular week’s lectures and answering a few short questions associated with it. Occasionally an assignment will require students to fill out a questionnaire before and after a bout of physical activity, or may require students to have another person fill out the questionnaire too, so students are encouraged to read the homework assignment for that week in advance and plan accordingly. The homework is not expected to be hard, but keep in mind that it will be graded critically and students are encouraged to put their best effort into competing it. Points will be awarded based on completeness and correctness of answers; simply turning in the homework and giving an answer for each question does not guarantee full credit! The total time commitment will typically be about hour a week for the homework. Instructions on how to complete the homework assignments can be found in the document entitled “Instructions for Completing and Submitting Homework Assignments” in the Syllabus and Other Course Documents content module in D2L, and this process consists of three portions. First, students must download and fill out the questionnaires for each week’s homework assignment, and answer a few short questions related to them. The questionnaires and homework questions for each week’s homework assignment can be found in the Content Module on D2L under Homework, with a separate folder for each week’s assignment. Second, students must upload their completed questionnaires and homework questions to the Dropbox feature in D2L. Homework is due every Friday by 5 PM, except the assignment for Spring Break week which is due Sunday the 27th of March by 9 PM. Homework is considered late if it is received Friday after 5 the week it is due and is automatically marked down 2 points, then 2 points every 24 hours thereafter. I will not regularly remind you when homework is due, it is up to each student to keep track of due dates and plan accordingly. Homework should be turned in using the Dropbox facility on Desire2Learn as described in the instructions for completing and submitting homework assignments. Finally, students are also required to upload their scores for each week’s homework to a spreadsheet in Google Documents as described in the instructions for completing and submitting homework.

Group Projects: This class will also include 12 in-class group projects and one final group project. Periodically throughout the first two parts of the semester, students will break into groups and will be asked to come up with answers, examples, pros and cons, etc., of different topics we will be discussing. Points will be awarded based on how successful groups are in producing valuable responses and will be distributed within each group based on group decisions on how best to do so. Each in-class group project is worth 10 points per student. Students who are absent the day of an in-class group project will need to work out with the members of their group whether they get points for not being there. There will be five total in-class group projects during Parts I and II of the course Second, as mentioned above, in the final portion of the course student groups will develop their own physical activity intervention and will spend much of the final 3-4 weeks of class meeting time developing their proposed intervention idea. During this final portion of the course, students will break into groups daily to complete assignments in which they will make the major decisions about their proposal. There will be seven of these daily in-class assignments during Part III of the course, each worth 10 points per student. Finally, students will then put together a Powerpoint presentation that they will present to the class either the last week of class or during the time for the final. Additional out of class meeting time will be necessary to complete this project and students will have to coordinate their schedules with fellow group members accordingly; however, students are encouraged to use other approaches such as e-mail, texting, etc., if they cannot meet in person. The last week of class and during the time for the course final, student groups will present their intervention idea to the class. They will be evaluated by both the instructor AND the other groups and points will be awarded to the group accordingly based on an average of both sets of scores. Group points will be awarded to individuals based on group decisions on how best to do so. The final project will be worth 150 points per student. Each group will have the ability to decide how points are allotted for members of that group.

Class Attendance: Attendance and participation will contribute to your overall grade. 60 total points are allotted for attendance and participation. I will take attendance every class period; one point will be given for each class period (including the final) or approximately 43 total for the 43 lectures. Students who are not present on days when attendance is taken will not receive the points. Each student is allowed to miss FOUR classes, or more than one full week of class, for whatever reason and these points will be dropped without penalty. BUT THERE ARE NO EXCEPTIONS BEYOND THIS; please do NOT write me with excuses, valid or otherwise, about why you missed class. Additional points will be allotted for participation based on how often students ask questions or make comments or otherwise participate in class, up to 20 total additional points. If you miss class, it is your responsibility to get the notes from another student. The Powerpoint presentations from the lectures and other relevant information will be available on the course web site on Desire2Learn. Please note that the presentations posted on D2L are NOT comprehensive and key slides are not provided on D2L and are ONLY provided in class. In addition to 10% of the grade coming from attendance, other critical information such as study suggestions, handouts, and additional slides, will be provided in class that will NOT be put on the presentations on the web site. I also reserve the right to change slides, add slides, or discuss material not on the slides that WILL be testable material for the midterms and final. This class is greatly over-enrolled; if you do not feel that you will attend class regularly ready to participate, please drop it now and let someone in who WILL attend regularly. Computer and Internet Policies: Ownership of a computer is not a requirement for this course, but access to the internet is. If you do not own a computer with internet access you can use a computer in one of the computer labs available on campus. Students who wish to do so may take notes in class on a laptop. However, taking notes on laptops tends to be less learning assistive than taking notes by hand. Research has shown that students who use a computer to take class notes on average score half a grade lower than students who take notes by hand. The Powerpoint presentations from the lectures and other relevant information will be available on the course web site on Desire2Learn. The Powerpoint presentations are created using Microsoft Office 2010 on a PC (Dell) computer running the Windows 7 operating system; if you have problems viewing the Powerpoint presentations because of computer incompatibilities (Mac vs. PC), operating system incompatibilities, or software version incompatibilities, it is up to YOU to find a solution to these problems. I can only offer two other suggestions to try. First, there are two free programs that I’m told can open powerpoint in most any version. They are Open Office 2.0 and Foxit Reader, and they are open source programs that are free to the public. Simply Google "open office" or "foxit reader" and it should lead you to a site to download them; try opening the powerpoints with these. Second, if you indeed have the correct computer type, operating system, and version of Office/Powerpoint, and these two programs won’t allow you to see all the diagrams either, try updating your operating system and/or Office. You can update your operating system by opening Microsoft Explorer (it only works with this browser), going to the "tools" bar (usually its at the upper right), and selecting "Windows update". This will scan Microsoft's page for updates and your computer to see if you are deficient in recent patches, updates, upgrades, etc., that may limit accessibility to certain programs. Do so, allow it to upgrade your computer, restart it and try again. If you try both of these and you STILL can’t view all the slides, try asking Information Technology here at CU and maybe they can help, I cannot. All students are expected to check and respond to their e-mail regularly. Occasionally the professor will send critical information via e-mail to the students, and it is the student’s responsibility to check their e-mail and obtain this information once it has been sent. As a courtesy to students I usually send an e-mail reminding them of upcoming exams and their time and location and what they need to bring. All students are expected to turn in their assignments (specifically, the homework assignments for this course) on time. Technological excuses—my printer ran out of ink/paper, my internet connection was down, my laptop crashed, CULink is down—are not acceptable excuses for assignment lateness. Should any of these calamities occur, the student should be able to use a friend’s computer, or, barring that, one of the computers on campus to complete their assignments on time. In addition, if you decide to e-mail completed homework assignments to the instructor rather than turn them in in person, you are responsible for making sure the e-mail was sent (and sent to the appropriate person) AND received by checking your “sent mail” box and confirming with the instructor. Students who cannot make it to office hours may e-mail brief questions to me and I will attempt to answer them. I will attempt to answer all e-mail queries and questions in a timely fashion; however, I will do so on my time schedule, not yours. Questions or other requests for information received late at night or on weekends may not be addressed until the next work morning. Finally, no queries made after 8 PM the night before the exam will be answered.

Accommodation For Disabilities

If you qualify for accommodations because of a disability, please submit to your professor a letter from Disability Services in a timely manner (for exam accommodations provide your letter at least one week prior to the exam) so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities. Contact Disability Services at 303-492-8671 or by e-mail at [email protected]. If you have a temporary medical condition or injury, see Temporary Injuries guidelines under the Quick Links at the Disability Services website and discuss your needs with your professor.

Religious Holidays

Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. In this class, you need to provide me with information regarding any conflicts of exams with religious holidays within the first two weeks of class, and regarding conflicts with any other assignments (homework, quizzes) no less than one week before the assignment is due.

See campus policy regarding religious observances for full details.

Discrimination And Harassment:

The University of Colorado Boulder (CU-Boulder) is committed to maintaining a positive learning, working, and living environment. CU-Boulder will not tolerate acts of sexual misconduct, discrimination, harassment or related retaliation against or by any employee or student. CU’s Sexual Misconduct Policy prohibits sexual assault, sexual exploitation, sexual harassment, intimate partner abuse (dating or domestic violence), stalking or related retaliation. CU-Boulder’s Discrimination and Harassment Policy prohibits discrimination, harassment or related retaliation based on race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation or political philosophy. Individuals who believe they have been subject to misconduct under either policy should contact the Office of Institutional Equity and Compliance (OIEC) at 303-492-2127. Information about the OIEC, the above referenced policies, and the campus resources available to assist individuals regarding sexual misconduct, discrimination, harassment or related retaliation can be found at the OIEC website.

Classroom Behavior: Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran’s status, sexual orientation, gender, gender identity and gender expression, age, disability, and nationalities. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. For more information, see the policies on classroom behavior and the student code.

In addition, I expect students to observe basic class etiquette. This includes the following: -Please refrain from reading the newspaper, talking to your friends, working on your computer, listening to music, napping, etc. when you are in class. -Please be on time to class and plan to stay the entire class period -Please be prepared to devote all your attention to the material when you are in class. -If you carry a cell phone, please turn off the ringer/beeper while you are in class. NO DIGITAL PHOTOGRAPHY OF ANY KIND IS PERMITTED WITHOUT EXPLICIT CONSENT OF THE INSTRUCTOR.

Honor Code:

All students enrolled in a University of Colorado Boulder course are responsible for knowing and adhering to the academic integrity policy of the institution. Violations of the policy may include: plagiarism, cheating, fabrication, lying, bribery, threat, unauthorized access, clicker fraud, resubmission, and aiding academic dishonesty. All incidents of academic misconduct will be reported to the Honor Code Council ([email protected]; 303-735-2273). Students who are found responsible of violating the academic integrity policy will be subject to nonacademic sanctions from the Honor Code Council as well as academic sanctions from the faculty member. Additional information regarding the academic integrity policy can be found at http://honorcode.colorado.edu.