Advanced Sport and Exercise Psychology
HMST3433/6433
Lecturer:
Dr. Victor Pendleton
Office: Human Movement Studies 527
Email: victor@hms.uq.edu.au
Office Hours: Tues 10:00 - 11:00
Thur 11:00 - 12:00
Lectures:
Tue 9 - 10 42-312
Thu 10 - 11 3-329
Tutor:
Jonah Oliver
Office: 4th floor HMS building
Tele: 56105
Email: joliver@hms.uq.edu.au
Office Hours: Tues 2-3
Tutorials: (Some will be Cancelled)
Day Time Room
Tuesday 12-1 26-232
Tuesday 1-2 26-232
Tuesday 3-4 83-415
Wednesday 3-4 83-518
Course Website:
http://www.HMST3433.homestead.com
Course Description:
This 3rd year course extends the material covered in the 2nd year course. The focus is on application: design and implementation of a psychological skills training program (PST) based on foundation material obtained from the prerequisite course. Process components including assessment, service planning, and service evaluation are covered in-depth. Basic interventions (mental skills training) will be reviewed.
New material will also be presented, and includes imagery, communication, aggression, and topics related to research quality. Various types of client problems will be considered, such as sub-optimal athlete performance, athlete-coach problems, and parent-coach problems.
The course also explores predictors of exercise and physical activity, and the effects of exercise and physical activity on mental health. Theoretical models predicting physical activity behaviour will be presented. We will explore ways of using these models in the design of programs to increase levels of exercise and physical activity.
Objectives:
Students completing this course will have a basic understanding of:
1.
The nature of the work of a sport and exercise
psychologist in
2. The types of challenges commonly encountered by professionals in practice,
3. Issues related to the proper consumption of research,
4. The role of physical setting, social setting, and cognitions in human performance and exercise participation
5. The application of basic interventions commonly used by sport psychologists.
6. Key components of an effective performance enhancement and behaviour change program, and limited hands-on experience in their practical application.
Prerequisite:
A grade of 4 or better in HM244 or HM243 or HMST2430. Your familiarity with material covered in the prerequisite course is assumed.
Text:
Williams, J. M. (Ed.). (1998). Applied
sport psychology: Personal growth to peak performance (3rd ed.).
Silva, J.M., &
Stevens, D.E. (2002). Psychological foundations of
sport.
Morris, T. &
Summers, J. (Eds.). (1995). Sport psychology: Theory, applications and
issues.
Videorecording - Drugs of the 27th Olympiad, call # RC1230 .D88 2000. Broadcast on 19Mar00.
Teaching Approach
Learning will be achieved by a combination of activities including lectures, homework, tutorials, and projects. Lectures will be based on material taken from the text, supplementary readings, and from news and web resources. Tutorials will expand on material presented in the lectures. The project will provide a practical experience.
It is imperative that students keep-up with assignments and readings. Students will be asked to demonstrate practical skills in the tutorial and possibly during the lecture. Students are expected to attend lectures and tutorial each week.
Learning is optimized when there is an interactive
dialogue between student and teacher. Questions and interactions with the
lecturer are strongly encouraged. If you have questions about any aspect of the
material covered, or the assignments given, it is your responsibility to ask
the lecturer or the tutors for clarification.
Class attendance is required! I will not be taking roll in the lectures, but much of what will be on the exams will come from the classroom lectures. Outlines of the lectures will be available on the class website. The outlines will simply list topics discussed in the lectures. They will not explain the topics. It is up to the individual student to attend the lectures and to take notes in class to record the details of material not covered in the text or in other sources. Outlines may be used to identify topics covered in previous lectures. In general, outlines will be available after lectures, not before.
Roll will be taken in the tutorials. Students must attend at least 85% of the tutorial sessions to pass the course.
SPECIAL NOTE:
It is important that we maintain a climate of mutual respect in the classroom.
Please do not talk in class when someone else has the floor. If you have a question, please ask me. I will gladly answer you.
The
Expectations of Students
Expectations of Lecturer
Specific Course Advisement:
For course-specific advice, students should plan to meet with the lecturer during designated office hours. The hours are listed in this course outline. If you are unable to meet during regular office hours, an appointment may be made.
Disability Action Plan
The
Assessment:
Assessment will be done in an ongoing manner.
Semester Project 40%
Midterm 25%
Final Exam 35%
Students must attend 85% of tutorials in order to receive a passing grade in the course.
Semester Project (40%)
You will be asked to identify a sport or exercise related goal that you wish to achieve. You will then develop a psychological skills training program to bring about self-change. The program will be implemented and tracked over a 6-week period, in the manner described in class, and will include assessment, education, practice, and evaluation/modification. Behaviour is to be measured pre and post. An intervention is designed to change behaviour. Techniques are to be drawn from prior course (second year sport psych). Research is cited to justify your choice of intervention in terms of problem and population, and to justify expectations related to degree and rate of change. Your intervention should last at least 4 weeks, but ideally would go longer?? You will do one evaluation of progress and make adjustments as appropriate. Details regarding the marking criteria are posted on the course website. Please be familiar with the criteria and refer to it when writing your paper.
This assignment is designed to give you the opportunity to integrate various course topics. Generally speaking, the scope of the work will include:
i. Types of assessment used and the rationale for selecting them
ii. Assessment results
i. Reasons for intervention selection and specifics (e.g. length of time between evaluations). Intervention selection should be based, at least partly, on assessment results. All expectations should have some basis in research. High quality papers will cite at least 3 references for each intervention and will give details of the source and relate it specifically to project goals.
ii. Formally define the intervention in writing. List all specific details of what will be done, when, and for how long. Specifically describe plans for assessment, education, practice, evaluation, and modification options. The assessment work described above may be included in this rationale. Be sure to clarify the definition of success and expectations related to the amount of practice required for change to occur.
iii. The quality of the paper can be enhanced by addressing issues such as feasibility, anticipated barriers, and evidence supporting treatment choices.
i. Explain how you trained yourself in the procedures and how you tested your competency
i. Self monitor your practice. Record it as you go in a practice log. Include this log in your results. Be honest in reporting your results: don’t get caught up in social response bias.
i. Evaluate your progress after 4 weeks. Make any modifications you feel are indicated and continue the program for 2 more weeks.
ii. Describe your evaluation of results
iii. Describe and justify any modifications you made.
Additional marking
criteria include:
Organization & formatting
Timely Submission of components
Final submission should include all previously submitted components.
Each element of the
paper will be individually marked based on the following rationale:
1) Serious Fail - Fails to satisfy most or all of the basic requirements of the course.
2) Fail - Fails to satisfy some of the basic requirements of the course.
3) Pass Conceded - Falls short of satisfying all basic requirements for Pass but can be granted concession for deficiencies through:
a) being close to satisfactory overall, or
b) having compensating strengths in some aspects of the course, or
c) having compensating strengths in other courses, or
d) other mitigating considerations.
4) Pass - Satisfies all of the basic learning requirements for the topic, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in the area.
5) Credit - Demonstrates ability to use and apply fundamental concepts and skills of the course, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight.
6) Distinction - Demonstrates awareness and understanding of deeper and subtler aspects of the topic, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas.
7) High Distinction - Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the topic; work is interesting or surprising or exciting or challenging or erudite.
The paper should be no more than 2500 words in length. Copies of all instruments, logs, and other tools should be included in the submission but not included in the word count. Text should be double-spaced, pages should be numbered, and your name and student number should be indicated on all pages. The paper should have a running head and conform to the writing style of the American Psychological Association (APA format). There is no exact number of references required but ideas and program approach should be adequately supported by references to relevant literature.
Exams
A midterm and final exam will be given. The exams will cover readings, tutorials, homework and lectures. They will consist of approximately 50 multiple-choice questions and/or short-answer questions.
Tutorial
The tutorial is an important part of this educational experience. It is where you will get to explore in detail some of the concepts that we will discuss in class. It is impossible to get the best experience from this course by only attending lectures. You are required to attend at least 8 of the 11 tutorials to be able to pass the class.
Late assignments create additional work and reflect a lack of planning on the part of the student. Therefore, a very strict policy regarding late assignments will be enforced. Late projects will be penalized at a rate of 5% per day for the first two days and one mark/day thereafter.
Papers exceeding specified lengths will be penalized for improper formatting. Extensions and late submissions will not be granted without Compelling and Documented Medical Reasons.
Cheating and Plagiarism
Academic dishonesty will not be tolerated. Students guilty
of dishonest behaviour will receive a failing grade
in the class. For a definition of what constitutes plagiarism, please refer to
page 61 of the 2003 HMS Student Guide.
Table 1.
Subject Outline
|
Date |
Lecture |
Tute |
Homework |
Week |
|
27Jul |
Introduction Assign tutes Elements of a PST program Assessment Phase |
|
Review the major principles
and techniques covered in your previous courses related to sports psychology. Identify a self-change
goal. |
1 |
|
3Aug |
Education Phase Practice Phase JW: 2, 13, 20 SS: 9 - 12 |
Creating a PST program. Raising self awareness. |
Decide on a self-change
topic and turn it in |
2 |
|
10 |
Evaluation and modification
phase. Outcome. Evidence-based practice Research quality JAMA article; MS: 1 |
Assessment Evaluation |
In your opinion, what is the
purpose of sport? |
3 |
|
17 |
Purpose of sport Purpose of sport psych Methods of coaching SS: 5 |
Research quality |
How does one develop self
confidence? |
4 |
|
24 |
Developing self-confidence Leadership qualities JW: 5-8 |
Exam Review |
|
5 |
|
31 |
Exam1 |
Developing self-confidence |
How does one manage
arousal? |
6 |
|
7Sep |
Arousal control Attention control JW 17-19 |
Instructional methods Effective Communication |
What is negative
reinforcement? |
7 |
|
14 |
Cue words and conditioning Imagery JW: 3, 16, |
Imagery |
What rights do parents of
athletes have? |
8 |
|
21 |
Improving communication Dealing with parents JW: 8-10 |
Anger management |
What is the role of
punishment in sport coaching? |
9 |
|
28 |
Semester
Break |
|
|
10 |
|
5Oct |
Personality & sport SS 2-3 JW: 3 |
Giving feedback: pos/neg, reward/punishment, Project Due
|
In your opinion, what role
should ergogenic aids play in sport? Does it vary
by level? |
11 |
|
12 |
Aggression in sport Sport injury Retirement/transition JW: 24-26 |
Issues in sport:
performance enhancing drugs |
What is the prevalence of
drug use in Elite sport? |
12 |
|
19 |
Substance abuse in sport Video: “Drugs of the 27th
Olympiad” JW: 14, 15, 23
|
Arousal control |
TBA |
13 |
|
26 |
Exercise Psychology JW: 27 |
Issues in exercise psych:
predictors of weight loss |
TBA |
14 |
|
TBD |
Final Exam |
|
|
|