HFMG 4400 – Exercise & Sport PsychologyCourse Syllabus – SPRING 2017

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Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Student Center 255, 678-466-5445,

disabilityservices@mail.clayton.edu.

Course Description:

Number and Title:

HFMG 4400 (CRN 20861)Exercise & Sport Psychology

Credit Hours:

3.0 semester credit hours (3-0-3)

Catalog Description:

The goal of this course is to discuss professional and ethical issues relevant to the practice of sport psychology. Students will study different methods to understand and evaluate psychological aspects of sport performance. Students will learn how to enhance exercise and health behavior change as well as how to increase motivation. Knowledge of different counseling approaches and the effects of exercise on anxiety, eating disorder, self-esteem and psychophysiology will be studied. Referrals to a medical/mental allied health professional will be discussed.

Course Prerequisites and Co-requisites:

Prerequisite: HFMG 3101 or PSYC 2101 with a minimum US grade of C

Computer Requirement:

Each CSU student is required to have ready access throughout the semester to a notebook computer that meets faculty-approved hardware and software requirements for the student's academic program. Students will sign a statement attesting to such access.  For further information on CSU's Official Notebook Computer Policy, please go to http://itpchoice.clayton.edu/policy.htm.

Computer Skill Prerequisites:

Able to use the WindowsTM operating system Able to use Microsoft WordTM word processing Able to send and receive e-mail using OutlookTM or Outlook ExpressTM Able to attach and retrieve attached files via email Able to use a Web browser.

In-class Use of Student Notebook Computers:

Student notebook computers will be used in the online classroom in this course. Computers will be required to access course materials and to communicate with your instructor.

Desire2Learn [D2L] (Online Classroom):

On-line activity will take place in D2L, the virtual classroom for the course. 

You can gain access to D2L, by signing on to the SWAN portal and selecting :”D2L” on the top right side.  If you experience any difficulties in D2L, please email or call The HUB at TheHub@mail.clayton.edu or (678) 466-HELP. You will need to provide the date and time of the problem, your D2L username, the name of the course that you are attempting to access, and your instructor's name. 

Program Learning Outcomes:

General education outcomes:

The following link provides tabular descriptions of the critical thinking, hearing and behavioral outcome components: http://clayton.edu/hfmg

Health & Fitness Management outcomes:

HFMG 4400 is an elective course in the B.S. degree program in Health & Fitness Management. HFMG 4400 supports outcome 3 of the HFMG major found at: http://clayton.edu/hfmg

Course Learning Ojectives:

Task Performance Domains and Associated Job Tasks

II.B.1.m Knowledge of the psychological and physiological signs and symptoms of overtraining.

III.A.1.b Knowledge of verbal and non-verbal behaviors that communicate positive reinforcement and encouragement (e.g., eye contact, targeted praise, empathy).

III.A.1.c Knowledge of group leadership techniques for working with participants of all ages.

III.A.1.d Knowledge of active listening techniques.III.A.1.f Knowledge of types of feedback (e.g., evaluative, supportive, descriptive).

III.A.2.b Skill in applying teaching and training techniques to optimize participant training sessions.

III.A.2.c Skill in using feedback to optimize participant training sessions.

III.A.2.d Skill in applying verbal and non-verbal communications with diverse participant populations.

III.B.1.aKnowledge of behavior change models and theories(e.g., health belief model, theory of planned behavior, socio-ecological model, transtheoretical model, social cognitive theory, cognitive evaluation theory).

III.B.1.b Knowledge of the basic principles involved in Motivational Interviewing.III.B.1.c Knowledge of intervention strategies and stress management techniques.

III.B.1.d Knowledge of the stages of motivational readiness (e.g., Transtheoretical model).

III.B.1.e Knowledge of behavioral strategies for enhancing exercise and health behavior change (e.g., reinforcement, S.M.A.R.T. goal setting, social support).

III.B.1.f

Knowledge of behavior modification terminology including, but not limited to, self-esteem, self-efficacy, antecedents, cues to action, behavioral beliefs, behavioral intentions, and reinforcing factors.

III.B.1.g Knowledge of behavioral strategies (e.g., exercise, diet, behavioral modification strategies) for weight management.

III.B.1.h Knowledge of the role that affect, mood and emotion play in exercise adherence.III.B.2.b Skill in using imagery as a motivational tool.III.B.2.c Skill in evaluating behavioral readiness to optimize exercise adherence.III.B.2.d Skill in applying the theories related to behavior change to diverse populations.

III.B.2.e Skill in developing intervention strategies to increase self-efficacy and self-confidence.

III.B.2.f Skill in developing reward systems that support and maintain program adherence.

III.B.2.g Skill in setting effective behavioral goals.

III.C.1.d Knowledge of stress management techniques and relaxation techniques (e.g., progressive relaxation, guided imagery, massage therapy).

III.C.1.f Knowledge in accessing and disseminating scientifically-based, relevant health,

exercise, nutrition, and wellness-related resources and information.

III.C.1.g Knowledge of specific, age-appropriate leadership techniques and educational methods to increase client engagement.

III.C.2.a Skill in accessing and delivering health, exercise, and wellness-related information.

III.C.2.b Skill in educating clients about benefits and risks of exercise and the risks of sedentary behavior.

III.D.1.b

Knowledge of signs and symptoms of mental health states (e.g., anxiety, depression, eating disorders) that may necessitate referral to a medical or mental health professional.

III.D.1.cKnowledge of symptoms and causal factors of test anxiety (i.e., performance, appraisal threat during exercise testing) and how they may affect physiological responses to testing.

III.D.1.e Knowledge of conflict resolution techniques that facilitate communication among exercise cohorts.

III.D.2.a Skill in communicating the need for medical, nutritional, or mental health intervention.

IV.A.1.pKnowledge of the components of the ACSM Code of Ethics and the ACSM Certified Health Fitness Specialist scope of practice.

IV.A.2.b Skill in developing and implementing confidentiality policies.IV.A.2.e Skill in training employees to identify high risk situations.V.A.2.b Skill in applying conflict resolution techniques.

Instructor Information:

Instructor:

Melanie Poudevigne, PhD, FACSM, CC-AASPphone: (678) 466-4937fax: (678) 466-4669e-mail: mpoudevigne@clayton.eduinternet: http://clayton.edu/faculty/mpoudevi

Office:

Magnolia Hall 131

Office hours:

By Appointment or TBD

Class Meetings:

Orientation: online + MANDATORY QUIZ (no show will be based on that quiz)

Class times: this course is 100% online, there are no meeting on campus

Textbook Information:

Text: Weinberg, R. S., & Gould, D. (2015). Foundations of sport and exercise psychology (6th ed.). Champaign, IL: Human Kinetics.

ADDITIONAL RESOURCESPeriodicals (i.e., not limited)

Journal of Sport and Exercise PsychologyResearch Quarterly for Exercise and SportThe Sport Psychologist Journal of Applied Sport Psychology

Professional OrganizationsAssociation for the Advancement of Applied Sport Psychology (AAASP) has emerged as the largest applied sport, exercise, and health psychology organization in the world.

Below is a list of various association websites related to applied sport psychology.

ACSM (American College of Sports Medicine) American Academy of Kinesiology and Physical Education American Alliance for Health, Physical Education, Recreation and Dance American Board of Sport Psychology American Educational Research Association American Psychological Association APA Division 38 APA Division 47 Association of Sport Psychology (Germany) British Association of Sport and Exercise Sciences British Olympic Association Canadian Athletic Therapists Association Canadian Mental Training Registry Canadian Society for Psychomotor Learning and Sport Psychology Center for Performance Excellence Center for Sports and Character Coaching Association of Canada College of Sport Psychologists – Australian Psychological Society European Federation of Sport Psychology International Association of Applied Psychology International Institute for Sport and Human Performance International Olympic Committee International Society for Mental Training and Excellence International Society for Sport Psychiatry International Society of Sport Psychology National Association for Physical Education in Higher Education National Athletic Trainers' Association National Collegiate Athletics Association North American Society for Psychology of Sport and Physical Activity North American Sports Federation Psychological Societies on the Internet Texas Association for Health, Physical Education, Recreation, and Dance The British Psychological Society – Division of Health Psychology United States Olympic Committee

Evaluation:

Online Orientation Quiz 10

Online Quizzes (2 @ 20 points each) 40

Online Midterm Examination 100

Movie Review 50

Self-Growth Paper 50

Article Paper 50

Online Final Examination 100

Two Discussions 50

TOTAL 450

Please note that if you are retaking this course, new assignments must be completed. You cannot plagiarized your initial work in the same section.

1. Quizzes and Exams (250 points)

Quizzes and Exams will be delivered via Desire2Learn, in this course and closes at 10pm. The Quizzes and Exams will cover topics from the textbook, lecture slides, and articles provided. You must have access to the internet and D2L during the scheduled test times to complete quizzes and exams. You must complete the online orientation quiz with a grade of 100%, therefore you will be provided unlimited attempts for this quiz. You only have one attempt for all other quizzes and exams.

2. Self-Growth Paper (50 points)

The purpose of this paper is to have you reflect on your life, and in particular, how sports participation or regular exercise has impacted on your journey. This essay will be at least two pages- check due dates on calendar below.

3. Movie Analysis (50 points)

The purpose of this exercise is to have you apply what you have learned in this class as it relates to the psychology of sport as found in the movie you have chosen to watch. Please discuss at least five psychological skills that have been covered in this class that are seen in the movie. The paper should be two to three pages in length minimum. The movie must be one that deals with sports. You need to see the entire movie, while noting the

various psychological aspects as seen in the movie (motivation, leadership, etc.). The following list of movies, while not complete, would prove to be acceptable. RockyCinderella ManMillion Dollar BabyRemember the TitansThe NaturalRudyHoosiersCoach CarterA League of their OwnChariots of FireBull DurhamThe RookieCool RunningsMiracleCreedWe are MarshallThe Blind Invincible

If you would like to study your own, please ask your instructor first before choosing your own

4. Article Paper (50 points)Three focus areas in Sport Psychology are Health Psychology, Performance Enhancement/Interventions, and Social Psychology and or any recent new focus additions to the field of Sport Psychology. Each student is to prepare a typed summary of a sport psychology research peer-reviewed journal article related to two out of the three above focus areas in Sport Psychology. The intent of the papers will be to identify and describe the purpose and results of ONE SINGLE EXPERIMENTAL STUDY (reviews are excluded) and how the article relates to course material and concepts discussed in class and the environment in which one interacts with on a daily basis. The paper must be typed in 12 point font, double spaced, with one inch margins, at least 800 words. Include a separate title page with your name and the journal article reference (in APA format). The paper will be assessed on content, accuracy, clarity and grammar. A copy of the article or a free link on the web must be attached to your assignment or it will not be accepted and will result in a 0 grade earned.

5. DISCUSSIONS (25 points each, two discussions for a total of 50 points)

Guidelines for Participating in the Threaded Discussions

There will be two topics this semester. For each topic, you will start your own thread (10 points). After posting your own thread, you will respond to TWO of your classmates’ thread (5 points each). 5 points per discussion topic will be given if you have peer-reviewed references to back up your statements.

Discussions are the way we "participate" in class. So it's important that you post thoughtful messages that move the conversation forward in some way. "Yeah, I agree," and "Me, too" are not acceptable postings and will not earn any points. Your participation in discussions can earn you points for each discussion. After the due date for the discussion, you will be graded on your overall participation in that discussion thread. Late posts are welcome for their intellectual value but will not be considered in your grade. Your posts should show that you have read the proposed material in the text as well as other posts. You should do more than merely spit back what the text says; you should engage with the material by analyzing, going further by doing your own research online AND REFERENCING YOUR CITATION both in the discussion text and at the end of your posts (in APA format), as well as interpreting the material. Your posts should be grammatically clear enough not to present anyone with a problem in understanding your point. It's not a formal writing forum, but it's not Facebook either. Grading rubrics To earn full points: Initial postings are completed according to the calendar below.Follow up posts are required the following week according to the calendar below.Content is complete, on -point, thoughtful and offers new ideas. Supporting detail is abundant and appropriate (that is, references from the pieces read and/or other sources)Content often encourages further discussion on the topic or follows up on others' thoughtsPostings are characterized by originality, engagement and relevance to the topicPostings demonstrate an understanding of the material assigned and familiarity with the ideas of the students partner and group members (in other words, it's obvious that you've read and understood both the required reading assigned and what your peers have written in their postings) The following represents the rubric employed for grading the threaded discussion initial entries:

9-10 Demonstrates excellence in grasping key concepts; critiques work of others; stimulates discussion; provides sample citations for support of opinions; readily offers new interpretations of discussion material. Ideas are expressed clearly, concisely; uses appropriate vocabulary.

7-8 Shows evidence of understanding most major concepts; will offer an occasional divergent viewpoint or challenge; shows some skill in support for opinions. Some signs of disorganization with expression; transition wording may be faulty.5-6 Has mostly shallow grasp of the material; rarely takes a stand on issues; offers inadequate levels of support. Poor language use garbles much of the message; only an occasional idea surfaces clearly; expression seems disjointed; overuse of the simple sentence and a redundancy with words and commentary; paragraphs often appear unrelated to each other. This student requires constant prompting for contributions.1-4 A minimal posting of material. Shows no significant understanding of material. Language is mostly incoherent. Does not respond readily to prompting. Credits: GRADING RUBRIC FOR THREADED DISCUSSIONSFrom John F. Bauer, “Assessing Student Work from Chat Rooms and Bulletin Boards.” New Directions for Teaching and Learning 91 (Fall 2002): 35.

Grading:

A 90 - 100%

B 80 - 89%

C 70 - 79%

D 60 - 69%

F below 60%

Mid-term Progress Report:

The mid-term grade in this course, which will be issued on January 31, 2017, reflects approximately 30% of the entire course grade.  Based on this grade, students may choose to withdraw from the course and receive a grade of "W."  Students pursuing this option must fill out an official withdrawal form, available in the Office of the Registrar, or withdraw on-line using the Swan by mid-term, which occurs on February 3. Instructions for withdrawing are provided at this link.

The last day to withdraw without academic accountability is February 3. 2017.

Course Schedule: The course schedule for HFMG 4400, Exercise & Sport Psychology, is provided in the table below.

Topic/Assignment Text Chapter

WEEK 1- Jan 9

Online Orientation: Introduction to the Course Due by 10:00PM on January 15

First Discussion: Initial Post Due by 10:00PM on January 15

Introduction 1

Personality and Sport 2

Motivation 3

WEEK 2- Jan 16

Arousal, Stress, and Anxiety 4

Feedback, Reinforcement, and Intrinsic Motivation 6

Introduction to Psychological Skills Training 11

First Discussion: Two Posts Response to Classmates Posts Due By 10:00PM on January 20

WEEK 3- Jan 23

Arousal Regulation 12

Imagery 13

Quiz # 1 (Chapters 1-4;6)The quiz closes at 10:00PM on January 27. Therefore you must the quiz start

before 10:00PM on January 27

WEEK 4- Jan 30

Midterm Exam # 1 (Chapters 1-4;6;11-13)The midterm closes at 10:00PM on January 30. Therefore you must start

the midterm BEFORE 10PM on JANUARY 30.

WEEK 5- Feb 6

Movie Review: Due by 10:00PM on February 10

Self-Confidence 14

Goal Setting 15

Concentration 16

WEEK 6- Feb 13

Exercise and Psychological Well-Being 17

Exercise Behavior and Adherence 18

Second Discussion: Initial Post Due By 10:00PM on February 17

Quiz # 2 (Chapters 14-18)The quiz closes at 10:00 PM on February 17. Therefore you must the quiz

start before 10:00PM on February 17.

WEEK 7- Feb 20

Addictive and Unhealthy Behaviors 20

Burnout and Overtraining 21

Second Discussion: Two Posts Response to Classmates Posts Due By 10:00PM on February 24

Self-Growth Paper: due by 10:00PM on February 24

WEEK 8- Feb 27

Children and Sport Psychology 22

Aggression in Sport 23

MARCH 2, 2017

FINAL EXAM (Chapters 14-18;20-23)The final exam closes at 10:00PM on March 2. Therefore you must start

the exam at the latest at 7:00 PM.

Article Critic: due by 10:00PM on March 2

* You must complete the Orientation Quiz with a grade of 100%, therefore you have unlimited attempts for this quiz (all other quizzes and exams are limited to one attempt). If you do not complete the Orientation Quiz with a grade of 100%, you will be marked as a no show for the course.

Course Policies:

General PolicyStudents must abide by policies in the Clayton State University Student Handbook, and the Basic Undergraduate Student Responsibilities.

University Attendance PolicyStudents are expected to attend the orientation and online examinations. Due to the class size, the online examination will be open during the week of mid term and the last week of class for the final examination. No make ups will be available. No late paper, article reviews or movie reflections will be authorized. This is an online course so please work ahead of time on assignments.

Course Attendance PolicyAttendance is required at orientation.

Missed WorkA grade of zero points will be assigned for the missed work or examinations. Please plan ahead.

Operation Study: At Clayton State University, we expect and support high motivation and academic achievement. Look for Operation Study activities and programs this semester that are designed to enhance your academic success such as study sessions, study breaks, workshops, and opportunities to earn Study Bucks (for use in the University Bookstore) and other items.

Academic DishonestyAny type of activity that is considered dishonest by reasonable standards may constitute academic misconduct. The most common forms of academic misconduct are cheating and plagiarism. All instances of academic dishonesty will result in a grade of zero for the work involved. All instances of academic dishonesty will be reported to the Office of Student Life/Judicial Affairs. Judicial procedures are described at

http://adminservices.clayton.edu/judicial/.

Disruption of the Learning Environment

Behavior which disrupts the teaching–learning process during class activities will not be tolerated.  While a variety of behaviors can be disruptive in a classroom setting, more serious examples include belligerent, abusive, profane, and/or threatening behavior.  A student who fails to respond to reasonable faculty direction regarding classroom behavior and/or behavior while participating in classroom activities may be dismissed from class.  A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal.  If found in violation, a student may be administratively withdrawn and may receive a grade of WF.

A more detailed description of examples of disruptive behavior and appeal procedures is provided at: 

http://www.clayton.edu/Portals/5/DisruptiveClassroomBehavior.pdf

Writing AssistanceThe Writers’ Studio 224 is located in the A&S building, room 224.  There you can talk with trained writing consultants about your writing projects.  They are available to work with you at any stage of your paper, from generating ideas to organizing your paper to understanding how to format it correctly.  The service is free; you may drop in and wait for a consultant or sign up for a regular appointment.  But remember: you, not your consultant, are ultimately responsible for the quality and content of the papers you submit.

Aside from meeting with consultants one-with-one, you can also participate in consultant-led writing workshops. In these workshops, consultants will guide you in discussions and activities important to academic writing topics. Consultants and student-writers will collaborate on ways to apply writing concepts and strategies to specific writing situations. You will be identify, analyze, integrate, and synthesize writing principles through a series of writing exercises. Remember that we are here to collaborate with you as you develop your own experiences as a student-writer.

http://www.clayton.edu/arts-sciences/english/writersstudio

Operation StudyAt Clayton State University, we expect and support high motivation and academic achievement. Look for Operation Study activities and programs this semester that are designed to enhance your academic success such as study sessions, study breaks, workshops, and opportunities to earn Study Bucks (for use in the University Bookstore) and other items