Sport Psychology Syllabus PDF

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Syllabus PSYC 2660: Sport Psychology Winter 2021

Madeleine Keevy

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PSYC 2660: Sport Psychology

___________________________________________________________________ COURSE DETAILS Course Title & Number:

Sport Psychology (PSYC 2660)

Number of Credit Hours

3

Pre-Requisites:

a grade of "C" or better in one of the following: PSYC 1200 (or 017.120) or PSYC 1201 (or 017.120), or both PSYC 1211 (or 017.121) and PSYC 1221 (or 017.122), or written consent of department head.

Instructor Contact Information Instructor(s) Name & Preferred Madeleine Keevy, PhD, BCBA-D (pronouns: she/her) Dr. Keevy (pronounced “Kee-vee”)/Professor Keevy/Madeleine Form of Address: (pronounced “Ma-duh-lin”)

Office Hours or Availability:

Scheduled office hours are Mondays from 3:00 PM to 5:00 PM CT. During office hours, students are encouraged to “drop-in” to a virtual Zoom meeting room. Students may contact the instructor at any time via email.

Office Phone No.

(204) 474-9739

Email:

[email protected] The instructor will return a phone call or email within 24 hours.

Contact:

Please note that due to the Covid-19 pandemic, the instructor will have limited access to the office phone. Therefore, email and videoconference are preferred contact methods. Please feel free to attend office hours or email to set up a one-on-one videoconference should you have a question or concern not suited to email communication. Students may contact the instructor via email at any time, with the understanding that there may be a delay in responding should the email be sent before 8 am or after 5 pm.

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PSYC 2660: Sport Psychology

COURSE DESCRIPTION U of M Course Calendar Description This course examines the use of psychological knowledge to enhance the development of performance and satisfaction of athletes and others associated with sports. Topics include improving skills of athletes, motivating practice performance, increasing the effectiveness of coaches, and mental preparation for competition.

General Course Description This course is designed to teach you behavioural analysis techniques to enhance the performance and enjoyment of athletes and others associated with sports. The first half of the course will teach you how to analyze, interpret, and understand athletic performance in terms of principles and procedures of behaviour analysis. The second half of the course will teach you about the applications of behaviour analysis to help athletes to (a) get more out of practices, (b) transfer performance from practices to competitions, (c) maximize competitive performance, (d) decrease problem behaviours in sport environments, and (e) acquire self-management and other life skills.

Course Goals 

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Students within this course are supported to be familiar with the defining characteristics, basic concepts, and characteristic applications of behaviour analysis as utilized within the realm of sports. Curriculum and teaching practices will aim to situate the principles and practices of behaviour analysis within the context of sports and athletics, while illuminating applications relevant to a variety of clinical and non-clinical populations. Applications of behaviour analysis to sports will be examined, with an emphasis on equipping the student with practical tools to enhance competitive performance for themselves and others.

Course Learning Objectives By the end of this course students should be able to: 1. Define and discuss behaviour analytic techniques relevant to sports and list examples or characteristics of athletic behaviours that may be targeted for modification, without referring to online or print resources. 2. List techniques for changing an athlete’s behaviour when presented with hypothetical or real-life examples of behaviours that are occurring too often, too infrequently, or not at all. 3. Communicate clearly about how the effects of behaviour analytic techniques are analyzed in interventions related to sports and athletics.

COURSE MATERIALS AND TECHNOLOGY Required textbook – The following textbook is available for purchase from the University of Manitoba Bookstore Martin, G. L. (2019). Applied Sport psychology: Practical guidelines from behavior analysis, 6th edition. Winnipeg, MB: Sport Science Press. You must have the 6th edition. The textbook describes behavior principles and procedures and illustrates them with numerous examples to enhance understanding, and to increase the ability of readers to generalize to situations not

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PSYC 2660: Sport Psychology

described in the text. The book contains many illustrations of behavioral checklists, self-monitoring forms, and practical interventions that have been used successfully to help athletes improve performance. The instructional goals for the course are stated in the form of study questions contained at the end of each chapter in the textbook. These study questions require students to define key terms and basic behavioral principles, classify examples, make up original examples, compare and contrast, abstract out main points, analyze behaviors in terms of basic behavioral principles, organize and outline behavioral interventions, and learn about the empirical and theoretical underpinnings of behavioral sport psychology. Supplementary readings – None Recommended materials – As this is a remote learning course and you are using UM Learn, please navigate to the UM Learn home page of the course for Browser requirement statement and UM Learn support. If you are new to using UM Learn, you are encouraged to self-register for the UM Learn tutorial that prepares you for remote learning called “Learning Online”. This self-register course in UM Learn is open to all U of M students and is available in English and Mandarin.

EXPECTATIONS AND POLICIES I EXPECT YOU TO: 

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Thoroughly read all assigned reading material. If reading is assigned, it is because it is relevant and important to your mastery of the course materials, and the content may be included in assignments and exams. Submit assignments completely and on time. If you foresee a challenge relating to your understanding of an assignment or your ability to complete all or part of it by the due date, it is your responsibility to reach out to the instructor as early as possible, so that we may develop a mutually agreeable plan for completing the assignment. Treat everyone in the class (e.g., students, teaching assistants, instructor) with respect. I will treat you with respect and would appreciate the same courtesy in return. Comply with the university’s communication protocols. You are required to obtain and use your University of Manitoba email account for all communication between yourself and the university. All communication must comply with the Electronic Communication with Student Policy: http://umanitoba.ca/admin/governance/governing_documents/community/electronic_commun ication_with_students_policy.html Comply with the university’s policy on academic integrity. The full policy can be found at the link below. You are expected to be familiar with this policy, including the types of academic misconduct (e.g., plagiarism, cheating) that may be subject to disciplinary action. http://umanitoba.ca/admin/governance/media/Student_Academic_Misconduct_Procedure__2018_09_01.pdf Familiarize yourself with the services and supports available through Student Accessibility Services: The University of Manitoba is committed to providing an accessible academic community. Students Accessibility Services (SAS) offers academic accommodation supports and services such as note-taking, interpreting, assistive technology and exam accommodations. Students who have, or think they may have, a disability (e.g. mental illness, learning, medical, hearing, injury-related, visual) are invited to contact SAS to arrange a confidential consultation. o Student Accessibility Services: 520 University Centre. Phone: (204) 474-7423. Email: [email protected]

PSYC 2660: Sport Psychology 

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Refrain from recording (i.e., audio or audiovisual recording) asynchronous lectures posted on UM Learn, or distributing course materials (e.g., PowerPoint presentations). This material is the intellectual property of the instructor, Madeleine Keevy. No audio or video recording of this material, lectures, or presentations is allowed in any format, openly or surreptitiously, in whole or in part without permission of Madeleine Keevy. Course materials (both paper and digital) are for the participant’s private study and research, and must not be shared. Violation of these and other Academic Integrity principles, will lead to serious disciplinary action.

YOU CAN EXPECT ME TO 

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Return grades/marks for assignments and exams within two weeks of the due date. If there is deviation from this expectation (e.g., due to holidays) I will let you know prior to the assignment due date. Be available for weekly office hours and respond to questions submitted via email or UM Learn within 48 hours. Actively improve this course. Your feedback on your experience in this course helps me improve my instruction and may make the course better for future students.

___________________________________________________________________ COURSE SCHEDULE This schedule is subject to change at the discretion of the instructor and/or based on the learning needs of the students but such changes are subject to Section 2.8 of ROASS. Weekly Assignments: For each week that has a Chapter (or 2) listed under “Readings,” you will need to complete the following assignments and submit them in UM Learn: 1. Post a discussion question relating to that week’s lecture video(s). Due by the following Friday before noon. For example, for the Week of January 18th, you need to submit your discussion question no later than January 22nd at 11:59 AM. 2. Respond to another student’s discussion question. Due by the following Sunday before midnight. For example, for the Week of January 18th, you need to submit your response to another student’s discussion question no later than January 24th at 11:59 PM 3. Answer the Study Questions for the chapter(s). Due by the following Sunday before midnight. For example, for the Week of January 18th, you need to submit your answers to the Study Questions no later than January 24th at 11:59 PM Week Topic Readings Important Dates of Jan. 18 Introduction to Sport Psychology and Behavioural Chapter 1 Classes start Jan 18 Assessment and 2 Jan. 25 Single-Subject Research Designs for Evaluating Chapter 3 Jan. 29: Voluntary Interventions Withdrawal deadline Feb. 01 Classical and Operant Conditioning Procedures Chapter 4 and 5 Feb. 08 Rules and Goals Chapter 6 Feb. 15 Winter Term Reading Week Feb. 15: Louis Riel Day, university closed Feb. 22 Motivation in Athletic Performance Chapter 7 Mar. 01 Thinking and Emotions in Athletic Performance Chapter 8

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Mar. 08 Mar. 15

Teaching New Skills to Beginning Athletes Decreasing Errors and Problem Behaviours

Mar. 22 Mar. 29

Self-Management Transferring Practice Performance to Competition

Apr. 05

Characteristics of Peak Competition Performance

Apr. 12

Review of Course Concepts

and 9 Chapter 10 Chapter 11 and 12 Chapter 13 Chapter 14

Apr. 02: Good Friday, university closed

Chapter 15 and 16 Apr. 16: Final Comprehensive Exam Due

Voluntary Withdrawal January 29th is the last day to drop the class and receive 100% refund and March 31 st is the last day to withdraw with no refund. Students who do not drop the course by the deadline would be assigned a final grade. Withdrawal courses will be recorded on your official transcript. Please see the Registrar’s Office web page for more information. The instructor is always willing to discuss student progress and strategies for improvement prior the withdrawal date.

___________________________________________________________________ COURSE ASSESSMENT ASSIGNMENT DESCRIPTIONS: TITLE: Study Questions GOAL: Students will demonstrate understanding of the principles and concepts presented in that week’s chapter(s). PROCEDURE: Submit a document (e.g., .doc, .docx, .pdf) that includes the following:  Your name, the date of submission, and the chapter number(s) and title(s).  Your responses to each study question for each chapter covered that week. You do not need to type out the question before providing your answer, but you may do so if you would like. SUBMISSION GUIDELINES: Upload the document to UM Learn by the due date (see course schedule above). You should have a single upload for this assignment each week, even if the week covers two chapters. EVALUATION CRITERIA: Each Study Question is worth 4 points. Accuracy The extent to which the response is technically correct and corresponds to content covered in the course.

Completeness The extent to which each part of a question is answered in entirety.

Originality The extent to which a response is studentgenerated If the question asks to come up with an original response (e.g., an

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PSYC 2660: Sport Psychology

example not in the chapter). Full Points

1-2 Points Taken Off No Points

The response is technically correct and consistent with the textbook’s content and/or recorded lectures.

Each part of a question is answered. (e.g., if the question asks for a definition and an example, both are given.

Part (but not all) of the response is inaccurate or incorrect.

Part of the response is missing (e.g., an example is not included

All parts of the response are incorrect or irrelevant to the question.

Response is missing.

The response is not directly taken from the textbook if this is stipulated in the question OR the question does not specify originality (e.g., definition questions)

Response is plagiarized when the question specified originality

TITLE: Discussion Questions GOAL: Students will apply what they learned from the week’s chapter(s) and lecture video(s) by stimulating online class discussion. PROCEDURE: After viewing that week’s lecture videos, generate an original discussion question and post it on the week’s discussion board on UM Learn. SUBMISSION GUIDELINES: Post your question on the discussion board. Do not upload a file. EVALUATION CRITERIA: Each Discussion Question is worth up to 8 points.

Full Points

Relevance

Thoughtfulness

Originality

The extent to which the discussion question makes it clear that you viewed the week’s lecture video(s) and/or read the week’s assigned chapter(s).

The extent to which the discussion question is open-ended and could potentially foster discussion.

The extent to which a response is studentgenerated (e.g., it is not identical to another student’s posted discussion question, or otherwise plagiarized).

The discussion question correlates with course content and indicates that the student is familiar with that week’s course material.

The discussion The discussion question question is not is not a yes/no identical to other question nor is it posed students’ discussion as a quiz question to questions or taken your fellow students. from the textbook (you Rather, it is posed in

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PSYC 2660: Sport Psychology such a way that it could have a variety of interesting answers with meaningful implications. 1-4 Points Taken Off

The discussion question is technically incorrect or does not elaborate sufficiently to demonstrate student knowledge (e.g., question is only a few words long)

No Points

The discussion question has no relevance to the week’s content.

may want to post early to avoid someone else generating a similar question before you).

The discussion question has a yes/no answer or simply asks fellow students to provide a definition that could be found in the textbook Discussion question is identical to another student’s or plagiarized from course materials

TITLE: Discussion Question Replies GOAL: Students will engage with another student’s discussion question to generate insightful class discussion. PROCEDURE: Generate a response to another student’s discussion question and post it on the week’s discussion board on UM Learn. SUBMISSION GUIDELINES: Post your question as a reply on the discussion board. Do not upload a file. EVALUATION CRITERIA: Each Discussion Question Reply is worth 4 points. Relevance The extent to which the reply answers or responds to the other student’s discussion question

Respect The extent to which the reply is nonconfrontational and reflects an attitude of “listening” to the other student’s discussion question.

Full Points

The reply builds upon the other student’s discussion question, demonstrating an attempt to understand both the question and the relevant course content

The reply is respectful and responsive to the other student’s expectation for a cordial learning environment

No Points

The reply is irrelevant to the discussion question

The reply is confrontational, judgemental, or disrespectful. Keep in mind that the discussion board is part of the classroom environment. Please don’t write anything that you don’t want the instructor to read or respond to.

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PSYC 2660: Sport Psychology

TITLE: Final Exam GOAL: Students will demonstrate their cumulative knowledge of course content. PROCEDURE: Submit a document (e.g., .doc, .docx, .pdf) that includes the following:  Your name and the date of submission  Your responses to each question. You do not need to type out the question before providing your answer, but you may do so if you would like. SUBMISSION GUIDELINES: Upload the document to UM Learn by 11:59 PM on April 16 th (the final exam questions will be posted no later that April 12th). EVALUATION CRITERIA: The exam is open book and you may complete the exam at any time (or times) during the final week of the course. The exam will consist of 30 short-answer questions, each worth up to 14 points. You will be expected to write a paragraph or 2 in response to each question. Many of these questions will be very similar to study questions that we covered during the course but will challenge you to combine and integrate your knowledge in a new way. An example of a Final Exam Question pertaining to Chapter 1: List six characteristics of Behavioural Sport Psychology in your own words. For each characteristic, provide an example of a technique or application that exemplifies this characteristic, and explain why it does. Accuracy

Full Points

1-5 Points Taken Off

No Points

Completeness

Originality

The extent to which the response is technically correct and corresponds to content covered in the course.

The extent to which each part of a question is answered in entirety.

The extent to which a response is studentgenerated If the question asks to come up with an original response (e.g., an example not in the chapter).

The response is technically correct and consistent with the textbook’s content and/or recorded lectures.

Each part of a question is answered. (e.g., if the question asks for a definition and an example, both are given.

The response is not directly taken from the textbook if this is stipulated in the questi...