KIN 366: Exercise Psychology SYLLABUS for Spring Semester 2012 Department of Kinesiology, Iowa State University

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1 KIN 366: Exercise Psychology SYLLABUS for Spring Semester 2012 Department of Kinesiology, Iowa State University Class Meetings Tuesdays & Thursdays 2:10-3:30 Classroom Rm 1131 in the National Swine Research and Information Center Instructor Office (best method to get in touch) Panteleimon 'Paddy' Ekkekakis, Ph.D. 253 Barbara E. Forker Building Office Tel. (515) Office Hours Tue & Thu 3:40 to 5:00 or by /appt. is the preferred method of contact. Teaching Assistant Office (best method to get in touch) Kira Werstein 164M Barbara E. Forker Building Office Tel. (515) Brief Course Description from the Catalog KIN 366 is a course designed to cover: (a) psychological theories for understanding and predicting health-oriented exercise behavior; (b) psychological and psychobiological responses to exercise; (c) psychological interventions for increasing exercise participation and adherence. Course Learning Objectives The Department of Kinesiology has set the following learning outcomes, which courses across the curriculum should aim to accomplish: 1. Communication. Uses clear and effective written, oral, visual, and electronic (WOVE) communication techniques to foster inquiry, collaboration, and engagement in physical activity and health related settings. 2. Lifelong learning, assessment, and self-reflection. Analyzes and evaluates one's own knowledge, abilities and actions relative to professional standards, seeks opportunities to grow professionally, and utilizes self-assessment and assessment of others to foster physical, cognitive, social, and emotional well-being. KIN 366: Exercise Psychology Syllabus -- Page 1

2 3. Content knowledge, discovery, and critical thinking. Understands fundamental concepts of physical activity and health, conducts scientific inquiry, and applies critical thinking to solve problems from personal, scholarly, and professional perspectives. 4. Ethics, diversity, and social justice. Demonstrates leadership and social responsibility to improve quality of life for others and ensures equitable access for diverse groups by creating appropriate environments to initiate and maintain a physically active, healthy lifestyle. Student-learners in KIN 366 will accomplish these outcomes and will produce tangible artifacts to document and demonstrate their accomplishments. Specifically, by the conclusion of this course, the student-learners will: 1. Practice their written communication skills by developing a formal multi-page report, which will include the presentation and analysis of scientific evidence and the development of structured arguments (see "Problem-solving exercise" below) 2. Develop their oral communication skills by preparing theory-driven discussion points to be used with future clients (see 2nd "Learning activity" below) 3. Apply their visual communication skills to prepare scientific charts to illustrate quantitative data (see 1st "Learning activity" below) 4. Use their electronic communication skills to search scientific databases and locate research studies addressing a specific question (see "Problem-solving exercise" below) 5. Build a solid foundation for lifelong learning by applying the basic steps involved in evidence-based practice, namely locate, evaluate, and integrate appropriate empirical evidence demonstrating the effectiveness of a given intervention approach (see "Problemsolving exercise" below) 6. Engage in assessment and self-reflection by using measurement instruments designed to evaluate psychological responses to exercise, scoring and interpreting them, and then using introspection to link the attributes of the exercise stimulus to the psychological changes they experienced (see 1st "Learning Activity" below) 7. Greatly enhance their content knowledge of exercise psychology (i.e., theories for understanding and predicting exercise behavior, psychological responses to exercise, and interventions for increasing exercise participation and adherence), as evidenced by their performance in examinations and in-class quizzes 8. Engage in extensive autonomous discovery and critical thinking, as evidenced by a semester-long problem-solving exercise that involves the identification of relevant evidence, critical analysis of methodological strengths and weaknesses, and the development of an evidence-based course of action (see "Problem-solving exercise" below) 9. Be sensitized to issues of ethics, diversity, and social justice by delving into the challenges faced by individuals who are elderly, overweight, or suffering from conditions that impact health-related quality of life, as evidenced by their performance in examinations and relevant learning activities (see 2nd "Learning activity" below) KIN 366: Exercise Psychology Syllabus -- Page 2

3 Required text Lox, C.L., Martin, K.A., & Petruzzello, S.J. (2010). The psychology of exercise: Integrating theory and practice (3rd ed.). Scottsdale, AZ: Holcomb Hathaway Publishers. [ISBN13: ] Please, note the following: The book publisher has now made available an e-book version, which is available from their website at a 20% discount. The e-book is in PDF format, readable with Adobe Digital Editions (ISBN: ). The regular list price is $44.50 but the discounted price is $ Use code SpringE20 until April 1st, Go to their website: Copies of the textbook are available for purchase from local bookstores but the price could be lower online (especially for used copies) The textbook is required. This means that material contained in the textbook (specifically, the sections identified in the schedule below) will be considered "fair game" for evaluation purposes (i.e., exams, quizzes). However, do not expect the instructor to say "read chapter X for next week". You should do this on your own, following the reading assignments for each lecture, as shown in the schedule below. You should study from both the textbook and your lecture notes to get more complete and balanced information. The content and structure of lectures will not necessarily follow those of the textbook. Special Needs and Accommodations Please address any special needs or special accommodations with the instructor at the beginning of the semester or as soon as you become aware of your needs. Those seeking accommodations based on disabilities should obtain a Student Academic Accommodation Request (SAAR) form from the Student Disability Resource (SDR) office (phone ). SDR is located on the main floor of the Student Services Building, Room If you need accommodations, it is very important to speak with the instructor early in the semester, so that appropriate plans can be put in place with SDR staff. KIN 366: Exercise Psychology Syllabus -- Page 3

4 Grading As is the case with any introductory course, this course will cover a lot of material. The grading policy has been developed to help you keep up with the material and obtain a good final grade. Grading Scale B C A B C A B C Below 700 points: F Please note that D grades are not assigned for 300-level core courses, such as KIN 366. Grading will be based on the following: Quizzes (approx. 5-6) Learning activities (2) Exam 1 Exam 2 Exam 3 Problem-solving exercise Attendance and online course evaluation TOTAL 100 points total 100 points total 150 points 200 points 200 points 200 points 50 points 1000 points Problem-solving exercise: In your professional careers as exercise scientists and practitioners, you will undoubtedly have to confront problems of a psychological nature on a daily basis. The purpose of this exercise is to help you develop skills that will allow you to address these problems not by relying exclusively on your experience and intuition, but by also taking advantage of the scientific literature. Briefly, this exercise involves the development of a paper with the following structure: (a) description of a problem, (b) review and critique of 3 relevant research articles from scientific journals, (c) a specific course of action designed to solve the problem, on the basis of the evidence presented in the research articles, and (d) references. Detailed instructions will be provided on a separate handout. KIN 366: Exercise Psychology Syllabus -- Page 4

5 Quizzes: A total of approximately 5-6 short pop quizzes will be given during the semester, using clickers. It is, therefore, essential to have your clicker with you every time you come to class and to ensure that your clicker has a fresh battery. Each quiz will include 8 multiple-choice questions based on the material presented in the lectures since the previous quiz. Importantly, the quizzes not only contribute 10% to the final grade, but also serve as preparation for the exams, since the questions that you encounter in the quizzes will be repeated (exactly the same) in the exams. It is, therefore, essential that you keep up with the lecture materials as closely as possible. Not having one's clicker with him or her (or having a clicker but with a dead battery) will, unfortunately, result in zero points being recorded for that quiz. Furthermore, no make-up quizzes can be given for students who are in class on the day that the quiz is given. Since these are supposed to be unannounced, "pop" quizzes, I cannot let individual students take them in advance, since they can then disseminate the questions and answers to the rest of the class. Likewise, I cannot allow individual students to make up a quiz afterwards since the rest of the class will already have obtained access to all the questions and answers. Learning Activities: Two take-home practical activities have been designed to give students practical experience with two important processes: (a) collecting information about psychological responses experienced by exercisers and (b) offering motivational advice to clients based on specific theories of exercise behavior. Reports are due one week after these learning activities are assigned (as per the schedule below). No extensions will be granted. If you know that you will be absent on a day that a learning activity is due, you are responsible for handing it in earlier or asking a friend to hand it in class. Exams: Three non-cumulative exams will be given. Having 3 instead of 2 exams is intended to (a) divide the material into thirds, making it easier for you to study it in depth, and (b) give you one extra opportunity to demonstrate your knowledge and effort, thus, statistically speaking, increasing your chances of success. Note that the first exam counts for fewer points than the second and third exams. This is to allow you to adjust your study habits. The exams will consist of 70 multiple-choice questions, some of which will be repeated from the quizzes (see section on quizzes above). Attendance: If you hope to do well in this course, it is essential that you attend all class sessions. I realize that certain factors and situations may arise that preclude your presence in class, but, if you choose to skip class at any time, realize that (a) this may impact your grade and (b) it is your responsibility to get the notes from those missed classes. Important Note If you are involved in campus activities that require fairly frequent travel and you hope to not have your absences affect your grade, you MUST do the required work in advance. NO LATE WORK WILL BE ACCEPTED. This includes learning activities, exams, and the problemsolving exercise. KIN 366: Exercise Psychology Syllabus -- Page 5

6 Please make sure that you have registered for an ISU account, you are familiar with the use of software, and that you check your on a regular basis. Announcements about the class may be made over . All class-related will be sent to ISU accounts (i.e., addresses ending You are responsible for setting up forwarding, if you want to receive your messages through another provider (e.g., Hotmail, GMail, Yahoo!, etc.). Blackboard There is a course web site on ISU's Blackboard system. The address is: If you are properly registered for KIN366 and if the system works as it should, after you log-on with your ISU username and password (the same as the ones you use to access your ISU ), you should see KIN366 listed under your "Courses". If you have problems gaining access, please send an to ekkekaki@iastate.edu On the course website, you will be able to find the following: (a) lecture notes, (b) detailed instructions for the problem-solving exercise, (c) study guides for the exams, and (d) a gradesheet, updated on a regular basis, so that you can keep track of your progress. Typically, lecture notes are posted the day before each lecture (but there might be occasional delays). The goal is to allow you enough time to download, print, and read them before each lecture, but also to give me the opportunity to update, reorganize, and rework the lecture materials as necessary. All the files posted on the website will be in Portable Document Format (PDF). You must have Adobe Acrobat Reader software installed on your computer to view and print them. This software is distributed free of change from this website: Schedule The following schedule is tentative and is mainly intended to give you an idea of the topics that will be covered. Changes will almost certainly be made as the semester unfolds. You will be notified of changes through announcements made in class and/or via . No DATE TOPIC READINGS 1 Tue Jan 10 Syllabus and Class Procedures This syllabus 2 Thu Jan 12 Why exercise psychology? - Part 1 Ch. 1 & 2 KIN 366: Exercise Psychology Syllabus -- Page 6

7 3 Tue Jan 17 Why exercise psychology? - Part 2 Ch. 1 & 2 4 Thu Jan 19 Why exercise psychology? - Part 3 Ch. 1 & 2 5 Tue Jan 24 Fundamentals of research Lecture notes 6 Thu Jan 26 Exercise prescription trends, Part 1 Lecture notes 7 Tue Jan 31 Exercise prescription trends, Part 2 Lecture notes 8 Thu Feb 2 Acute emotional effects Ch. 11 & 12 9 Tue Feb 7 Acute emotional effects: Dose-response Ch Thu Feb 9 Mechanisms of acute emotional effects, Part 1 pp , Tue Feb 14 Mechanisms of acute emotional effects, Part 2 Lecture notes 12 Thu Feb 16 Mechanisms of acute emotional effects, Part 3 Lecture notes 13 Tue Feb 21 Rating of Perceived Exertion Learning Activity 1 Assigned Lecture notes 14 Thu Feb 23 Chronic emotional effects Ch. 11 & Tue Feb 28 EXAM 1 Study guide on Blackboard 16 Thu Mar 1 Instructions for problem-solving exercise Learning Activity 1 due Handout 17 Tue Mar 6 Exercise and personality Ch. 7 & 8 18 Thu Mar 8 Exercise and cognitive function, Part 1 Ch. 14 Tue Mar 13 Thu Mar 15 NO CLASS -- SPRING BREAK NO CLASS -- SPRING BREAK 19 Tue Mar 20 Exercise and cognitive function, Part 2 Ch Thu Mar 22 Exercise and quality of life Ch Tue Mar 27 Exercise, stress, and disease 1 Ch Thu Mar 29 Exercise, stress, and disease 2 Ch Tue Apr 3 Exercise, stress, and disease 3 Ch Thu Apr 5 EXAM 2 Study guide on Blackboard KIN 366: Exercise Psychology Syllabus -- Page 7

8 25 Tue Apr 10 Correlates of physical activity Ch Thu Apr 12 Exercise adherence 1 (HBM) Problem-solving exercise due Lecture notes 27 Tue Apr 17 Exercise adherence 2 (TRA & TPB) Ch. 3, pp Thu Apr 19 Exercise adherence 3 (SCT) Learning Activity 2 assigned Ch. 3, pp Tue Apr 24 Exercise adherence 4 (TTM) Ch. 4, pp Thu Apr 26 Interventions Learning Activity 2 due EXAM 3 (tentative date and time): Friday, May 4th, 9:45-11:45 am Ch. 6 Study guide on Blackboard ISU Academic Dishonesty Policy (revised 9/2001) Academic dishonesty occurs when a student uses or attempts to use unauthorized information in the taking of an exam; or submits as his or her own work themes, reports, drawings, laboratory notes, or other products prepared by another person; or knowingly assists another student in such acts or plagiarism. Such behavior is abhorrent to the university, and students found responsible for academic dishonesty face expulsion, suspension, conduct probation, or reprimand. Instances of academic dishonesty ultimately affect all students and the entire university community by degrading the value of diplomas when some are obtained dishonestly, and by lowering the grades of students working honestly. Examples of specific acts of academic dishonesty include but are not limited to: a. Obtaining unauthorized information. Information is obtained dishonestly, for example, by copying graded homework assignments from another student, by working with another student on a take-home test or homework when not specifically permitted to do so by the instructor, or by looking at your notes or other written work during an examination when not specifically permitted to do so. b. Tendering of information. Students may not give or sell their work to another person who plans to submit it as his or her own. This includes giving their work to another student to be copied, giving someone answers to exam questions during the exam, taking an exam and discussing its contents with students who will be taking the same exam, or giving or selling a term paper to another student. c. Misrepresentation. Students misrepresent their work by handing in the work of someone else. The following are examples: purchasing a paper from a term paper service; reproducing another person s paper (even with modifications) and submitting it as their own; having another student do their computer program or having someone else take their exam. d. Bribery. Offering money or any item or service to a faculty member or any other person to gain academic advantage for yourself or another is dishonest. e. Plagiarism. Unacknowledged use of the information, ideas, or phrasing of other writers is an offense comparable with theft and fraud, and it is so recognized by the copyright and patent laws. Literary offenses of this kind are known as plagiarism. One is responsible for plagiarism when: the exact words of another writer are used without using quotation marks and indicating the source of the words; the words of another are summarized or paraphrased without giving the credit that is due; the ideas from another writer are borrowed without properly documenting their source. Acknowledging the sources of borrowed material is a simple, straightforward procedure that will strengthen the paper and assure the integrity of the writer. The English Student Manual, provides guidelines to aid students KIN 366: Exercise Psychology Syllabus -- Page 8

9 in documenting material borrowed from other sources, as does almost every handbook on writing style. Academic dishonesty is considered to be a violation of the behavior expected of a student in an academic setting as well as a student conduct violation. A student found responsible for academic dishonesty or academic misconduct is therefore subject to appropriate academic penalty; to be determined by the instructor of the course, as well as sanctions under the university Student Disciplinary Regulations. If an instructor believes that a student has behaved dishonestly in a course, these steps are to be followed: 1. The instructor should confront the student with the charge of dishonesty and arrange a meeting with the student to discuss the charge and to hear the student s explanation. 2. If the student admits responsibility for academic misconduct, the instructor shall inform the student (a) of the grade on the work in which the dishonesty occurred, and (b) how this incident will affect subsequent evaluation and the final grade. Because academic dishonesty is also a student conduct violation under Section of the Student Disciplinary Regulations, the instructor must report the incident in writing to the Dean of Students. After investigating the incident and discussing it with the instructor, the Dean of Students, or his/her designee, will meet with the student and depending on the severity of the offense as well as on the student s past conduct record, may handle the matter through an administrative hearing or schedule a hearing before the All University Judiciary (AUJ). This hearing, conducted according to the procedures outlined in the Student Disciplinary Regulations, is to determine the disciplinary action to be taken. In any case, the student s academic adviser will be informed of the incident but may not insert any record of it in the student s academic file. 3. If the student claims to be not responsible for the charge of academic misconduct, the instructor may not assign the student a grade for the work in question until the question of responsibility is resolved, unless circumstances require that an interim grade be assigned. The instructor shall consult with his or her department chair and report the incident in writing to the Dean of Students. After investigating the incident and discussing it with the instructor, the Dean of Students, or his/her designee, may handle the matter through an administrative hearing or schedule a hearing before the All University Judiciary (AUJ) to be conducted according to the procedures outlined in the Student Disciplinary Regulations. Both the student and instructor will be invited to attend an AUJ hearing and present pertinent information. If the student concurs, his or her academic adviser will be informed of the charge. If the AUJ finds the student responsible of the charge of academic misconduct, the instructor will inform the student (a) of the grade on the work in which the dishonesty occurred, and (b) how this incident will affect subsequent evaluation and the final grade. The AUJ will determine the appropriate disciplinary action with respect to the student conduct violation. If the AUJ finds the student not responsible for academic misconduct, the instructor will grade the student accordingly on the work in question and the student s grade in the course will not be adversely affected. If the student is found responsible the student s adviser will be informed of the decision but shall not insert any record of the action in the student s academic file. 4. If a student either admits dishonest behavior or is found responsible for academic misconduct by the AUJ, the Office of Judicial Affairs (OJA) or AUJ may impose any of the following sanctions: a. Disciplinary Reprimand An official written notice to the student that his/her conduct is in violation of university rules and regulations. b. Conduct Probation A more severe sanction than a disciplinary reprimand, to include a period of review and observation during which the student must demonstrate the ability to comply with university rules, regulations, and other requirements stipulated for the probation period. c. Suspension Deferred Suspension The suspension is deferred subject to a definite or indefinite period of observation and review. If a student is found responsible for a further violation of the University Student Disciplinary Regulations or an order of a judiciary body, suspension will take place immediately. Defined Length Suspension The student is dropped from the university for a specific length of time. This suspension cannot be for less than one semester or more than two years. Indefinite Suspension The Student is dropped from the university indefinitely. Reinstatement may be contingent upon meeting the written requirements of the AUJ specified at the time the sanction was imposed. Normally, a student who is suspended indefinitely may not be reinstated for a minimum of two years. Expulsion The student is permanently deprived of the opportunity to continue at the University in KIN 366: Exercise Psychology Syllabus -- Page 9

10 any status. 5. A student accused of academic misconduct has the option to stay in the class or to drop the class if the drop is made within the approved time periods and according to the regulations established by the University. If the student chooses to drop the class, the student will be required to sign a statement of understanding that if the student is later found responsible for academic misconduct, then the student will receive an F for the course. 6. Procedures for appeal of either the All University Judiciary s conduct decision or the instructor s grade are outlined in the Student Information Handbook. 7. In instances in which the student admits responsibility or is judged to be responsible by OJA or the AUJ, a staff member of the Dean of Students Office will counsel with the student in an effort to deter any further such incidents. 8. Student records concerning academic dishonesty are maintained in the Dean of Students Office for a period of seven years, after which the file records are purged. These student records are confidential; nothing from them appears on a student s academic transcript. 9. In the event that an instructor is uncertain how to handle an incident of suspected academic dishonesty, the Dean of Students is available at any time to provide advice and assistance to the instructor in deciding a proper course of action to be taken. 10. Students enrolled in the College of Veterinary Medicine are bound by an honor code. A charge of academic dishonesty may be made by a student or instructor to the Interclass Honor Board chairperson according to the procedures outlined in the Honor Code, or the instructor may follow procedures outlined above. The Interclass Honor Board functions as the judiciary of the College of Veterinary Medicine for the allegations presented to it. KIN 366: Exercise Psychology Syllabus -- Page 10

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