KINS263 Applied Sport Psychology Syllabus

Transcription

1 KINS263 Applied Sport Psychology Syllabus Kinesiology Course Listings Winter 2017 Russell Medbery, Ph.D., AASP Certified Sport Psychology Consultant Instructor Info Course Description Course Textbook Office hours (Virtual office hours): Tuesday and Thursday 5-6pm Professor Medbery will respond to s within 48 hours. For general questions about class, use the Questions for the Professor discussion. This course is designed to equip the health and fitness professional with the knowledge and skills in applied sport psychology necessary for a career in coaching. Weinberg, R. & Gould, D. (2015). Foundations of Sport and Exercise Psychology (6 th ed). Human Kinetics Publishers, Inc. Student Outcomes 1. Articulate a coaching philosophy appropriate to educational sport settings. 2. Discuss appropriate coaching objectives specific to educational sport settings. 3. Articulate goal setting as a team building tool and for sports skill acquisition. 4. Articulate appropriate coaching styles and behaviors from a psychological perspective. 5. Contrast and compare effective styles of communication specific to a coaching environment. 6. Identify and contrast methods of motivation for sport settings and athletes. 7. Discuss techniques for managing behavior in sport settings. 8. Articulate principles of mental arousal specific to sports activities. 9. Identify and articulate various cognitive techniques specific to building confidence in sport. 10. Discuss imagery and its application in an imagery training program as a tool to enhance sport skills. 11. Contrast various techniques for positive reinforcement in educational sport settings. 12. Discuss psychological considerations regarding injury and rehabilitation. 13. Contrast and compare sport team management techniques with reference to effective group cohesion. 14. Identify psychological characteristics of peak performance. 15. Discuss various gender and cultural considerations associated with sport environments. 16. Articulate appropriate stages associated with the implementation of a psychological skills training program. 1

2 Overview of Course Structure I. ASSIGNMENTS A. Reading. Because you are responsible for your education and it would be nice to go beyond memorization of information, IT IS ABSOLUTELY NECESSARY THAT CLASS READINGS BE READ AND READ ON TIME. Because this is an online course, citation of assigned and outside readings is necessary. B. Project. There are five written assignments required for this class. These papers must be submitted on or before the due date. Papers received later than midnight Pacific Time of the printed due date will lose 10% of total points each day that they are late. C. Discussions. There are eleven (11) graded discussions for this course. These discussions are integral to the learning experience in the online environment. Each discussion will require some type of original writing regarding the topic area AND at least two questions or constructive feedback responses for your classmates. In addition, you need to be able to respond to questions posted to your original post. Discussion rubrics are provided to help you identify expectations for strong discussion participation. Discussion posts must be posted duri ng the relevant week for you to earn credit. II. READING ASSESSMENTS/QUIZZES Five reading assessments/quizzes are scheduled during the term. Each of these assignments will be worth twenty-five (25) points. III. CLASS PARTICIPATION For this class to be successful, everyone must contribute consistently each week. This includes preparing for class by completing the reading materials on time and participating in class discussions. If a student misses an entire week of class, s/he will be administratively dropped from the course. Students must enter the classroom in CANVAS at least three separate days each week to be considered attending class. There are no excused absences for such activities; students must make appropriate arrangements with Dr. Medbery Attendance Policy Regular class attendance is expected and you will be responsible for all materials and due dates by checking the syllabus and assignments in Canvas. All assignment turned in late will receive a 10% reduction in points earned for each day that your assignment submission is late. Participation points for discussions will only be awarded during the week the discussion is due. Access and Disability Services Policies Your experience in this class is important to me, and it is the policy and practice of Pierce College to create inclusive and accessible learning environments consistent with federal and state law. If you experience barriers based on disabil ity, please seek a meeting with the Access and Disability Services (ADS) manager to discuss and address them. If you have already established accommodations with the ADS manager, please bring your approved accommodations (green sheet) to me at your earliest convenience so we can discuss your needs in this course. ADS offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accommodations are established through an interactive process between you and the ADS manager, and I am available to help facilitate them in this class. If you have not yet established services through ADS, but have a temporary or permanent disability that requires accommodations (this can include but not be limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are encouraged to contact ADS at (Fort Steilacoom) or (Puyallup) 2

3 Academic Honesty All students at Pierce College work under an Academic Honor System. Under this system, your submission of any work (e.g. exams, case studies, papers) implies that you have adhered to the Honor Code. If you have any questions about the meaning or application of this Honor Code, you should consult the instructor. Plagiarism is any misrepresentation of self or student work product or representati on of work of others as your own, or other acts of academic dishonesty. Cheating is prohibited and may result in a non-passing grade, and the Instructor will let the student know at the time of the infraction and not wait until the end of the quarter. Cheating: includes, but is not limited to: a. Use of any unauthorized assistance in taking quizzes, tests, or examinations; writing papers, preparing reports, solving problems, or carrying out other assignments; or b. The acquisition, without permission, of tests or other academic material belonging to a member of Pierce College faculty or staff; c. Allowing one person to represent another person as the enrolled student in any course; d. Representing oneself as another person in any course. Teaching Philosophy - Expectations My teaching philosophy focuses on the facilitation of your learning and life growth in all endeavors. I believe success is measured within the context of individual life goals and the connections that I make with you as both facilitator of education and as a mentor. These teaching roles are inextricably linked in your quest for knowledge. In my interactions with you, both in and out of the classroom, I seek to impart interest and critical thinking skills in the context of the s port sciences. My hope is that this process will increase academic motivation and aid you in your future education. Learning is an ongoing process that should be enjoyed. I see my role as an educator who facilitates the learning of accurate knowledge, c onnects with people and engages them in the education process to foster ongoing joy in learning throughout their lives. Based on these hopes, here are my expectations: Be engaged - take personal responsibility for learning and value knowledge; learning is an active process. It is imperative that you take an active approach to learning. This means that you must read, outline, and demonstrate your understanding of course readings as you prepare course assignments. Mutual respect - demonstrate respect to classmates and professor. Academic dishonesty of any type (cheating, plagiarism, etc.) is a demonstration of lack of respect for yourself and your classmates and is not tolerated. Consequences may include, but are not limited to, an automatic F for the course. 3

4 Class & Syllabi Listing KINS263 COURSE SCHEDULE DATE TOPIC ASSIGNMENT-ACTIVITY ASSIGNMENT DUE DATE READINGS Week 1 Introduction to Sport and Exercise Psychology Discussion 1 1/05 Chapter 1 Personality and Sport Discussion 2 1/07 Chapter 2 Week 2 Motivation Discussion 3 1/12 Chapter 3 Feedback and Reinforcement in Sport/ Flow Quiz 1 1/17 Chapter 6 Week 3 Introduction of Psychological Skills Training Discussion 4 1/19 Chapter 11 Goal Setting Season MST 1/24 Chapter 15 Outline Week 4 Emotional Development and Sport Discussion 5 1/26 Posted in class Emotion Regulation Quiz 2 1/31 Week 5 Arousal, Stress, and Anxiety Discussion 6 2/02 Chapter 4 Arousal Regulation Individual Arousal Control Reflection 2/07 Chapter 12 Week 6 Concentration Quiz 3 2/11 Chapter 16 Imagery Discussion 7 2/12 Chapter 13 Week 7 Self-Confidence Imagery Script 2/17 Chapter 14 Communication Discussion 8 2/18 Chapter 10 Week 8 Competition and Cooperation Quiz 4 2/24 Chapter 5 Coaching Philosophy Week 9 Group and Team Dynamics Chapter 7 Group Cohesion Discussion 9 3/04 Chapter 8 Week 10 Leadership Discussion 10 3/09 Chapter 9 Quiz 5 3/14 Week 11 Character Development and Good Sporting Behavior Discussion 11 3/16 Chapter 24 MST Plan Project 2/28 3/20 NOTE: Individual Assignment Descriptions and Rubrics may be found in the course Canvas site 4

5 Assessment Assignment Points Percentage Points Received Quiz % Quiz % Quiz % Quiz % Quiz % SUBTOTAL % Discussion 1 Introduction to Sport Psych % Discussion 2 Personality % Discussion 3 Motivation % Discussion 4 PST % Discussion 5 - Emotional Development % Discussion 6 Arousal, Stress, & Anxiety % Discussion 7 Imagery % Discussion 8 Communication % Discussion 9 Group & Team Dynamics % Discussion 10 Leadership % Discussion 11 Coaching for Character % SUBTOTAL % Paper 1 MST Goal Setting Outline % Paper 2 Arousal Control Reflection % Paper 3 Imagery Script % Paper 4 Coaching Philosophy % Paper 5 MST Project % SUBTOTAL % TOTAL % Quizzes will be opened three (3) days prior to their due dates. Discussion Assignments must have initial posts by the first due date and will lose 10% of total points each day they are late. Papers received later than midnight PT of the printed due date will lose 10% of total points each day that they are late. Grad Grading Scale Percentage Points Grade Percentage Points e A % C % A % C % B % D % B % D % B % D % C % F below 60 % <225 5

6 Netiquette Netiquette (network etiquette or internet etiquette) defines acceptable social and moral conduct on the internet. It provi des guidelines for using appropriate communication and interpersonal behavior in the online environment. The online environment includes any communication and interaction that occurs via technology such as , class forums, chat rooms, web sites, blogs, wikis, text messages and instant messaging. Netiquette Policies: 1. Follow the same standards of behavior in a virtual setting that you would offline. Be friendly, purposeful and positive in your interactions. 2. Disagree with respect. It s healthy to challenge ideas. When you have a different opinion from a classmate, use it as an opportunity to create engaging and rewarding discussion. Avoid being critical and negative in your interactions. 3. Respect the privacy of your classmates. Information exchanged in a virtual college setting should remain private. Avoid outing which is when someone posts personal information about another person in an online environment without their consent. 4. Avoid all offensive language and content. Offensive or derogatory language and content in an , discussion forum or other form of communication that is perceived as harassment (sexual, racial, cultural or other) violates college policy and civil rights laws. You are not anonymous online. Anything you write can be traced back to you 5. Be considerate when others make mistakes. If you decide to inform someone of a mistake, or correct something, be polite and inform them by private rather than group or a group forum. 6. Ask for clarification. If you are not sure about something that has been communicated, ask for clarification. Emotion is difficult to convey and read in a virtual setting. Use emoticons (smiley faces) to convey feelings if appropriate, but do not overuse them. 8. Avoid flaming. Flaming is the expression of extreme emotion or opinion. Flaming destroys positive group dynamics. Although flaming generally happens between two or three people, it is unfair to others in your group who may not want to be exposed to it. Avoid ALL CAPS or!!!!, or????, and red font as these convey extreme emotion. 9. Do not forward an , file attachment or photo without the author's permission. Asking for permission demonstrates your integrity in personal and business communications. 10. Use a clear or forum posting subject line that relates directly to your message. o o o Keep paragraphs short for easy reading. Use blank lines between paragraphs. State your recommendations for resolving a problem. The colors red, yellow or green often cannot be seen by people with color blindness. Be clear, concise and considerate. 9. Avoid acronyms or abbreviations unless the entire class is familiar with them. 10. Use proper language and titles. When communicating online or in an , avoid instant messaging shorthand such as u for you. You should begin your with a salutation to the individual or to the group and you should sign off on your messages. Communicate intelligently and respectfully. 11. Avoid Spamming. Do not spam your classmates with chain or other items unrelated to the course. 12. Use spell check and proof read your communication for errors before sending or submitting it. Electronic communication may be the only impression someone has of you. 13. Be smart. and online course postings stand on their own merit, often without context, and may be instantly forwarded to many people. It is impossible to rescind a written communication after it becomes available for all to see. 6