Post on 18-Apr-2022
KIN 514 – Applied Sport Psychology
Southern Illinois University Carbondale
Department of Kinesiology
Fall 2015
Instructor: Julie A. Partridge, Ph.D.
Email: jpartrid@siu.edu
Office: Davies 160A
Class Time: Tuesdays 6:30-9:15 p.m. in Davies 208
Office Phone: 618.453.3119
Office Hours: T/R noon – 2:00; Wednesday, 2:00-4:00 p.m. or by appointment
Required Readings:
There is no required text for this class; however, required readings will be placed on
Desire2Learn. Please note that I expect you to complete all readings prior to coming to class.
Optional Text:
Williams, J. M., & Krane, V. (Eds.). (2014). Applied sport psychology (7th ed.). Boston, MA:
McGraw-Hill.
Course Description:
This course examines current research and practice in applied sport psychology. Emphasis will
be placed on moving from theory into practice on sport-specific individual differences,
motivational approaches, and interventions.
Course Objectives:
To develop an understanding of psychological factors that influence human behavior in sport
and physical activity settings;
To acquire an understanding of how participation in sport and physical activity influences
the psychological makeup of the individuals involved;
To acquire an understanding of the major performance and key non-performance issues in
mental training;
To become acquainted with contemporary theory, research design, methodology, and
analytical techniques appropriate to applied sport psychology research;
To demonstrate the ability to apply sport psychology theory covered in class by designing
performance enhancement programs;
To acquire life development skills and knowledge from sport and exercise psychology
research for performance enhancement.
Course Evaluation:
Midterm Exam 25%
PST Project (1 of 3 options) 30%
Athlete Interview 25%
In-Class/Problem-Based Assignments 10%
Reading Reflections 10%
Total 100%
To calculate your semester grade:
Multiply your midterm exam score by .25; multiply your PST project score by .30; multiply your
interview paper score by .25; multiply your in-class assignment total score by .10; and multiply
your reading reflections total score by .10. Add the values of your completed assignments
together to determine your semester percentage score.
Use the grading scale below to determine your semester letter grade.
Grading scale: A = (90-100%); B = (80-89%); C = (70-79%); D = (60 – 69%); F = (0 – 59%)
**Grades are rounded to the nearest tenth point (Example: an 89.5% would round up to a 90%,
an 89.4% would round to an 89%)
Method of Instruction
You will be expected to have read the required materials and any handouts PRIOR to class.
Students are expected to be active contributors to the class. You should utilize the office hours of
the instructor when necessary. You will be responsible for materials presented in class and the
readings—sometimes the two may be mutually exclusive.
Missed Exam Policy
Only under highly exceptional circumstances will students be allowed to reschedule or make
up missed exams. Documentation of the excuse must be provided. In the unlikely circumstance
that a make-up exam is given, the instructor reserves the right to change the format of the exam
to either an oral or essay exam. You may also be asked to write a paper instead of taking the
exam.
Student Disabilities Statement: If you qualify for accommodations because of a disability,
please submit a letter from Disability Support Services in a timely manner so that your needs
may be addressed. DSS determines accommodations based on documented disabilities
(618.453.5738, Woody Hall B-150, DSSsiu@siu.edu)
Emergency Procedures: Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study
and work. Because some health and safety circumstances are beyond our control, we ask that you become
familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT)
program. Emergency response information is available on posters in buildings on campus, available on
BERT’s website at www.bert.siu.edu, Department of Safety’s website www.dps.siu.edu (disaster drop
down) and in Emergency Response Guidelines pamphlet. Know how to respond to each type of emergency.
Instructors will provide guidance and direction to students in the classroom in the event of an emergency
affecting your location. It is important that you follow these instructions and stay with your instructor
during an evacuation or sheltering emergency. The Building Emergency Response Team will provide
assistance to your instructor in evacuating the building or sheltering within the facility. TORNADO:
Davies locker rooms. FIRE: Shryock steps. This class will only be cancelled due to weather if the
university is closed. The instructor will notify you by email by 5 PM if the class is to be cancelled.
Class Assignment Descriptions
Midterm Exam
Students will complete a midterm exam based on the material from the class discussion and
readings. The exam will consist of short answer and essay questions with emphasis on assigned
readings and lecture notes. Expect the exam to be applied in content. Although there will not be
a final exam, we will be meeting at our scheduled time: Tuesday, December 15, 5:00-7:00 p.m.
Please plan your vacation and make travel arrangements accordingly. Buying a ticket to travel
which conflicts with this date is NOT an excuse for missing the final time.
Athlete Interview
This assignment is designed to provide you with an opportunity to interview an athlete or
exerciser regarding mental preparation strategies prior to and during competition. Upon
completion of this interview, you will be asked to play the educational sport psychologist and
discuss your interview in both oral and written forms covering various issues of psychological
skills in sport. More specific details of this assignment will be provided in a separate handout.
Due November 17.
Readings Reflections
These assignments are intended to give you the opportunity to reflect on the academic readings
for the class. This process will allow you to actively engage in class materials and gain a deeper
understanding of the concepts that are central to the application of exercise psychology
principles, and will also help to direct and generate discussion about the readings. Please note
that you will not be able to make up these points if you miss them, unless for an excused absence
(illness, death in the family). Also please note that leaving early for break or working at a game
is NOT considered an excused absence. You will be asked to write 3 things for each reading: 1)
provide the APA reference for the reading, 2) briefly write the purpose of the study, and 3) a
minimum of three questions/discussion points for each reading that is assigned. These questions
should be designed to clarify material, spark discussion, question appropriateness of methods,
challenge the statistical techniques, question the interpretation of the results, etc. Points will be
assigned based on the salience and relevance of the questions (e.g., if you write a question that is
answered in the reading, you will not receive full points). The discussion points will be graded
on their quality on a scale of 0-2 (0 = poor; 1 = acceptable; 2 = high quality). You are not
required to complete this assignment for the assigned book chapters. Each class member will be
responsible for introducing class discussion on the readings for at least one class period.
Questions are intended to reflect understanding of the reading; therefore, surface
questions, or those answered within the reading will not be given full points.
Go beyond the basic question to think about how this information can be used, what
could be done differently from a methodological standpoint, etc.
A question such as, “Would these results be different if males had been sampled instead
of females” is very basic and gives no indication of why the reader might think this is
important. Why would gender potentially have an effect on the outcome? A better
question would read, “Given the gender differences in self-confidence that we
discussed in class, the authors may have found even greater improvements in SC
following their intervention by using female participants as well”.
In-Class/Problem-Based Assignments
The purpose of these activities is to give you the opportunity to take the concepts presented in
class, and through critical thinking and creativity, apply them to a “real life” scenario. This
process will allow you to actively engage in class materials and gain a deeper understanding of
the concepts that are central to sport psychology and the application of these materials. These
activities are intended to help prepare you for the short answer portion of the exams. There will
be approximately one assignment every 2-3 weeks of the semester. Please note that you will not
be able to make up these points if you miss them, unless for an excused absence (i.e., official
school activity, illness, death in the family). Also please note that leaving early for break is NOT
considered an excused absence.
PST Program Options
Workshop Presentation/Intervention Manual*
You will prepare and present a 20-30 minute workshop on some component of Psychological
Skills Training (PST). The workshop should consist of a brief lecture and a
demonstration/”hands on” component. This presentation should be geared toward a specific
audience (high school athletes, new exercisers, etc.). You will need to specify (a) what audience
this workshop is geared toward, and (b) why this is an important skill to teach them,. Class
members will provide feedback/grade for the other groups in the class (a rubric will be provided)
that will total 10 points of the presentation grade. The remaining 90 points will be based off of
the instructor’s evaluation. To go along with the workshop presentation, an intervention manual
should also be created. You will need to understand and integrate the principles of PST and the
specific mental skill you will “teach”, and it should be specific to your chosen audience. The
intervention manual will range from 10-15 pages and must be written for your intended audience
while being scientifically accurate. You will be evaluated on: content, accuracy, clarity, and
grammar/spelling. The manual is due Wednesday, December 8. More specific details of this
assignment will be provided in a separate handout.
*May be completed in collaboration with another student (in which case the project and
presentation will be evaluated at a correspondingly appropriate standard)
Program Development
If you choose this option, your role will be primarily that to develop a specific PST. You will be
asked to design a season-long PST program for yourself (i.e., self change program), your PE
class, your exercise class or team you coach. The PST program must be geared for a specific age
level and activity/sport and detail exactly what you would do and how you would do it. That is,
you will need to specify (a) what mental skills you have included, (b) what priority you have
established for teaching those skills, and (c) your rationale for the decisions you made. Next you
need to construct a complete seasonal/yearly practice plan for group and/or individual MST
practice. This plan should include what types of practice exercises you would use, how much
practice time you would employ for each, and how the focus, volume, and intensity of training
would change throughout the program. Finally, you should include how you will monitor
individual practice and assess progress in skill development. Evaluation of this project will be
based on a typed, double-spaced paper of at least 8 but not more than 15 pages that outlines your
program including sample lesson plans. The second part of this assignment will be to present at
least one demonstration/”hands on” component to your “audience” (i.e., your classmates). This
paper is due Wednesday, December 8 and your oral presentation will be made either the same
day, or the following week. You are also responsible for making an electronic copy of your
paper for all class members who want one as well as submitting a hard copy to me. More specific
details of this assignment will be provided in a separate handout.
Self-Directed Program:
If you select this option, your role will be primarily that of a participant. Choose this option only
if you want to create positive personal change because you will carry out your own psychological
skills improvement program by selecting and practicing two or more of the mental skills studied
in class for a one-month time period. This type of hands-on self-study should greatly supplement
your understanding of PST and hopefully help motivate you to put your knowledge into practice
once the course has ended.
The MST self-improvement option will be completed individually in direct consultation with
me. You will be required to:
(1) Practice at least two mental skills a minimum of 10 minutes daily for one month. Last
day to start this project is November 8.
(2) Monitor your progress in developing mental skills by keeping a daily log of your practice
that you will turn in at the conclusion of the project along with your reaction paper.
(3) Meet with me once a week to practice skills, monitor progress, and troubleshoot problem
areas.
(4) Write a 3-10-page “reaction paper” describing your thoughts, feelings, and experiences
with your Personal MST Program. Your paper is due Wednesday, December 8.
(5) Make a 12-15-minute presentation on the mental training program you developed, how
you implemented the program, and how you evaluate its effectiveness.
If possible, pre- and post-testing will be conducted to determine the effectiveness of your
Personal PST Program. Grading will be roughly one-third on effectiveness of the program, one-
third on daily practice and log-keeping, and one-third on your reaction paper and general
cooperation and effort on the project. This option involves more on-going time and effort and is
therefore more geared to individuals who are serious about self-improvement in a specific area.
Nevertheless, it is open to anyone in the class who is willing to make a firm commitment to
mental skills training. Further information on the PST Program can be gained by talking with me
directly.
EACH STUDENT IS REQUIRED TO SUBMIT A TERM PROJECT
PROSPECTUS BY SEPTEMBER 22.
Class Policies:
1. Given the graduate categorization of this class, I expect everyone to be present and on time. I
give you one “free” absence, unless there are extenuating circumstances (e.g., a death in the
immediate family). I expect that students will participate constructively and actively in course
discussions. Each student is expected to be an active and prepared participant in all class
activities. If you miss more than 1 class (excused OR unexcused), you will lose 2.5% off of
your total for the class for each additional class that you miss. There are no exceptions to this
rule. Please note that missing half or more of the class means you’ve missed the entire class
(e.g., if you leave at the break, it counts as an absence). If you are coming to class, please
make every effort to come on time. If you have to be late, try to be as inconspicuous as possible
coming into the room.
2. The penalty for academic dishonesty (cheating, allowing another student to cheat off of you,
and/or plagiarism) on any assignment or examination will result in an automatic score of zero for
that assignment. DO NOT DO THIS!!! (I can’t stress that enough). If you are in doubt about
what constitutes plagiarism, ASK. Part of this is that you MUST properly cite sources in your
work. Failure to properly attribute credit for another person’s previous work IS academic
dishonesty.
3. If you have questions, concerns, etc., please come and talk to me as soon as possible.
Otherwise, I will assume that everything is going well for everyone. NOTE: When contacting
me via email, please begin the email with a proper salutation (e.g., “Dr. Partridge,”), and please
sign your name at the end.
4. I provide a basic outline of each day’s class notes, but I will NOT provide my own notes for
students, so if you have to miss class, you should get notes from another class member.
5. Assigned readings will be posted on D2L. I expect that you will have all readings
completed before coming to class and will be prepared to discuss them. You should bring
copies of the assigned readings to class with you. Time often limits what I can go over in class to
only major conceptual and empirical issues, so in order for students to develop a full
understanding of a topic and to utilize it, you must supplement in-class discussion with
knowledge gained from the assigned readings.
6. If you miss a deadline for an assignment without a documented excuse, there will be no
making up the work. My policy for late work is as follows: Any assignment that is not turned in
by the end of the class period during which it is due is considered late. Only 10% of the total
score will be deducted from the total if the assignment is turned in by the end of that day. Any
assignment that is turned in after the day it is due will automatically lose 50% of the
possible points. For each additional day that the assignment is late, an additional 10% will be
taken off of the possible points. There are no exceptions, no excuses, absolutely no exclusions to
this rule. If you have an emergency or a reason why an assignment will not be turned in on time,
you must contact me before class. Please note that a broken/malfunctioning printer is NOT an
excuse. Go to a computer lab on campus if your home computer isn’t working. I’m sorry if your
flash drive won’t open—back it up on something else. Also, you MUST turn in a hard copy of
any assignment that is due for this class; you cannot just email it to me. Sending an email does
not mean that I have received your assignment. It is YOUR responsibility to print off your work.
**Email assignments will NOT be accepted
7. You must use APA format for papers in this class. Failure to do so will result in significant
loss of points on each assignment (5-10% of the total grade). Use the handout provided on this
syllabus to help you, and feel free to ask me any questions. Furthermore, all papers should be
typed, double-spaced and have a font size no larger than 12-point. Do NOT add extra space
between paragraphs. DO use headings to separate sections of your paper. Please see additional
handout for further information.
8. Please turn off all cell phones and mp3 players. Please do not text message, do the word
search or Sudoku in the DE. There are to be no cell phones visible in this class. The first time
I see one being used, I will issue a general warning to the class. The next time it happens, you
will lose 2% of your total percentage for the class. Keep in mind I may or may not call you out
by name, but once the warning has been issued to the class, I will start taking points off. If
you are using a computer in the class and I see you on Facebook (or on the Internet in
general), you will lose 2% each time.
Writing Style Guidelines for Formal Papers
This class is a graduate level class. As such, I have expectations about the writing
style that you use to complete assignments in this class. The guidelines listed
below must be followed for each formal writing assignment unless otherwise
specified. If you have questions, please contact me.
1. Assignments will be double-spaced.
2. Do NOT put extra spaces between paragraphs
3. Include paragraph headings to help organize the paper. When using
headings, italicize, rather than bold the headings.
4. You must use APA format for papers in this class. Failure to do so will
result in significant loss of points on each assignment (5-10% of the
total grade). Use the handout provided in class to help you, and feel free
to ask me any questions.
5. All papers should be typed, double-spaced and have a font size no larger
than 12-point, with 1-inch margins.
6. Provide page numbers in a header in the upper right hand corner.
7. Do include a title page. Any time a title page is used, you do NOT
include your information on the first sheet of the body of the paper.
Citing References in APA Style (6th
Edition)
Note – in your references section, all references should be double spaced, in alphabetical order
by the first author’s last name.
Journal Articles
Bloom, J. (1998). The ethical practice of web counseling. British Journal of Guidance and
Counseling, 26, 53-59.
Danish, S., Petitpas, A., & Hale, B. (1993). Life development interventions for athletes: Life
skills through sports. The Counseling Psychologist, 21, 352-385.
Book Chapters (in edited books)
Babkes, M. L, & Partridge, J. A. (2004). Social influence on emotion. In D. Lavallee, J.
Thatcher, & M. V. Jones (Eds.). Coping and Emotion in Sport (pp. 75-89).
Hauppauge, NY: Nova Science Publishers.
Prochaska, J. O., & DiClemente, C. C. (1986). Common processes of change in smoking,
weight control, and psychological distress. In S. Shiffman & T. Wills (Eds.), Coping and
Substance Abuse (pp. 345-363). San Diego, CA: Academic Press.
Entire Books
Rosenthal, R. (1984). Meta-analytic procedures for social research. London, UK: Sage
Publications.
Rosenthal, R., & Rosnow, R. (1984). Essentials of behavioral research: Methods and data
analysis. New York, NY: McGraw Hill.
Websites – with an author
Kirk, J. T. (2004, February 20). Confessions of a closet trekkie. Retrieved October 12, 2009,
from Jammer’s Reviews website: http://www.jammersreviews.com/articles/confessions.php.
Websites – without an author
National Aeronautics and Space Administration. (2009, May 28). NASA astronaut watches
new Star Trek movie in space. Retrieved from
http://www.nasa.gov/mission_pages/station/behindscenes/star_trek.html.
A set of class notes
Partridge, J. A. (2010, April 7). Using APA style [PowerPoint slides].
Citing References in Text:
1) Murphy (1996) argues that . .. .
2) A recent study suggests that the web can be a useful tool for sport psychologists (Prochaska &
DiClemente, 1986).
Sample paragraph with references:
Application of the Transtheoretical Model
The TM is a general model of behavior change that has been validated with a wide range of
problematic and healthy behaviors (Prochaska & DiClemente, 1983; 1992; Prochaska et al.,
1994), and most recently with mental skills usage (Grove, Norton, VanRaalte, & Brewer, 1999;
Leffingwell, Rider, & Williams, 2001). The basic premise of the TM is that behavior change is
not dichotomous, but rather a process with predictable stages. This theory…
Basic structure of the paper:
1) Title page
2) Body of text
3) References
4) Tables or figures
Basic formatting issues:
1) Double-spaced throughout
2) All references should appear in text, all citations in the text should be in the reference section
3) Use side headers (italicized )to denote major sections of the paper (organization)
4) Bold text is not used
5) Page number (and header) on the top right corner of each page, including title page
6) Paraphrasing with citations is preferred to direct quotations in most cases
For additional help with APA Style and examples of formatting, visit this website:
http://webster.commnet.edu/apa/apa_index.htm (note that there are slight differences in
formatting between the newest version (6.0) and the version discussed in the website – either
version is fine.)
References
Connaughton, D., Hanton, S., & Jones, G. (2010). The development and maintenance of mental toughness
in the world’s best performers. The Sport Psychologist, 24, 168-193.
Gammage, K. L., Hardy, J., & Hall, C. R. (2001). A description of self-talk in exercise.
Psychology of Sport and Exercise, 2, 233-247.
Gilbert, J. N. (2011). Teaching sport psychology to high school student-athletes: The psychological
UNIFORM and the game plan format. Journal of Sport Psychology in Action, 2, 1-9.
Gillham, A., & Weiler, D. (2013). Goal setting with a college soccer team: What went right, and less-
than-right. Journal of Sport Psychology in Action, 4, 97-108.
Greenleaf, C., Gould, D., & Dieffenbach, K. (2001). Factors influencing Olympic performance:
Interviews with Atlanta and Nagano U. S. Olympians. Journal of Applied Sport
Psychology, 13, 154-184.
Hanton, S., & Jones, G. (1999). The acquisition and development of cognitive skills and strategies: I.
Making the butterflies fly in formation. The Sport Psychologist, 13, 1-21.
Hanton, S., & Jones, G. (1999). The effects of a multimodal intervention program on performers:
Training the butterflies to fly in formation. The Sport Psychologist, 13, 22-41.
Hardy, J., Gammage, K., & Hall, C. (2001). A descriptive study of athlete self-talk. The Sport
Psychologist, 15, 306-318.
Hartman, A. (2000). Setting daily goals. Athletic Therapy Today, 10, 46-47.
Johnson, J. J. M., Hrycaiko, D. W., Johnson, G. V., & Halas, J. M. (2004). Self-talk and female
youth soccer performance. The Sport Psychologist, 18, 44-59.
Jones, G., Hanton, S., & Connaughton, D. (2007). A framework of mental toughness in the world’s best
performers. The Sport Psychologist, 21, 243-264.
Lemyre, F., Trudel, P., & Durand-Bush, N. (2007). How youth-sport coaches learn to coach. The Sport
Psychologist, 21, 191-209.
Martin, K. A., Moritz, S. E., & Hall, C. R. (1999). Imagery use in sport: A literature review and
applied model. The Sport Psychologist, 13, 245-268.
Maynard, I. W., Hemmings, B., & Warwick-Evans, L. (1995). The effects of a somatic
intervention strategy on competitive state anxiety and performance in semiprofessional
soccer players. The Sport Psychologist, 9, 51-64.
Mesagno, C., & Mullane-Grant, T. (2010). A comparison of different pre-performance routines as
possible choking interventions. Journal of Applied Sport Psychology, 22, 343-360.
Munroe, K. J., Giacobbi, P. R., Hall, C., & Weinberg, R. (2000). The four Ws of imagery use:
Where, when, why, and what. The Sport Psychologist, 14, 119-137.
O’Brien, M., Mellalieu, S., & Hanton, S. (2009). Goal-setting effects in elite and nonelite boxers. Journal
of Applied Sport Psychology, 21, 293-306.
Raedeke, T. D. (1997). Is athlete burnout more than just stress? A sport commitment
perspective. Journal of Sport & Exercise Psychology, 19, 396-417.
Raedeke, T. D., Granzyk, T. L., & Warren, A. (2000). Why coaches experience burnout: A
commitment perspective. Journal of Sport & Exercise Psychology, 22, 85-105.
Raedeke, T. D., Lunney, K., & Venables, K. (2002). Understanding athlete burnout: Coach
perspectives. Journal of Sport Behavior, 25(2), 181-206
Rejeski, W., Darracott, C., & Hutslar, S. (1979). Pygmalion in youth sport: A field study.
Journal of Sport Psychology, 1, 311-319.
Walen, DiGiuseppe, & Dryden, A. (1992). A practitioner’s guide to RET. New York: Oxford University
Press.
Ward, P., & Carnes, M. (2002). Effect of posting self-set goals on collegiate football players’
skill-execution during practice and games. Journal of Applied Behavior Analysis, 35, 1-
12.
Weinberg, R., Butt, J., & Culp, B. (2011). Coaches’ views of mental toughness and how it is built.
International Journal of Sport and Exercise Psychology, 9, 156-172.