SPORT PSYCHOLOGY PY426, Block 2, 2004-2005 Professor: Kristi Erdal Office: Tutt Science Center 306I Phone: 389-6598 Office hours: by appointment This syllabus can be found on-line at: http://www.coloradocollege.edu/dept/PY/Faculty/Erdal.html#Clinks Pre-requisites: Research Design in Psychology + 3 psychology core courses; senior status Sport Psychology is a subfield of psychology that explores psychological variables which impact sport participation and behavior in sport settings. While Sport Psychology is a young discipline, it is large in its breadth, having “arms” in the applied, experimental, and clinical fields. Sport Psychology is an ideal topic for advanced study in psychology, as its foundations are taken from core psychological topics such as biological, cognitive, perceptual, social, abnormal, gender, and cultural psychology. The course therefore takes these fundamental courses as the starting point for further exploration of sport-related topics. The course is organized as a seminar, which means there will be no formal lectures. Students share equal responsibility (with the professor and other students) for contributing to discussions, and for the success of the course. The key to good discussions is a willingness to express and support your opinion. To discuss the material adequately, it is essential that you read the assigned articles well ahead of time, preferably twice, and that you think about the articles in relative depth before you come to class. REQUIRED TEXTS Lewis, M. (2003). Moneyball. New York: W.W. Norton and Company. Murphy, S. (1999). The cheers and the tears: A healthy alternative to the dark side of youth sports today. San Francisco: Jossey-Bass. Sack, A. and Staurowsky, E. (1998). College athletes for hire: The evolution and legacy of the NCAA’s amateur myth. Westport, Connecticut: Praeger. GRADES Final grades are calculated as follows: Class Discussion Grade* Article presentation / Leading Class Discussion Thought Paper I Thought Paper II 20% 30% 25% 25% *CLASS DISCUSSION GRADE will be given by the professor to the class as a whole. In other words, everyone will receive the same discussion grade for the course. In general, grades will be based on whether the class generates meaningful, on-topic discussions that illustrate not only comprehension of the basic material but insight that goes beyond the material itself. A key factor is each student’s ability to involve others in the discussion of the material. Discussions must involve everyone in the course and must be balanced to be successful. To this end, on every class day (even those on which you are not presenting), you should prepare 1- 2 THOUGHTS (see THOUGHT PAPERS below) to bring to class which might instigate discussion on the day’s topic and connect the day’s topic to other days’ topics. ARTICLE PRESENTATION Students will work in pairs and will be responsible for the following: (a) A 30-minute presentation of a journal article. In this presentation, you should synthesize the main points from the article and present them to the class in the form of a coherent, logical, instructive, and interesting lecture. In general, you will provide the class with: (1) basic background information on the topic, (2) a summary of the methodology (e.g., participants, materials), (3) the results, and (4) the limitations and implications of the results. See Presentation Grading Form at the end of syllabus. (b) Before or after your article presentation, you are also responsible for leading the discussion of the material for that day (at least an additional 30 minutes), so planning several discussion questions or a class activity is imperative. In preparation, you must meet with the professor at least 2 class days before you make your presentation to discuss what you have planned in terms of leading the class. For this initial meeting, you need to have read all of the readings for the day in question. THOUGHT PAPERS Given that you are preparing 1-2 THOUGHTS daily which would instigate discussion on the day’s topic and connect the day’s topic to other days’ topics, it should not be difficult to choose one of these thoughts that particularly interests you upon which to elaborate. This elaboration should come in the form of a synthesis of two or more ideas about which you have read, and a logically constructed argument about this synthesis supported by outside research. For example, intrinsic vs. extrinsic motivation in youth sports and academics, superstitions in sport fans, and how anxiety and race are related in sport are just a few of the myriad examples of “thoughts” you may have. The first two pages (roughly) of the Thought Papers should be dedicated to describing the two concepts from which you are working. The second two pages (roughly) should elaborate on the integration of these two concepts. This is where support from outside literature is important (3-5 citations is appropriate). The last page should provide conclusions and hypotheses for future studies in this area. The two Thought Papers are to be each 5 pp. in length in (perfect) APA style (5th ed.), of course. NOTE 1: There is no excuse for a late paper. Keep an extra cartridge on hand for your printer, make frequent backups, and print out a hard copy fairly often. DO NOT wait until the last minute to print out your paper. This is common sense. NOTE 2: For this paper, you are encouraged to take advantage of the resources at the Writing Center. This center specializes in one-to-one conferences and can help you at all stages of the writing process. The Writing Center number is x6742. NOTE 3: Anyone not familiar with the honor code should obtain a copy and read it thoroughly. It will be assumed that you have read and understand the honor code and the plagiarism regulations (available on the Psychology department Web site). LIBRARIES United States Olympic Training Center Library Corner of Boulder and Union Hours: 9 am - 5 pm, M-F University of Colorado at Colorado Springs: Austin Bluffs Parkway between Nevada and Union Information # 593-3296 Penrose Hospital: 2215 N. Cascade Hours: 8:00 am - 4:30 pm, M-F Memorial Hospital: 1400 E. Boulder M-Sa hours; call Information # 475-5182 WEB SITES OF GENERAL INTEREST Exercise and Sport Psychology: APA Division 47 http://www.psyc.unt.edu/apadiv47/ Association for the Advancement of Applied Sport Psychology (AAASP) http://www.aaasponline.org/index.php COURSE SCHEDULE **Readings to be read in the order listed** MONDAY, October 4: 9 am: History of Sport Psychology Discussion Rules Definition of Sport TUESDAY, October 5: 9 am: Motivation for Sport [Emotion / Lifespan Development / Cognition] Watson, G. (1984). Competition and intrinsic motivation in children’s sport and games: A conceptual analysis. International Journal of Sport Psychology, 15, 205-218. (LINKED) Wann, D., Fortner, B., Schrader, M., & Rosenberger, S. (1997). Application of the equity theory or motivation to sport settings: Importance and effect of inequity of overpayment. Perceptual and Motor Skills, 85, 227-234. (COURSE PACKET) Harder, J. (1991). Equity theory versus expectancy theory: The case of Major League Baseball Free Agents. Journal of Applied Psychology, 76(3), 458-464. (LINKED) WEDNESDAY, October 6: 9 am: Causal Attribution / Superstitious Behavior in Sport [Learning and Adaptive Behavior] Gernigon, C. and Delloye, J. (2003). Self-efficacy, causal attribution, and track athletic performance following unexpected success or failure among elite sprinters. The Sport Psychologist, 17, 55-76. (LINKED) Todd, M. and Brown, C. (2003). Characteristics associated with superstitious behavior in track and field athletes: Are there NCAA divisional level differences? Journal of Sport Behavior, 26(1), 168187. (LINKED) Ciborowski, T. (1997). “Superstition” in the collegiate baseball player. The Sport Psychologist, 11, 305317. (LINKED) THURSDAY, October 7: 9 am: Anxiety in Sport [Abnormal] McNally, I. (2002). Contrasting concepts of competitive state-anxiety in sport: Multidimensional Anxiety and Catastrophe theories. Athletic Insight, 41(2), NP(11). (LINKED) Hanton, S., Thomas, O., & Maynard, I. (2004). Competitive anxiety responses in the week leading up to competition: The role of intensity, direction and frequency dimensions. Psychology of Sport and Exercise, 5, 169-181. (COURSE PACKET) FRIDAY, October 8: 9 am: Flow in Sport [Emotion] Jackson, S., Kimiecik, J., Ford, S., & Marsh, H. (1998). Psychological correlates of flow in sport. Journal of Sport and Excercise Psychology, 20, 358-378. (LINKED) STUDENT PRESENTERS: ____________________ AND ____________________ Grove, J. and Lewis, M. (1996). Hypnotic susceptibility and the attainment of flowlike states during exercise. Journal of Sport and Exercise Psychology, 18, 380-391. (LINKED) MONDAY, October 11: 9 am: Discussion of Book #1: “Moneyball” by M. Lewis (2003) TUESDAY, October 12: 9 am: The Use of Imagery in Sport [Cognition] Martin, K., Moritz, S., & Hall, C. (1999). Imagery use in sports: A literature review and applied model. The Sport Psychologist, 13, 245-268. (LINKED) STUDENT PRESENTERS: ____________________AND ____________________ Hardy, L. and Callow, N. (1999). Efficacy of external and internal visual imagery perspectives for the enhancement of performance on tasks in which form is important. Journal of Sport and Exercise Psychology, 21, 95-112. (LINKED) STUDENT PRESENTERS: ____________________AND ____________________ Carter, J. and Kelly, A. (1997). Using traditional and paradoxical imagery interventions with reactant intramural athletes. The Sport Psychologist, 11, 175-189. (LINKED) 1 pm: Aggression in Sport [Gender Differences and Similarities] Wann, D., Carlson, J., Holland, L., Jacob, B., Owens, D., & Wells, D. (1999). Beliefs in symbolic catharsis: The importance of involvement with aggressive sports. Social Behavior and Personality, 27(2), 155-164. (LINKED) STUDENT PRESENTERS: ____________________AND ____________________ Weinstein, M., Smith, M., & Wiesenthal, D. (1995). Masculinity and hockey violence. Sex Roles, 33(11-12), 831-847. (LINKED) MLB AMERICAN LEAGUE CHAMPIONSHIP SERIES BEGINS WEDNESDAY, October 13: 9 am: Sport Spectators and Their Effects [Social Psychology / Cognition] [Please dress in your favorite team paraphernalia.] Wann, D., Melnick, M., Russell, G., & Pease, D. (2001). The psychological consequences of sport fandom. In D. Wann, M. Melnick, G. Russell, & D. Pease (Eds.) Sport fans: The psychology and social impact of spectators. New York: Routledge. p. 155-178. (LINKED) STUDENT PRESENTERS: ____________________ AND ____________________ Silva, J. and Andrew, A. (1987). An analysis of game location and basketball performance in the Atlantic Coast Conference. International Journal of Sport Psychology, 18, 188-204. (LINKED) STUDENT PRESENTERS: ____________________ AND ____________________ Lewis, B. and Linder, D. (1997). Thinking about choking? Attentional processes and paradoxical performance. Personality and Social Psychology Bulletin, 23(9), 937-944. MLB NATIONAL LEAGUE CHAMPIONSHIP SERIES BEGINS THURSDAY, October 14: 9 am: Coaching [Lifespan Development, Emotion] Leslie-Toogood, A. and Martin, G. (2003). Do coaches know the mental skills of their athletes? Assessments from volleyball and track. Journal of Sport Behavior, 26(1), 56-68. (LINKED) STUDENT PRESENTERS: ____________________ AND ____________________ Smoll, F., Smith, R., Barnett, N., & Everett, J. (1993). Enhancement of children’s self-esteem through social support training for youth sport coaches. Journal of Applied Psychology, 78(4), 602-610. (LINKED) STUDENT PRESENTERS: ____________________ AND ____________________ Amorose, A. and Horn, T. (2001). Pre-to post-season changes in the intrinsic motivation of first year college athletes: Relationships with coaching behavior and scholarship status. Journal of Applied Sport Psychology, 13, 355-373. FRIDAY, October 15: 9 am: Gender Issues in Sport [Gender Differences and Similarities] Blinde, E. and Greendorfer, S. (1987). Structural and philosophical differences in women’s intercollegiate sport programs and the sport experience of athletes. Journal of Sport Behavior, 10(2), 59-72. (LINKED) STUDENT PRESENTERS: ____________________ AND ____________________ Bowker, A., Gabdois, S., & Cornock, B. (2003). Sports participation and self-esteem: Variations as a function of gender and gender role orientation. Sex Roles, 49 (1/2), 47-58. (LINKED) STUDENT PRESENTERS: ____________________ AND ____________________ Buysse, J. and Embser-Herbert, M. (2004). Constructions of gender in sport: An analysis of intercollegiate media guide cover photographs. Gender and Society, 18(1), 66-81. (LINKED) MONDAY, October 18: 9 am: The Student-Athlete Video: “Hoop Dreams” 1 pm: Discussion of Book #2: “College Athletes for Hire” by A. Sack & E. Staurowsky (1998) Please read Foreword, Preface, Introduction, and Chapters 2, 5, 6, 7, 8. Class Visitors: from Women’s Soccer and Men’s Ice Hockey teams TUESDAY, October 19: 9 am: Race and Racism in Sport [Perception, Social Psychology] Stone, J., Perry, Z., & Darley, J. (1997). “White men can’t jump”: Evidence for the perceptual confirmation of racial stereotypes following a basketball game. Basic and Applied Social Psychology, 19(3), 291-306. (LINKED) STUDENT PRESENTERS: ____________________ AND ____________________ Solomon, G. et al. (1996). Expectancies and ethnicity: The self-fulfilling prophecy in college basketball. Journal of Sport and Exercise Psychology, 18, 83-88. (LINKED) STUDENT PRESENTERS: ____________________ AND ___________________________ Morgan, L., Griffin, J., & Heyward, V. (1996). Ethnicity, gender, and experience effects on attributional dimensions. The Sport Psychologist, 10, 4-16. WEDNESDAY, October 20: 9 am: Concussion in Sport [Neuroscience] Erlanger, D., Kutner, K., Barth, J., & Barnes, R. (1999). Neuropsychology of sports-related head injury: Dementia Pugilistica to Post Concussion Syndrome. The Clinical Neuropsychologist, 13(2), 193209. (LINKED) STUDENT PRESENTERS: ____________________ AND ____________________ Matser, M., Kessels, A., Jordan, B., Lezak, M., & Troost, J. (1998). Chronic traumatic brain injury in professional soccer players. Neurology, 51,791-796. 1 pm: Thought Paper #1 Due Workshop THURSDAY, October 21: 9 am: Drug Use and Abuse in Sport [Social Psychology, Cognition] Strelan, P. and Boeckmann, R. (2003). A new model for understanding performance-enhancing drug use by elite athletes. Journal of Applied Sport Psychology, 15, 176-183. (COURSE PACKET) STUDENT PRESENTERS: ____________________ AND ____________________ Van Raalte, J., Cusimano, K., & Brewer, B. (1993). Perceptions of anabolic steroid users. Journal of Applied Social Psychology, 23, 1214-1225. (LINKED) STUDENT PRESENTERS: ____________________ AND ____________________________ Maganaris, C., Collins, D., & Sharp, M. (2000). Expectancy effects and strength training: Do steroids make a difference? The Sport Psychologist, 14, 272-278. (LINKED) FRIDAY, October 22: 9 am: Youth Sports [Lifespan Development] Video: “Two Ball Games” Discussion of Book #3: “The Cheers and the Tears” by S. Murphy (1999) 10:30 am? Class Visitors from CC Children’s Center Pre-school MONDAY, October 25: 9:45 am: Talk / Tour at the United States Olympic Training Center Sean McCann, Ph.D., Sport Psychologist Meet at Visitor Center; corner of Union Blvd. and Boulder St. TUESDAY, October 26: 9 am: Ethics and Legal Issues in Sport Video and Discussion: “Eight Men Out” 1 pm: Thought Paper Workshop WEDNESDAY, October 27: 9 am: Thought Paper #2 Due Senior Sum-up “Education is what survives when what has been learned has been forgotten.” ~B.F. Skinner CLASS PRESENTATION TIPS Kristi Erdal, Ph.D. Make eye contact with the class. Do not just read from your notes. Do not just look at the professor. Practice speaking clearly and fluently. Fluency in the material means very few a) "umms," b) starting sentences over 2, 3 and 4 times, c) stammerings, d) uptalkings Monitor the speed of the presentation. Do not speak more quickly than people can take notes. Ex. If you define a vocabulary word, wait for the class to write it down before proceeding. [The class will not be shy about telling you if you are going too fast.] Use visual aids (e.g., blackboard, transparencies, handouts) and activities (e.g., demonstrations). This is non-negotiable. As you know, there is nothing more boring than listening to someone talk for one hour straight. Less is more in visual aids. Do not put up more than the class can digest at one time. Ex. If you are putting up text, only write single words or an outline, at most. If you are using graphs, make sure you explain them fully; that is, describe the x- and y- axes before moving on to the "meat" of the graph. [Do not expect that Ann will drop everything she is doing at 8:55 am to run and make copies or transparencies for you.] Provide enough background information. Ex. If you are going to discuss “hypnotic susceptibility,” show the class the types of questions endorsed by those who are susceptible, so they know what the term means. Appropriately target your information. On one hand, do not start your presentation with, "Hockey is a sport that is played on the ice..." On the other hand, do not start your presentation with, "Masculine stereotypes on the BSRI have a significant positive correlation with hand passing, off sides, charging, and hat tricks...” The class will not have read the material you are presenting, so you will need to start from scratch in describing the topic, the variables, etc.. Organize your presentation flawlessly. The flow should be from general to specific, from less difficult to more difficult, etc. Be sure you are competent in the material. The class will have many questions for you. Be sure you understand the material well enough such that you could provide a well-informed guess even though you may not know the exact answer. Complete the presentation in the allotted time. 25 minutes is too short for the article presentation. 35 minutes is too long for the article presentation. You must practice and time your presentation. The two partners will be given the same grade. PRESENTATION GRADING FORM Names: __________________________________________ Date: ______________________ Topic: ________________________________________________________ All given equal weight. Each out of 10. Eye contact Clarity of speech Appropriate speed of presentation Visual aids Background info Target of info Organization Competency; know material In allotted time “What advice would you give other students taking this course?” (Unedited advice from the last Sport Psychology class) Get research for thought papers early and think of topics from early on. have fun by being involved in the discussions. Pick thought topics that you are really interested in learning more about. However, do not let your personal thoughts entirely refute the available research without some valid reasons. If you are not involved in the discussion, you will be completely bored. but if you are involved, it is simple to become completely absorbed. A love of sports would definately help you enjoy this class. Otherwise, be conscientous and thoughtful with the work. be open and ask a lot of questions write many drafts of your papers Just work as soon as possible and keep writing down those thoughts- it leads to your thought papers without much consideration. Read the material if you want to get a good class participation grade enjoy it! and make sure you like sports To make sure you understand the concepts thoroughly so that you can use what you learn correctly in your papers. BE SURE TO BE ON TOP OF YOUR PAPERS AND IF YOU DO THE MINIMUM WORK THAT IS ALL YOU WILL GET OUT OF IT BUT IT YOU THINK CRITICALLY ABOUT ALL YOUR READINGS AND DISCUSSION AFTER CLASS THEN YOU WILL GET SO MUCH MORE OUT OF IT. BE PREPARED FOR KRISTI, WHEN SHE SAYS PERFECT APA STYLE, THAT IS EXACTLY WHAT SHE MEANS AND IF IT IS ANYTHING LESS THEN I FEEL SORRY FOR YOU! it was a great class, yes! dive into whatever topics interest you- this was one of few classes that i have taken that i have been excited to go to every day. the subjects that we studied were all pertinent and very applicable to all of our experiences with sports over the years- so enjoy it! Be ready to contribute to discussion everyday and that it is so important to have understood the material read the night before. Do all the reading, talk in class. Ask questions and really put your opinion into the discussion, it makes the discussions more interesting. Start thinking about the papers and presentation early so you don't have to stay up until 4:30 a.m. the night before they're due.