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.