PSYCHOLOGY OF EXCELLENCE
Psychology 273
Fall 2004
Location:
Meeting Times:
Harvill 305
Tues & Thurs, 12:30 – 1:45 pm
Instructor:
Office Hours:
Telephone:
E-mail:
Victor A. Shamas, Ph.D.
By Appointment
621-7447 (message phone only)
vas@u.arizona.edu
Teaching Assistant:
Office Hours:
Telephone:
Email:
Chris Guerrera-Mahoney
Tues & Thurs, 9-10:30 am, Psychology 411
621-8806
cmahoney@u.arizona.edu
Required Materials: Applied Sport Psychology (4th Ed) by J. M. Williams, Mayfield
Publishing, 2001
Relaxation, Breathing & Meditation audio CD
Electronic Reserve Readings
(http://eres.library.arizona.edu/coursepage.asp?cid=3470)
Course Study Guide
(http://vas.web.arizona.edu)
Course Overview
The psychology of excellence is directly relevant to our everyday lives. Each of us aspires to
excellence of some kind, whether it be in the form of creativity, peak performance, clear
thinking, improved memory, happiness, self-actualization, or the achievement of our most valued
goals.
In this course, we will do more than just read and talk about excellence. At the core of the
course is a set of exercises designed to put the concepts we are discussing into practice. In doing
these exercises, you will have a chance to improve your memory, solve practical problems, set
meaningful goals, manage your time more effectively, focus your attention, visualize desired
outcomes, and relax your mind and body.
The field of psychology considers three distinct aspects of the human mind: thought, action and
experience. We will be studying excellence in relation to each of these three psychological
categories. Here is an overview of the material we will be covering:
Unit 1: Excellence in Thought
In this unit, we will focus on four aspects of mental life: memory, reasoning, problem-solving,
and creativity. We will look at the scientific research related to each of these cognitive abilities
as well as the strategies and techniques that have been developed to help people improve these
abilities.
Unit 2: Excellence in Action
This unit explores the ways that our thoughts, goals, and ideals can be put into action to help us
achieve success. We will begin with a look at the research on peak performance in athletics,
followed by a discussion of goal-setting, self regulation, time management, and the use of mental
imagery. We conclude the unit by looking at ethical issues and conflict resolution strategies.
Unit 3: Excellence in Experience
Here, we consider peak experiences and the methods used to attain them. Beginning with an
overview of the concept of emotional intelligence, we explore strategies for controlling our
emotions, experiencing relaxation, enhancing our confidence, and gaining the psychological and
physiological benefits of meditation. We will also compare different forms of peak experience,
including flow, self-actualization, individuation, and happiness.
Course Structure
This is a lecture/discussion course in which your grade is based entirely on three multiple-choice
exams and three written assignments. Although class attendance will not be taken, you will find
attendance to be extremely beneficial because many of the exam questions will deal directly with
concepts and information covered only in class and not in the readings. Here is how the course
will be organized:
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Study Guide. You can find this Microsoft Word file on the instructor’s homepage
(http://vas.web.arizona.edu). The study guide divides the course material into three
units and each unit into nine lessons. Every lesson includes a set of objectives and key
terms. This is the information you need to know on the exams.
Lectures. Each lecture in this course will correspond to a specific lesson in the study
guide. Questions and discussion are strongly encouraged. You should make sure to do
the readings before coming to class and to get all of your questions answered by the time
you leave class.
Assigned Readings. Each lesson has an assigned reading from either the course textbook
or the electronic reserve materials (http://eres.library.arizona.edu/). You will find a
comprehensive list of the readings in the Course Schedule section below.
Exams. You will be taking three multiple-choice exams in this course, one at the end of
each unit. These exams are described in greater detail in the Grading Policy section
below.
Journal Assignments. You are required to turn in three journal assignments, one at the
end of each unit. These assignments will record your experiences, thoughts, feelings, and
impressions as you work through a set of applied exercises corresponding to the topics
presented in each unit. See the Journal Assignments section for more details.
Grading Policy
Your grade will be based on three multiple-choice exams and three journal assignments. The
exams will take place on the following dates:
Midterm 1: Tuesday, September 28, 12:30pm
Midterm 2: Tuesday, November 2, 12:30pm
Final Exam: Thursday, December 16, 11am (PLEASE NOTE THE TIME!)
Attendance and punctuality are absolutely required at all three exams. If you miss an exam or
arrive more than 20 minutes late, you will receive an automatic score of zero. There are no
makeup exams except in the event of an extreme and verifiable emergency. Students have
missed the final in previous classes because they have failed to note the time change. Please
beware that this is a costly and irreversible mistake.
The exams are multiple-choice and each question has four choices. The midterms have 30
questions each and the final has 60 questions. Because the tests are computer-graded, you will
need to bring a Number 2 pencil to the exams and to make sure that you fill in the accompanying
scantron form according to the instructions that will be provided. Each question is worth one
point. On the final, approximately 40 questions will cover new material (Unit 3) and the other 20
will be review from Units 1 and 2.
All of the exams are closed-book and closed-notes tests. You will have one hour to complete the
midterms and two hours for the final.
There are a total of 150 points for this course, which are distributed as follows:
Midterm 1:
Journal Assignment 1:
Midterm 2:
Journal Assignment 2:
Final exam:
Journal Assignment 3:
TOTAL
30 points
9 points
30 points
9 points
60 points
12 points
150 points
Your grade will be based on the grade cutoffs shown below:
Grade
A
B
C
D
F
Score___
125
100
75
50
below 50
PLEASE NOTE: There is no extra credit for this course, and no grade of "incomplete"
will be awarded. Also, journals will not be accepted after the due dates.
Course Schedule
Each of the lectures in this course pertains to a specific lesson in the study guide and a specific
reading assignment. Please complete each assigned reading prior to the corresponding lecture.
For example, you should read “Memory and Its Improvement” (Smith) and “Retrieval of
Information” (Galotti) before the August 26 lecture.
WEEK 1
8/248/26-
WEEK 2
8/31-
9/2-
WEEK 3
9/7-
9/9-
WEEK 4
9/149/16-
Course Introduction
Lesson I-1: Memory Overview
Read: “Memory and Its Improvement” by R. E. Smith. From Memory and Work
Habits, 1993, unpublished manuscript, pp. 1-8. (Electronic Reserve)
Read: “Retrieval of Information” by K. M. Galotti. From Cognitive Psychology
in and out of the Laboratory (2nd Ed.), 1999, Brooks/Cole, pp. 168-173.
(Electronic Reserve)
Lesson I-2: Mnemonics
Read: “Memory Improvement” section of Mind Tools website
(http://www.mindtools.com)
Lesson I-3: Everyday Reasoning
Read “Logic and Everyday Reasoning” by J. Baron. From Thinking and Deciding
(2nd Ed.), 1994, Cambridge University Press, pp. 169-184. (Electronic Reserve)
Lesson I-4: Statistical Reasoning
Read: “Statistical Reasoning” by A. Garnham & J. Oakhill. From Thinking and
Reasoning, 1994, Blackwell, pp. 153-175. (Electronic Reserve)
Lesson I-5: Problem-Solving Overview
Read “Problem Solving” by J. Baron. From Thinking and Deciding (2nd Ed.),
1994, Cambridge University Press, pp. 49-73. (Electronic Reserve)
Lesson I-6: Problem-Solving Strategies
Read: In-Class Handout
Lesson I-7: Solving Everyday Problems
Read: “Problem-Solving” by M. McKay, M. Davis, & P. Flanning. From
Messages, 1995, New Harlinger, pp.83-100. (Electronic Reserve)
WEEK 5
9/21-
9/23-
WEEK 6
9/289/30-
WEEK 7
10/5-
10/7-
WEEK 8
10/12-
10/14-
WEEK 9
10/19-
10/21-
Lesson I-8: Creativity Overview
Read: “Introduction: An Orientation to the Frontiers of Creativity Research” by
S. G. Isaksen. From Frontiers of Creativity Research, 1987, Bearly Limited, pp.
1-31. (Electronic Reserve)
DUE: JOURNAL ASSIGNMENT 1
Lesson I-9: Enhancing Creativity
Read: Techniques for Creative Thinking
http://members.optusnet.com.au/~charles57/Creative/Techniques/index.html
MIDTERM 1
Lesson II-1: Peak Performance
Read: Chapter 12 of Applied Sport Psychology (4th Ed.) by J. M. Williams, pp.
162-178. (Required Textbook)
Lesson II-2: Goal Setting
Read: Chapter 13 of Applied Sport Psychology (4th Ed.) by J. M. Williams, pp.
190-205. (Required Textbook)
Lesson II-3: Principles of Self-Regulation
Read: “The Principles of Self-Regulation” by D. L. Watson & R. G. Tharp. From
Self Directed Behavior (6th Ed.), 1993, Brooks/Cole, pp.103-129. (Electronic
Reserve)
Lesson II-4: Self-Regulation of Behavior
Read: “Self-Regulation of Behavior” by R. E. Smith. From Enhancing Human
Performance, 1993, Self-Published, pp. 15-32. (Electronic Reserve)
Lesson II-5: Time Management
Read: “Successful Time Management” by R. E. Smith. From Enhancing Human
Performance, 1993, Self-Published, pp. 33-42. (Electronic Reserve)
Lesson II-6: Mental Imagery
Read: Chapter 16 of Applied Sport Psychology (4th Ed.) by J. M. Williams, pp.
247-272. (Required Textbook)
Lesson II-7: Exercise Psychology
Read: Chapter 27 of Applied Sport Psychology (4th Ed.) by J. M. Williams, pp.
497-518. (Required Textbook)
WEEK 10
10/26-
10/28-
WEEK 11
11/211/4-
WEEK 12
11/9-
11/11-
WEEK 13
11/16-
11/18-
WEEK 14
11/23-
11/25WEEK 15
11/30-
Lesson II-8: Exceptional Conduct
Read: “Exceptional Mental Health” by Roger N. Walsh. From What is
Enlightenment? by J. White (Ed.), 1984, Tarcher, pp.139-150. (Electronic
Reserve)
DUE: JOURNAL ASSIGNMENT 2
Lesson II-9: Peacemaking
Read: “Peacemaking” by David G. Myers. From Social Psychology (6th Ed.),
1999, McGraw-Hill, pp.535-555. (Electronic Reserve)
MIDTERM 2
Lesson III-1: Emotional Intelligence
Read: “When Smart is Dumb” by Daniel Goleman. From Emotional Intelligence,
1995, Bantam, pp.33-45. (Electronic Reserve)
Lesson III-2: Arousal and Performance
Read: Chapter 14 of Applied Sport Psychology (4th Ed.) by J. M. Williams, pp.
206-228. (Required Textbook)
Lesson III-3: Relaxation
Read: Chapter 15 of Applied Sport Psychology (4th Ed.) by J. M. Williams, pp.
229-246. (Required Textbook)
Lesson III-4: Confidence
Read: Chapter 17 of Applied Sport Psychology (4th Ed.) by J. M. Williams, pp.
284-311. (Required Textbook)
Lesson III-5: Flow
Read: “The Conditions of Flow” by M. Csikszentmihalyi. From Flow, 1990,
Harper Perennial, pp.72-93. (Electronic Reserve)
Lesson III-6: Meditation
Read: “Bringing the Mind Home” by S. Rinpoche. From The Tibetan Book of
Living and Dying, 1994, Harper San Francisco, pp. 56-81. (Electronic Reserve)
HOLIDAY
Lesson III-7: Peak-Experiences and Self-Actualization
Read: “Cognition of Being in the Peak-Experiences” by A. H. Maslow. From
Toward a Psychology of Being, 1962, Van Nostrand, pp. 67-96. (Electronic
Reserve)
12/2-
WEEK 16
12/7-
Lesson III-8: Individuation
Read: “Summary of Jung’s Psychology” by M. Fonda.
http://www.clas.ufl.edu/users/gthursby/fonda/jung03.html
Read: “The Individuation Process and the Artist” by L. Strong.
http://www.clas.ufl.edu/users/gthursby/fonda/jung03.html
DUE: JOURNAL ASSIGNMENT 3
Lesson III-9: Happiness
Read: “The Sources of Happiness” by H. H. The Dalai Lama & H. C. Cutler.
From The Art of Happiness, 1998, Riverhead Books, pp. 19-36. (Electronic
Reserve)
END OF SEMESTER
12/16
FINAL EXAM (11am-1pm)
Journal Assignments
In this course, you will be documenting your own experiences applying the techniques and
strategies you will be learning. You will be working through 10 different exercises called Focus
Tasks and then writing down your thoughts, feelings and impressions, which you will turn in as
three separate journal assignments.
For each Focus Task, you will need to submit at least two typed pages of text (12pt font, one-inch
margins). The first two journal assignments will consist of three Focus Tasks, and the third
assignment will consist of four. Below is a description of the Focus Tasks that comprise each of
the three assignments:
Journal Assignment 1 (Due September 23)
Focus Task 1- Select two of the mnemonic techniques you have learned in this course. Then
choose two lists of information from Unit I of the course study guide. You want the lists to
contain roughly the same amount of information and be about as easy or difficult to learn. For
example, you could choose two sets of five Key Terms or two similar Objectives (e.g., I-3d and
I-5g). Use each of the two techniques you have selected to memorize one of the two lists of
information. Once you feel that you have learned the information, test your memory, perhaps by
writing down as many items from each list as you can remember on a blank piece of paper. Then
document your results. How well did each of the two techniques work for you? Which did you
prefer? Explain your preference. What did you notice as you tried applying the techniques?
Were they easier or harder to use than you had expected? Would you use either technique again?
Focus Task 2- Look for logical fallacies in people’s arguments. Search out fallacies in
newspaper editorials, magazines, books, TV or radio talk shows, statements made by friends or
family members, or any other source that interests you. Describe in detail the fallacies you find.
The more you can identify, the better. Do you notice any trends? Are there any fallacies that
seem more commonplace, based on your limited set of observations? What were your best
sources of fallacies? Why do you think these sources attract so much faulty reasoning?
Focus Task 3- Apply the SOLVE technique described in the McKay, Davis & Flanning chapter
(Lesson I-7). Use the problem checklist provided in the chapter to identify a problem from your
life that you would like to tackle. Work through each of the five steps in this technique, making
sure to document your experiences thoroughly. How well did the technique work for you? What
were the hardest and easiest steps in the process? How did you deal with questions and steps that
did not quite fit your problem? If you were to revise the technique, what would you change?
Journal Assignment 2 (Due October 28)
Focus Task 4- Try the following goal-setting exercise: Choose at least two goals for the
upcoming year (10 is the recommended number). Make your goals as specific and tangible as
possible, and include a deadline or time frame. Then write down the following information for
each goal: 1) BENEFITS- the reason you want to attain this goal; 2) CURRENT POSITIONwhere you currently stand in relation to the goal; 3) OBSTACLES- the things that are keeping
you from reaching it; 4) KNOWLEDGE NEEDED- what you will need to know, learn or realize
in order to succeed; 5) NEEDED SUPPORT- the resources you will need, including materials,
assistance, finances, and moral support; 6) PLAN- a list of activities you will need to do. Record
all of the steps of the exercise as well as any thoughts, feelings or impressions you may have
about the process.
Focus Task 5- Work through the time management exercise found in the R. E. Smith chapter
entitled “Successful Time Management.” Record all of the steps of the exercise as well as any
thoughts, feelings or impressions you may have about the process.
Focus Task 6- Turn to the “Sport Imagery Evaluation” section (Appendix C, pp. 276-278) of
your textbook. Try at least the “Practicing Alone” and “Recalling a Peak Performance”
exercises. The activities you choose to visualize do not need to be sports-related. You may find
that you have a different hobby or activity (e.g., dance, art, making music, engaging in a craft) on
which you wish to focus. Record your ratings for each exercise as well as any thoughts, feelings
or impressions you may have about the process.
Journal Assignment 3 (Due December 7)
Focus Task 7- Try the progressive muscle relaxation exercise on the Relaxation, Breathing, &
Meditation CD. Describe the experiences you had while doing this exercise, providing as much
detail as possible. What physiological and/or psychological changes did you experience? What
was it like to tense and relax your muscles? Would you ever do this exercise again? If so, when?
If not, why not?
Focus Task 8- Try the breathing exercise on the Relaxation, Breathing, & Meditation CD.
Describe the experiences you had while doing this exercise, providing as much detail as possible.
How did this exercise compare to the progressive muscle relaxation exercise? Which do you
think would be more effective in times of stress? Explain. Would you ever do this exercise
again? If so, when? If not, why not?
Focus Task 9- Try the meditation exercise on the Relaxation, Breathing, & Meditation CD.
Describe the experiences you had while doing this exercise, providing as much detail as possible.
What physiological and/or psychological changes did you experience? How did this exercise
compare to the other two? Would you ever do this exercise again? If so, when? If not, why not?
Focus Task 10- Make a list of your answers to the following five questions, making sure to
generate as much information as you can in response to each question: 1) What are the five
things you value the most in life? 2) What would you do if you had all the time and money in the
world? If you had no limitations at all? 3) What would you do if you learned that you only had
six months to live? 4) What have you always wanted to do but have been afraid to attempt? 5)
What gives you your greatest feeling of importance, of mental well-being and self-esteem? Look
for patterns in your answers to these questions. What can someone tell about you just by looking
at these answers? If you had to summarize in one statement what it is that makes you feel happy
or fulfilled, what you say?
Required Materials
The textbook for this course is Applied Sport Psychology (4th Ed) by J. M. Williams, published in
2001 by Mayfield Publishing.
Also required is an audio CD entitled Relaxation, Breathing, & Meditation. This CD will not be
available until the end of September. The instructor will make an announcement in class when
the CD becomes available.
Several course readings are available on Electronic Reserves. You can access these materials at
http://eres.library.arizona.edu/coursepage.asp?cid=3470. The instructor will provide you with
the password.
The course study guide is crucial to your success in the course. It provides the Objectives and
Key Terms you will need to know for each of the 27 lessons that make up this course. The
instructor recommends that you download this file from the his website
(http://vas.web.arizona.edu) as soon as possible.