Arizona State University



Baylor University

Department of Health, Human Performance, and Recreation

Sports Psychology

Marrs McLean Gymnasium, Room 303

10:10am – 11:00am MWF

I. COURSE INFORMATION:

COURSE NUMBER: HP 4369

CREDITS: 3 Hours

FORMAT: Lecture / Discussion

INSTRUCTOR: Dr. Rafer Lutz

OFFICE LOCATION: Marrs McLean Gymnasium, Room 216

OFFICE HOURS: M & W: 1pm – 4pm (or by appointment)

OFFICE PHONE: 710-4024

E-MAIL: Rafer_Lutz@baylor.edu

TEXT: Williams, J. M. (2006). Applied Sport Psychology: Personal Growth to Peak Performance (5th Edition). Mountain View, CA: Mayfield.

Additional readings will be available on Blackboard.

Refer to schedule on following page.

II. SCOPE OF THE COURSE:

To examine psychological theories and techniques applied to sport to enhance the performance and personal growth of athletes and coaches. Lecture with an emphasis on discussion. The course is designed to help both present and future coaches to use sound psychological principles to be more effective. Emphasis is given to understanding personality, motivation, confidence, discipline, imagery use, psyching techniques, relaxation training, anxiety and choking, attention and concentration, the psychology of injury and rehabilitation, and clinical issues common in athletics.

III. COURSE OBJECTIVES:

Given the opportunity to study the assigned readings, lecture notes on these readings and material presented in class, the student will be able to demonstrate an understanding of:

A. Learning, Motivation and Social Interaction in Sport.

B. Mental Training for Performance Enhancement.

C. Psychological Considerations for Burnout and Athlete Injuries.

D. Personality and Athletic Performance

E. The Peak Performance State

CLASS OUTLINE AND SCHEDULE *

|Day |Date |Topic |Reading |

| | | |BB = Blackboard |

|M |Aug-25 |Overview of Course | |

|W |Aug-27 |Sport Psychology: Past, Present, & Future |Chapter 1 |

|F |Aug-29 |Motor Learning for Effective Coaching and Performance |Chapter 2 |

| | | | |

|M |Sept-1 |LABOR DAY – NO CLASS | |

|W |Sept-3 |Motor Learning for Effective Coaching and Performance | |

|F |Sept-5 |Principles of Reinforcement and Feedback |Chapter 3 |

| | | | |

|M |Sept-8 |Optimal Motivation in Sport: Self-Efficacy & Attributions |Chapter 4 (pp. 57-64) Quiz #1 |

|W |Sept-10 |Optimal Motivation in Sport: Intrinsic Motivation & Achievement Goals |Chapter 4 (pp. 64-81) |

|F |Sept-12 |Optimal Motivation in Sport (cont.) | |

| | | | |

|M |Sept-15 |Optimal Motivation in Sport Case Study: “Way Too Early” |Handout |

|W |Sept-17 |The Self-Fulfilling Prophecy |Chapter 5 |

| | | |Quiz #2 |

|F |Sept-19 |The Self-Fulfilling Prophecy (cont.) | |

| | | | |

|M |Sept-22 |Personality and Athletic Performance |Cox Ch. #2 BB |

|W |Sept-24 |Personality and Athletic Performance (cont.) | |

| | |Review, Time Permitting | |

|F |Sept-26 |Midterm Exam I | |

| | | | |

|M |Sept-29 |Psychological Characteristics of Peak Performance |Chapter 11 |

|W |Oct-1 |Psychological Characteristics of Peak Performance (cont.) |Assign Journal Article Summary |

| | | |Teams |

|F |Oct-3 |Increasing Awareness for Sport Performance |Chapter 12 |

| | | | |

|M |Oct-6 |Goal Setting for Peak Performance |Chapter 13 |

| | | |Quiz #3 |

|W |Oct-8 |Goal Setting for Peak Performance (cont.) | |

|F |Oct-10 |Arousal, Anxiety, Stress & Performance |Chapter 14 |

| | | |Quiz #4 |

| | | | |

|M |Oct-13 |Arousal, Anxiety, Stress & Performance (cont.) | |

|W |Oct-15 |Arousal, Anxiety, Stress & Performance (cont.) | |

|F |Oct-17 |FALL BREAK – NO CLASS | |

| | | | |

|M |Oct-20 |Arousal, Anxiety, Stress & Performance | |

| | |Case Study “Young Riders” | |

|W |Oct-22 |Journal Article Summary Reports |Journal Article Summary Reports|

|F |Oct-24 |Relaxation and Energizing Techniques |Chapter 15 |

| | | | |

|M |Oct-27 |Relaxation and Energizing Techniques (cont.) | |

|W |Oct-29 |Imagery in Sport |Chapter 16 |

|F |Oct-31 |Imagery in Sport (cont.) | |

| | |Review, Time Permitting | |

| | | | |

|M |Nov-3 |Midterm Exam II | |

|W |Nov-5 |Cognitive Techniques for Building Confidence & Improving Performance |Chapter 17 |

|F |Nov-7 |Cognitive Techniques for Building Confidence & Improving Performance (cont.) | |

| | | | |

|M |Nov-10 |Cognitive Techniques for Building Confidence & Improving Performance Case Study: | |

| | |“The Big Break” | |

|W |Nov-12 |Concentration and Attention Control Training |Chapter 18 |

| | | |(pp. 382-389) |

| | | |Quiz #5 |

|F |Nov-14 |Improving Concentration Abilities |Chapter 19 |

| | | | |

|M |Nov-17 |Integrating and Implementing a Psychological Skills Training Program |Chapter 20 |

| | | |Quiz #6 |

|W |Nov-19 |Guest Lecture: Coach? | |

|F |Nov-21 |Psychology of Sport Injury |Chapter 25 |

| | | | |

|M |Nov-24 |Psychology of Sport Injury Case Study: “Ted’s Turmoil” | |

|W |Nov-26 |THANKSGIVING VACATION – NO CLASS | |

|F |Nov-28 |THANKSGIVING VACATION – NO CLASS | |

| | | | |

|M |Dec-1 |Drug Abuse in Sport & Eating Disorders |Chapter 22-23 |

| | |When to Refer Athletes for Counseling | |

|W |Dec-3 |Burnout and Career Transition |Chapter 24 |

|F |Dec-5 |TBD | |

| | | | |

|M |Dec-8 |Exam Review | |

| | | | |

|THU |Dec-11 |FINAL EXAM: 9am – 11am | |

* May be subject to change upon the instructor’s discretion.

V. Assignments:

A. Readings (see above schedule).

B. Case studies (see above schedule; details will be announced)

C. Journal article summary (see above schedule; details will be announced)

VI. Evaluation Procedures (200 total points possible):

A. Exams

(120 points total; 40 points each; 60% of final grade).

1. There are three exams. Each exam is worth 40 points.

2. Exams will consist of multiple choice and short essay questions.

3. Missed exams cannot be made up (zero points) without arranging this with the instructor two weeks prior to the exam or having a properly documented excuse (e.g., physician’s excuse).

4. Points are deducted for poor spelling, grammar, lack of detail and clarity, and responses presented in outline form. Students with problems in these areas should consult the instructor for guidance and extra resources available at Baylor University.

B. Quizzes

(50 points total; 10 points each: 25% of Final Grade).

Quizzes will be short answer format. Six quizzes will be given and the lowest of the 6 scores will be dropped from the average in computing students’ final grades (5 quizzes will be entered into your final grade calculation). Quizzes are noted on the class schedule and pertain to reading due for that day.

C. Journal article summary

(20 points total: 10% of final grade).

In small groups, you will be asked to research a specific question of interest in the field of sport psychology. You will be required to find a peer-reviewed paper reporting the results of empirical research concerning your question, report your findings to the class, and turn in a brief written report.

D. Case studies & class participation

(10 points total; 5% of final grade).

Students are expected to attend and participate in class discussions – particularly the case studies. Attendance will be taken and unexcused absences will impact negatively on the student’s grade. Students will be given a plus, check, or minus for case study participation. An overall evaluation will be made by the instructor at the end of the class that accounts for attendance, class participation, and case study participation. Admittedly, this is a subjective evaluation. Therefore, come to class consistently and speak up!

E. Attendance & tardiness.

If at all possible, absences should be cleared with the instructor ahead of time. If a student misses greater than 25% of the total number of classes (miss > 11 classes), he or she will automatically fail the class. Also, students are expected to arrive on time. A student marked as tardy will be given half an absence (2 days tardy = 1 absence). Communication with the instructor is encouraged.

VII. GRADING SCALE

90% - 100% = A

88% - 89% = B+

80% - 87% = B

78% - 79% = C+

70% - 77% = C

60% - 69% = D

59% or less = F

VIII. Students and Academic Integrity

Baylor University policies require that students, staff, and faculty act in academic matters with utmost honesty and integrity. It is the responsibility of each student to be familiar with the Honor Code and other university policies and procedures affecting academic integrity. Students are also encouraged to consider these suggestions:

A. Review each class syllabus for expectations your professor may have regarding course work and class attendance that go beyond those stated in university policies and guidelines and the Honor Code.

B. Be familiar with the importance of academic integrity in class. Understand how citations show respect for other scholars.

C. Talk with your professor if you are confused about citation practices or other research standards.

D. Make sure you understand not only what counts as plagiarism and cheating, but also how to avoid engaging in these practices. Manage your time, take notes correctly, and use the internet appropriately.

E. Make sure you understand your professor's guidelines about working with other students on assignments, receiving assistance from other students on assignments, citing sources, using notes or exams from previous or other classes, and accessing information during an examination. If in doubt – ASK YOUR PROFESSOR!

F. Understand that penalties can result from dishonest conduct, ranging from failure of the assignment to immediate expulsion from the university.

For more information see the Baylor University Honor Code on the Academic Integrity Web page or contact the Office of Academic Integrity at 710-8882 or Academic_Integrity@baylor.edu.

IX. OTHER CLASS EXPECTATIONS

A. The instructor should be notified in advance if you plan to be absent, tardy, or have to leave the class early. Coming late to class or leaving early will adversely affect your grade. Please note that arriving to class late equals ½ of an absence! You are considered late if you walk into class after I have completed taking roll. The only absences that will be excused are athletic events, absences cleared by the Dean of Chapel, or absences cleared ahead of time with the instructor. It is still the prerogative of the instructor to hold an “excused” absence against the students final grade AS IS STATED IN THE STUDENT/FACULTY HANDBOOKS.

B. It is the student’s responsibility to get all missed material, announcements, and assignments.

C. Points will be deducted from assignments that are turned in after the due date. This will be commensurate with the delay. No late assignments will be eligible for an “A” grade. If you turn in an assignment to the front office, you must have the secretary must provide a signature and indicate the current date and time of day. The only acceptable reasons for turning assignments in late are those cleared with the Dean of Chapel or ahead of time by the instructor.

D. Consistent with the Baylor University Honor Code, cheating and plagiarism will not be tolerated. Students who cheat or plagiarize will be instantly reported to the Honor Council.

E. Students agree that by taking this course, all required papers, exams, class projects or other assignments submitted for credit may be submitted to or similar third parties to review and evaluate for originality and intellectual integrity. A description of the services, terms and conditions of use, and privacy policy of is available on its web site: . Students understand all work submitted to will be added to its database of papers. Students further understand that if the results of such a review support an allegation of academic dishonesty, the course work in question as well as any supporting materials may be submitted to the Honor Council for investigation and further action.

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