DRAFT

UNIVERSITY OF SOUTHERN MAINE DEPARTMENT OF EXERCISE, HEALTH, & SPORT SCIENCES (EHSS)

SPM 230 PSYCHOLOGY OF PHYSICAL ACTIVITY AND SPORT FALL 2019

Time/Location: Monday/Wednesday 8:00-9:15 am, Bailey Hall 10 Instructor: Michael Keller Office: 109A Costello 780-5594, michael.keller@maine.edu Office Hours: By appointment only Course Website: http://bb.courses.maine.edu

COURSE DESCRIPTION Course presents an overview of concept, theories, principles, and research related to physical activity and sport behavior. Practical application of psychological principles and techniques that help facilitate behavior change will be covered. Prerequisites: SPM 100 and HEF, ALT, or HLS major and College of Science, Technology, & Health (CSTH)

ADA/NON-DISCRIMINATION The Americans with Disabilities Act of 1992 mandates the elimination of discrimination against persons with disabilities. If you need course adaptations or accommodations because of disability, please contact the Office of Support for Students with Disabilities, 242 Luther Bonney Hall (780-4662; http://www.usm.maine.edu/dsc).

Academic Support for Students with Disabilities – Students who may need assistance due to a disability are encouraged to contact the Office of Academic Support for Students with Disabilities, located in Luther Bonney 242. Phone number 780-4706; TTY 780-4396

The University of Southern Maine shall not discriminate on the grounds of race, color, religion, sex, sexual orientation, national origin or citizenship status, age, disability or veteran's status in education, employment, and all other areas of the University. Discrimination inquiries should be directed to Betsy Stivers, Director, Equal Opportunity Center of Excellence. She can be reached at 780-4709 or elizabeth.stivers@maine.edu.

HARASSMENT Harassment is defined as looks, words or actions between unequals in social authority (e.g., professor/student) and/or between students and staff/peers that create a chilling environment for the student resulting in impaired work and/or learning.

Students who feel they have been harassed should report the harassment to the Chairperson/Director of the Department offering the course, or to the Chairperson/Director of the Department where the incident has occurred, as soon as possible. At the Chairperson/Director’s request, students who report harassment should be prepared to provide, in writing, examples/incidents of behavior, which would support the perception of harassment. If the perceived harassment involves the Department Chairperson/Director, the students should report the harassment to the Dean of the College of Nursing and Health Professions. The Chairperson/Director or Dean will investigate the complaint, including talking to the involved parties separately.

In the case of harassment based on any of the protected classes, see the University’s Sexual Harassment Policy in the University’s Undergraduate and Graduate catalogs. Protected classes include race, religion, national origin, ancestry, gender, physical and mental disability, and sexual orientation.

Copyright 2019 Michael Keller

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COMMITMENT TO CIVILITY

The concepts of community and social justice are central to the mission and philosophy of the University of Southern Maine College of Science, Technology, and Health. Faculty, students, staff are committed to promoting a healthy and just environment that supports transformative learning, academic integrity, open communication, and personal and professional growth among the diverse members of our academic community. We believe that these commitments are grounded in intellectual openness, in personal and professional accountability, and in the democratic values of inclusivity and mutual respect which are guided by rational discourse and by a relational ethic of care. We are grateful for the opportunities to learn and work with peoples of diverse ethnic, racial, religious, cultural, political, social, and economic backgrounds as well as with people who are disabled and people of different gender, sexual orientation, and age. Acknowledging the ethics and values that underlie the health professions, it is our belief that these ethics and values should be recognized, practiced and cultivated in our learning and work environments. Our goal is to increase the awareness of students, staff, and faculty to the importance of civility, its implications, and the behaviors that are acceptable and not acceptable in our learning community. Civility is the art of treating others, as well as ourselves, with respect, dignity, and care. Civility is apparent when we are sensitive to the impact that our communications, practices and behaviors have on others, and when we acknowledge each person's self-worth and unique contributions to the community as a whole. As members of the College, we are committed to learning and practicing in ways that support a caring and socially just community. The following are examples of how we create and sustain civility.

Support the autonomy and just treatment of self and others by facilitating an open, respectful, and caring environment.

Accept responsibility and accountability for one's own behavior when interacting with students, faculty, and staff.

Respect and protect the rights and property of others.

Speak or behave in a manner that does not disrupt or interfere with the learning or work of others.

Practice personal and academic integrity and expect it from others.

Demonstrate respect for others by actively discouraging prejudice, bias, bigotry, violence, coercion or intimidation against any member of the academic community.

Demonstrate a willingness to listen and be open to hearing the perspectives of others. This includes actively seeking to hear from and making a safe space for voices of dissent.

Explore controversial issues through open dialogue and respectful deliberation.

Respect freedom of expression while recognizing that such tolerance does not require agreement with expressed ideas.

Engage institutional resources and persons to resolve conflict when necessary. We will not tolerate disrespectful or abusive speech and or disruptive behavior from individuals or groups. Everyone has the responsibility to foster a safe and supportive learning and work environment. This can include any individual asking others to stop disrespectful or abusive speech and or disruptive behavior. Collectively, faculty, staff and students in the College of Nursing and Health Professions are responsible for ensuring a safe and supportive learning and work environment.

Copyright 2019 Michael Keller

DRAFT

APA FORMAT Students are expected to follow the format of The Publication Manual of the American Psychological Association (APA). The APA Publication Manual presents explicit style requirements for authors and students in the preparation of manuscripts and papers. The sample paper found in the back of the APA manual may be very helpful. APA tutoring is available through the Learning Center located in Luther Boney Hall (780-4228). SPECIFIC OBJECTIVES Upon completion of the course, students will have:

Knowledge of the physical and psychological signs of overtraining and to provide recommendations for these problems

Knowledge of at least five behavioral strategies to enhance exercise and health behavior change (e.g., reinforcement, goal setting, social support).

Knowledge of the five important elements that should be included in each counseling session.

Knowledge of specific techniques to enhance motivation (e.g., posters, recognition, bulletin boards, games, competitions). Define extrinsic and intrinsic reinforcement and give examples of each.

Knowledge of extrinsic and intrinsic reinforcement and give examples of each.

Knowledge of the stages of motivational readiness.

Knowledge of three counseling approaches that may assist less motivated clients to increase their physical activity.

Knowledge of symptoms of anxiety and depression that may necessitate referral to a medical or mental health professional.

Knowledge of the potential symptoms and causal factors of test anxiety (i.e., performance, appraisal threat during exercise testing) and how it may affect physiological responses to testing.

TEXT Weinberg, R.S., & Gould, D. (2015). Foundations of Sport and Exercise Psychology (7th ed.). Champaign, IL: Human Kinetics COURSE REQUIREMENTS The class will meet for lecture/discussion/activities two times each week for 75 minutes. Classes are mandatory. For the class to be successful, everyone involved must contribute. This includes preparing for class by completing the reading materials and assignments on time, attending class, coming to class on time, and participating in class discussions/activities. ATTENDANCE POLICY A student is expected to attend all classes. It is the responsibility of the student to keep the instructor informed regarding absences from classes. If you have an unexcused absence from class and we have an in class activity or Quiz, you will receive a grade of 0 (Zero) for the activity. You will be expected to take exams during the day and time that they are scheduled. Unexcused absences from exams/classroom projects/quizzes etc. will be granted a Zero (0) grade for that exams/classroom projects/quizzes etc. Make-ups will only be allowed when approved by the instructor prior to the day of the exam/classroom project/quiz.

Copyright 2019 Michael Keller

DRAFT

EVALUATION AND GRADING

5 Semester Exams (100 points each) 500

Multiple in-class projects/activities (10 points each) 40-100

Class Attendance and Participation 100

Total 740-800

Grades will be computed from the sum of points earned from the above areas. The percentage of points earned relative to the total possible points available will be used to compute final grades according to the following scale:

A 100-95% A- 94-90% B+ 89-87% B 86-84% B- 83-80% C+ 79-77% C 76-74% C- 73-70% D+ 69-67% D 66-60%

Copyright 2019 Michael Keller

DRAFT

TENTATIVE SCHEDULE (Instructor reserves the right to modify schedule and assignments as appropriate.)

DATE TOPIC TEXT

9/4 Introduction, Syllabus

9/9 Welcome to Sport and Exercise Psychology Introduction 1

9/11 Science and Professional Practice of Sport and Exercise Psychology 2

9/16 Guest Speaker – Jon Cross – Cross Wellness

9/18 Personality and Sport 3

9/23 Motivation 4

9/25 Arousal, Stress, and Anxiety - Activity 5

9/30 Competition and Cooperation & Reinforcement, and Intrinsic Motivation

6 & 7

First Exam (Open from 9:30 am 9/30 to 11:59 pm 10/1) Ch. 1-7

10/2 Diversity and Inclusion 8

10/7 Team Dynamics and Cohesion 9

10/9 No Class – Fall Break

10/14 Leadership 10

10/16 Communication 11

Second Exam (Open from 9:30 am 10/16 to 11:59 pm 10/17) Ch. 8-11

10/21 Introduction to Psychological Skills Training 12

10/23 Arousal Regulation 13

10/28 Imagery 14

10/30 Self-Confidence 15

11/4 Goal Setting 16

11/6 No Class - Veterans Day

11/11 Concentration 17

Third Exam (Open from 9:30 am 11/11 to 11:59 pm 11/12) Ch. 12-17

11/13 Exercise and Well Being 18

11/18 Exercise Behavior and Adherence 19

11/20 Athletic Injuries and Psychology 20

11/25 No Class – Thanksgiving Break

11/27 Addictive & Unhealthy Behaviors 21

12/2 Burnout and Overtraining 22

Fourth Exam (Open from 9:30 am 12/2 to 11:59 pm 12/3 Ch. 18-22

12/4 Children and Sport Psychology 23

12/9 Aggression in Sport 24

12/11 Character Development and Good Sporting Behavior 25

Fifth Exam (Open from 9:30 am 12/14 to 11:59 pm 12/18 CH. 23-25

Copyright 2019 Michael Keller