1:05 – 1:45 Quiz (can leave when done – come back for 1:45)
1:45 – 1:55 Grade Quiz & PIZZA!
1:55 – 2:10 Sport Psychology in Germany – Sabine Milger
2:10 School’s out!
1:05 – 1:45 Quiz (can leave when done – come back for 1:45)
1:45 – 1:55 Grade Quiz & PIZZA!
1:55 – 2:10 Sport Psychology in Germany – Sabine Milger
2:10 School’s out!
Overview
Culturally informed Sport Psychology
Numerous factors are involved in the cultural composition of both the athlete and the sport psychology practitioner, including ethnicity, socioeconomic background and status, race, socialization, sexual orientation, religion, gender, and geographic location. These often deeply ingrained personal variables can certainly affect the nature of the therapeutic relationship, intervention strategies, and intervention outcomes with athletic clientele. Yet, the field of sport psychology has been slow to discuss these critical variables or to conceptualize their impact on day-to-day athletic performance, overall psychological well-being, the therapeutic relationship, and success of interventions. The field of sport psychology needs to ensure to ensure that sport psychologists are gaining a comprehensive understanding of the athletes with whom they work, demonstrating respect for and integration of cultural constructs in the treatment room, and maintaining personal and professional self-awareness (from the Journal of Clinical Sport Psychology, 2012).
First Impressions
Tin Cup – Certification/Licensure/Ethics for “sport psychologists”
BASES (British) Sport Psychology Certification
Bend it Like Beckham – Coach Cultural Competence?
Ping Pong – from Samurai to Science: Sport Psychology in Japan: japan017
League of Their Own – Gender Equity: Can we Change?
Self-Assessment for Cultural Competence: Cultural Competence Personal Reflection
Next Class
Quiz: 30 questions, 40 minutes.
Homework
Study for quiz!
References
63 questions – there will be 30 on next Thursday’s (Dec. 13): ESS 220 Final Quiz Bank.
Here are some studying suggestions from the midterm quiz:
Mental Preparation for Taking Academic Tests – Here is a handout on how to use the mental skills we have been working on to address any anxiety you may have around taking the quiz: Test Anxiety Suggestions.
“Probably” your best studying strategy at this point, will be to simply try and answer the questions by consulting the text.
Here is the text from the post which outlines your best “studying” strategy as you go through the course:
“Study Recommendation:
But, again, at this point, your best strategy is to find the answers to the questions. The students who will do best (probably), will be the one’s who have done the above recommendations each week as we move through the course.
Overview
Developmental psychologist Susan Harter has developed a theory around how children develop “competence motivation”. Her theory is interactional and accounts for both situational (parents, friends) and personal (trait anxiety) factors in the child’s context (B = P X S). Terms similar to “competence motivation” that we have seen already include:
The film Billy Elliot provides a perfect example of the two possible paths illustrated in Harter’s theory.
Lecture Slides
Homework
Start to review the modules we have completed since the mid-term quiz a) review our class posts and complete any portfolio items; b) do the text readings; c) keep an eye out for the test bank of questions (Saturday?).
Next Class
Cultural Competence (Cultural Sport Psychology)
Overview: Although “self-confidence” is a mental skill, it is also a motivational construct, and so we will be examining Bandura’s Theory of Self-Efficacy as it applies to sport.
Where have we seen self-confidence before?
CSAI-2 and CTAI-2 (self-confidence subscale) ; Loehr’s IPS Rating Card and you Best-Ever Performance Descriptions
Complete the TSCI: TSCI.Confidence012
Lecture Slides: Self.Confidence.Lecture.Slides
Reference Material from Sport Psychology Goes to the Movies: “Invincible”
Homework
1. Read Ch. 14 in the text
Overview: We will use Vallerand’s Model of Intrinsic and Extrinsic Motivation to examine the main characters in the film “Bend it Like Beckham”.
Here are some references from “Sport Psychology Goes to the Movies”.
Overview
The purpose of today’s class is to complete our examination of Achievement Goals Theory – currently the most commonly researched theory of sport motivation.
Follow-up From Last Class
The purpose of writing a short analysis of the film Ping Pong was to see if you were able to apply the AGT model to other situations (you have already applied the model to yourself by completing the questionnaires and reporting on your own personal path through sport.
Ping Pong Papers – Two student examples
Do We Need to Revise the AGT Model based on our analysis of Ping Pong
Homework
Complete and score the SMS: SMS English Version
Overview
The purpose of this class is to complete the examination of AGT, with an emphasis on the importance of motivational climate. We will also go over the requirements for the AGT assignment which will be used to replace our Thanksgiving class.
Follow-up from Last Class
Scoring the PMSCQ-2
Lecture Slides from text: Motivation Lecture Slides
AGT – The Importance of Motivational Climate – Research
Female Perceptions of AGT Climate
Role of Peers in Motivational Climate: Peer Motivational Climate (Ntoumanis et al., 2006)
Combo – AGT, Cohesion & PST: Cohesion, Motivation and Self-Talk
**Copy Ping Pong to your laptop**
Ping Pong Analysis
Analyze several scenes from the film using the viewing guide: Pingpong Viewing Guide (AGT)
Ping Pong Viewing Guide Student Example
Homework
Overview
We are entering the fourth part of our course – sport motivation. There are several important and current models of motivation which can help us explain motivated behavior in sport. Since the best models are built on prior research, and examination of earlier models can be helpful in understanding motivation (e.g., history is important).
Follow-up From Last Class
Chelladurai’s MML
Overview of Motivation (Chapter 3)
Achievement Goal Theory (AGT)
Homework
Note: If this class is cancelled (Tim/medical), the term paper will be adjusted so that Chelladurai’s Model (the subject of today’s class) will be omitted from the analysis used to write your term paper. For the leadership aspects of your paper, only the Managerial Grid and Situational Leadership Models will be used. You will still be responsible for this material on the final quiz. You are also still responsible for completing the Homework listed at the bottom of this post.
Overview
The purpose of today’s class is to examine a model of leadership for sport that was developed by sport researchers. The two previous models we looked at were models developed in business settings, and adapted for use in a sport setting. Chelladurai’s Multidimensional Model of Leadership (MML) was developed to help analyze the effect of leader (coach) behavior on athlete satisfaction and performance, helping answer such questions as “What sort of leadership behaviors do female athletes prefer?”
Chelladurai (Cheladurai & Saleh, 1980) also developed a questionnaire (the Leadership for Sport Scale; LSS) to assess leader behavior and also athlete and self- perceptions of leader behavior. questionnaire. The LSS has five subscales that measure leadership behavior (autocratic, instructional, etc.)
Lecture Slides: MML Lecture Slides
Complete the LSS for your portfolio using the instructions: “I would prefer my coach to…”: LSS
References
Riemer, H. A., & Toon, K. K. (2001). Leadership and satisfaction in tennis: examination of congruence, gender, and ability. Research Quarterly for Exercise & Sport, 72(3), 243-256. Tennis Leadership Gender
Sherman, C. A., Fuller, R. R., & Speed, H. D. (2000). Gender comparisons of preferred coaching behaviors in Australian sports. Journal of Sport Behavior, 23(4), 389-406. Sherman & Fuller (LSS & Gender in Australia)
Homework
1. Read (or re-read) Ch. 9 on Leadership (not the Cognitive Mediational Model) in the text focusing on the MML.
2. Read one of the above articles for a fuller understanding of Chelladurai’s Model and Questionnaire.
3. Bring a draft of your PST program report to next class (1-2 pages double-spaced plus detailed PST procedures/instructions).
4. Bring an outline of your term paper to next class (1-2 pages – point form).
5. Note that I have added three examples of previous students’ PST reports, so that you can get a concrete picture of what your final project should look like (remember they are examples and you are to refer to assignment instructions).