Title & Course Number: Sport Psychology (EPE 520); Tuesdays, 5:40-8:30 p.m.,  (4 credits).

Instructor Information: Daniel M. Landers, Regents' Professor, PEBE 112, MTWTh 9:30-11:00 or by appointment, 965-7664 or 965-3913 (to leave a message), e-mail: Landers@asu.edu, website: http://www.public.asu.edu/~atdml

Catalogue Description: Current research in sport psychology with an emphasis on performance enhancement..  Includes questionnaire, psychophysiological, and behavioral research techniques.

Prerequisite:  EPE 448 (Applied Sport Psychology) and EPE 500 (Research Methods)

Behavioral Objective:  Given the opportunity to study assigned readings and lecture notes dealing with the knowledge of the course content and the opportunity to discuss the content in class, the student will be able to demonstrate that (s)he has an acceptable level of knowledge of the content by receiving an average passing grade based on all written exams, take-home assignments, class participation, and class project.

Textbook:  None

Course Outline and Schedule

     A.  Course Structure/Orientation & History of the Field                                                   Aug. 22

              Henry, Franklin (1978).  The academic discipline of physical
               education.  Quest, 13-29.

              Wiggins, David K. (1984).  The history of sport in North
              America. In J.M. Silva and R.S. Weinberg (Eds.), Psychological
             foundations of sport. (pp. 9-22). Champaign, IL: Human Kinetics.

     B.  Methodological Considerations                                                                                     Aug. 29

              Hart, L.E. (1994). The role of evidence in promoting consensus
               in the research literature on physical activity, fitness, and health.
               In C. Bouchard, R.J. Shephard, & T. Stephens (Eds.), Physical
              activity, fitness, and health. (pp. 89-97). Champaign, IL: Human
               Kinetics.

              Webb, E.J., Campbell, D.T., Schwartz, R.D., & Sechrest, L. (1966).
             Unobtrusive measures: Nonreactive research in the social sciences.
              Chapter 1: Approximations of knowledge, (pp. 1-34). Chicago, IL:
              Rand McNally.

     C.  Special Methodological Issues — Verbal Reports & Meta-Analysis                         Sept. 5

              Nisbett, R.E., & Wilson, T.D. (1977).  Telling more than we
              can know: Verbal reports on mental processes.  Psychological
             Review, 84, 231-259.

              Mann, C. (1990).  Meta-analysis in the breech.  Science, 249,
              476-480.

     D.  Social Facilitation of Performance                                                                                 Sept. 12

              Landers, D.M., & McCullagh, P.D. (1976). Social facilitation of
             motor performance. Exercise and Sport Science Reviews, 4, 125-
             162.

              Bond, C.F., & Titus, L.J. (1983). Social facilitation: A meta-
              analysis of 241 studies. Psychological Bulletin, 94, 265-292.

     E.   Arousal and Performance                                                                                              Sept. 19

              Landers, D.M., & Arent, S.M. (in press). Arousal-performance
              relationships. In J.M. Williams (Ed.), Applied sport psychology:
             Personal growth to peak performance. (4th Edition). Mountain
              View, CA: Mayfield.

     F.   Attention and Performance                                                                                           Sept. 27

               Abernethy, B. (1993). Attention. In R.N. Singer, M. Murphey,
               & L.K. Tennant (Eds.), Handbook of research on sport
              psychology.  (pp. 127-170). New York: McMillan.

              _____________________________________________________

                                     EXAM 1, OCTOBER 3
              ______________________________________________________

     G.  Psychophysiology, Biofeedback and Sport Performance                                            Oct. 10

              Hatfield, B.D., & Hillman, C.H. (in press). The psychophysiology
              of sport. A mechanistic understanding of the psychology of
              superior performance. In R.N. Singer, C.M. Janelle, & H.A.
              Hausenblas (Eds.), Handbook of Research on Sport Psychology.
              (75 pp.) New York: John Wiley.

              Petruzzello, S.J., Landers, D.M., & Salazar, W. (1991).
              Biofeedback and sport/exercise performance: Applications
              and limitations.  Behavior Therapy, 22, 379-392.

    H.  Modeling and Performance                                                                                         Oct. 17

              McCullagh, P. , & Weiss, M.R. (in press). Considerations for motor skill
              performance and psychological responses. In R.N. Singer, H.A. Hausenblas,
              & C.M. Janelle (Eds.), Handbook of research on sport psychology.
              New York: Wiley.

     I.  Mental Practice and Performance                                                                              Oct. 24

              Landers, D.M. (1991). "Cognitive-behavioral interventions"
              In chapter entitled "Optimizing Individual Performance." In:
              Bjork, R. & Druckman, D.  In The Mind's Eye: Understanding
              human performance. (pp. 203-224) Washington, D.C.: National
             Academy Press.

              Landers, D.M., Arent, S.M., Lutz, R.S., Romero, D.H., Slade,
              J.M., McCullagh, P.D., & Ram, N. (2000). The effects of mental
              practice on performance: Problems and practical recommendations.
             Sport Science, 20(3, May),

              ------------------------------------------------------------------------------

                                    EXAM 2, OCTOBER 31

              -------------------------------------------------------------------------------

     J.  Issues Regarding Relaxation and Meditation                                                          Nov. 7

              Borkovec, T.D. & Sides, J.K. (1979). Procedural variables
              related to the physiological effects of progressive relaxation:
              A critical review.  Behavioral Research and Therapy, 17,
              119-125.

              Benson, H., Beary, J.F., & Carol, M.P. (1974). The relaxation
              response.  Psychiatry, 37, 37-47.

              Davidson, G. (1991). Meditation. In: Druckman, D. & Bjork,
              R. (Eds.), In the mind's eye: Enhancing human performance.
              (pp. 120-133). Washington, D.C.: National Academy Press.

    K.  Goal Setting and Performance                                                                                  Nov. 14

              Kyllo, B.L. & Landers, D.M. (1995).  Goal setting in sport and
              exercise: A research synthesis to resolve the controversy.  Journal
             of Sport and Exercise Psychology, 17, 117-137.

 L.  The Relationship of Self-Efficacy and Group Cohesiveness to Performance           Nov. 21

             Feltz, D.L. (1994). Self-confidence and performance. In: D.
             Druckman & R.A. Bjork (Eds.), Learning, remembering,
             believing: Enhancing human performance. (pp. 173-206).
             Washington D.C.: National Academy Press.

             Widmeyer, W.N., Carron, A.V., & Brawley, L.R. (1993). Group
              cohesion in sport and exercise. In R.N. Singer, M. Murphey, &
              L.K. Tennant (Eds.), Handbook of research on sport psychology.
              (pp. 672-692). New York: McMillan.

 M.  Catch-up on Readings and Presentation of Class Projects (20-30 min.)                  Nov. 28

 N.   Review for Final and Presentation of Class Projects                                                Dec.   5
              ____________________________________________________

                                  FINAL EXAM, DECEMBER 7, 5:40-7:45 p.m.
              ____________________________________________________

VIII.   Evaluation Procedures:

     A.  Exams (60 pts.)

      1.  There are two examinations and a comprehensive final examination.
          The first and second exams are worth 15 points each and the final is worth
          30 points.  The final will be given at the scheduled time during finals week
          and it will be comprehensive with an emphasis on the class discussion and
          test material in the last third of the course.

     2.  Exams will be essay with approximately 4-5 questions in which to respond
           within a two-hour time period.

     3.  Missed exams cannot be made up (zero points) without arranging this with
           the instructor within 2 weeks of the start of the semester or by having a
           properly documented excuse (e.g., physician's excuse).

     4.  Opportunity for exam review (15-20 minutes) is provided during class time.
           Exams may not be taken from the classroom.

     5.  Points are deducted for poor spelling, grammar, or responses in outline form.

 B.  Class Presentations (10 pts.)

     1.  Each student will select two studies from the supplementary readings list and
          present these in class.  Students should have presentation materials (slides,
          proxima presentations, overhead transparencies, etc.) and each presentation
          should take no longer than 20 minutes.  The maximum score for each
          presentation is 5 points.

  C.  Class Discussion (10 pts.)

         1.  Students are expected to participate in class discussions.  Attendance will be
              taken and poor attendance, whether excused or not, will impact negatively
              on one's ability to participate in class discussions.  Likewise, good attendance
              accompanied by poor participation in class discussions will also adversely
              affect the grade.

         2. The instructor should be notified in advance if you plan to be absent, tardy,
              or have to leave class early.  Coming late to class or leaving early will also
              adversely affect the class participation grade.

         3.  It is the student's responsibility to get all missed material, announcements,
              and assignments.  For the assigned readings provided for you in the
              Secretarial Office in PEBE (Room 107B), if pages are missing or are
              not readable, students are expected to find the article in the library and read
              it there.

     D.  Class Project (20 pts.)

        1.  The project can consist of a critical review of the literature or a research proposal
            on a topic that is approved by the course instructor.  This project must be approved
            by the instructor by the September 19th class meeting.  A type-written paper of
            approximately 20 pages should be turned into the instructor on the last class meeting
            (i.e., Dec. 5) .  In addition, for the November 28th and December 5th class meetings,
            each student should be prepared to present to the class a 20-30 minute summary of
            their class project.

     E.  Grading Plan

              Exam 1(Oct. 3)                                            15 pts.
              Exam 2 (Oct. 31)                                         15 pts.
              Comprehensive Final Exam (Dec. 5)             30 pts.
              Class Presentations                                       10 pts.
              Class Participation                                        10 pts.
              Class Project                                               20 pts.
                                                                                 100 pts.

              100  -  88 = A
              87.9 -  80 = B
              79.9 -  70 = C
              69.9 -  60 = D
               below 60 = E