1. 1 Welcome to Sport and Exercise Psychology chapter

2. Session Outline What Is Sport and Exercise Psychology? Two Objectives of Sport and Exercise Psychology Whom Is Sport and Exercise Psychology For? (continued)

3. Session Outline (continued) What Do Sport and Exercise Psychology Specialists Do? (Three Roles) Clinical Versus Educational Sport Psychology Specialists Relationship of Sport Science and Psychology Knowledge to Sport and Exercise Psychology History of Sport and Exercise Psychology Science of Sport and Exercise Psychology (continued)

4. Session Outline (continued) Understanding Professional Practice Knowledge Comparing Strengths and Limitations of Scientific and Professional Practice Knowledge Sport and Exercise Psychology Orientations Present and Future of Sport and Exercise Psychology Ethical Standards for Sport and Exercise Psychologists

5. Sport and Exercise Psychology The scientific study of people and their behaviors in sport and exercise activities and the practical application of that knowledge

6. Two Objectives of Sport and Exercise Psychology 1.Understand the effects of psychological factors on physical and motor performance 2.Understand the effects of participation in physical activity on psychological development, health, and well-being

7. Objective 1 Understand the effects of psychological factors on physical and motor performance

8. Objective 1 How does anxiety affect a basketball player’s accuracy in free-throw shooting? Does lacking self-confidence influence a child’s ability to learn to swim? How do a coach’s reinforcement and punishment influence a team’s cohesion? Does imagery training facilitate the recovery process in injured athletes and exercisers? Typical questions studied in sport and exercise psychology:

9. Objective 2 Understand the effects of participation in physical activity on psychological development, health, and well-being

10. Objective 2 Does running reduce anxiety and depression? Do young athletes learn to be overly aggressive from participation in youth sports? Does participation in daily physical education classes improve a child’s self-esteem? Does participation in college athletics enhance personality development? Typical questions studied in sport and exercise psychology:

11. Sport and Exercise Psychology Applies to a Broad Population Base Seniors Children Exercisers Elite athletes Average athletes Persons who are physically and mentally challenged Coaches, teachers, and fitness leaders

12. What Sport and Exercise Psychology Specialists Do The roles of the sport and exercise psychologist

13. Roles of the Sport and Exercise Psychologist Research Teaching Consulting

14. Research Inquiry for the purpose of advancing knowledge and sharing it through professional meetings and journal articles

15. Teaching Teaching university courses in either psychology or exercise and sport science

16. Consulting Working with athletes of all ages and abilities in the fitness industry and in sports medicine and physical therapy

17. Sport Psychology Specialties Clinical sport psychologists Educational sport psychology specialists

18. Clinical Sport Psychologists Are licensed psychologists Are trained to work with individuals with severe emotional disorders Are trained to help athletes with problems such as eating disorders and substance abuse

19. Educational Sport Psychology Specialists Use mental coach approach—understand psychology of human movement Have training in physical education, kinesiology, or exercise and sport science Educate and increase athletes’ and coaches’ awareness of issues such as anxiety management and confidence development

20. Relationship of Sport Science and Psychology Knowledge to Sport and Exercise Psychology

21. The History of Sport and Exercise Psychology 1.Is sport and exercise psychology a relatively new field or does it have a long history? 2.What time periods existed in the history of sport and exercise psychology? 3.Who was Coleman Griffith? 4.What are some of the characteristics of contemporary sport and exercise psychology?

22. Historical Periods in Sport and Exercise Psychology Period 1 Period 2 Period 3 The early years The Griffith era Preparation for the future 1895 to 1920 1921 to 1938 1939 to 1965 (continued)

23. Historical Periods in Sport and exercise Psychology (continued) Period 4 Period 5 Period 6 Establishment of academic sport psychology Multidisciplinary science and practice in sport and exercise psychology Contemporary sport and exercise psychology 1966 to 1977 1978 to 2000 2001 to present

24. Science of Sport and Exercise Psychology Science A process, or method, of learning about the world through the systematic, controlled, empirical, and critical filtering of knowledge acquired through experience

25. Goals of Science Describing Explaining Predicting Controlling Theory derives from the following:

26. Scientific Guidelines Systematic Controlled Empirical Critical

27. Scientific Study Theory A set of interrelated facts presenting a systematic view of some phenomenon in order to describe, explain, and predict its future occurrences Example Social facilitation theory

28. Studies Versus Experiments Study The investigator observes or assesses without changing the environment in any way.

29. Example of Study A hundred runners complete a survey that assesses goal setting, imagery, and self- talk. (However, nothing is changed in the environment.) The 20 fastest runners’ survey responses are compared against those of the 20 slowest.

30. Studies Versus Experiments Experiment The investigator manipulates variables while observing them, then examines how changes in one or more variables affect changes in others.

31. Example of an Experiment Runners are divided into two equal groups. Experiment group receives training on setting goals, using imagery, and using positive self-talk. The second (control) group receives no psychological skills training. (continued)

32. Example of an Experiment (continued) Running times of both groups are measured. If the experimental group outperforms the control group (with other factors that might affect the relation controlled), a cause– effect relationship is established.

33. Studies Versus Experiments Note The advantage of an experiment is that researchers are better able to determine causal (or cause-and-effect) relationships.

34. Understanding Professional Practice Knowledge Professional practice knowledge is what we learn through experience, using many methods of knowing.

35. Methods of Knowing Scientific method Systematic observation Single case study Shared (public) experience Introspection Intuition

36. Comparing Strengths and Limitations of Scientific and Professional Practice Knowledge StrengthsLimitations Highly reliable Systematic and controlled Objective and unbiased Reductionistic or conservative—often slow to evolve Lack of focus on external validity (practicality) Scientifically Derived Knowledge

37. Comparing Strengths and Limitations of Scientific and Professional Practice Knowledge StrengthsLimitations Holistic Innovative Immediate Less reliable Lack of explanations Greater susceptibility to bias Professional Practice Knowledge

38. Integrating Scientific and Professional Practice Knowledge Apply scientific principles in your professional work setting. Evaluate the utility of scientific principles in the particular context in which you are involved. Keep current by updating and modifying your scientific knowledge base. Hold realistic expectations relative to the strengths and limitations of scientific principles. An active approach:

39. Sport and Exercise Psychology As an Art and a Science The science of coaching, teaching, or leadership focuses on using general scientific principles. The art of coaching, teaching, or leadership is knowing when and how to individualize these general principles. Contextual intelligence is critical.

40. Three Approaches to Sport and Exercise Psychology Psychophysiological orientation Social–psychological orientation Cognitive–behavioral orientation

41. Psychophysiological Orientation Examines underlying psychophysiological processes of the brain in terms of primary causes of behavior Example Biofeedback to trained marksmen

42. Social–Psychological Orientation Behavior is determined by a complex interaction of the social environment and the personal makeup of the athlete or exerciser. Example How a leader’s style and strategies foster group cohesion

43. Cognitive–Behavioral Orientation Behavior is determined by both the environment and thoughts (cognitions). Example Studying differences in confidence, anxiety, and so on among tennis players with or without burnout

44. The Present and Future of Sport and Exercise Psychology 1.More people are interested in acquiring training in psychological skills and applied work. 2.There is greater emphasis on counseling and clinical training for sport and exercise psychologists. 3.Ethics and competence issues are receiving greater emphasis. 4.Specialization and new subspecialties are developing. (continued)

45. The Present and Future of Sport and Exercise Psychology (continued) 5.Tension continues to exist between practitioners of academic and applied sport psychology. 6.Qualitative research methods are receiving more attention. 7.Applied sport psychologists have more work opportunities than ever but only limited chances for full-time positions. 8.Sport psychology is gaining increased acceptance and recognition of its usefulness. (continued)

46. The Present and Future of Sport and Exercise Psychology (continued) 9. The positive psychology movement in general psychology helps sport and exercise psychology expand into new areas such as business, music, and the performing arts.

47. Ethical Standards for Sport and Exercise Psychologists 1.Competence. Maintain the highest standards in your work and recognize the limits of your expertise. 2.Integrity. Clarify roles and do not falsely expertise. 3.Professional and scientific responsibility. Always place the interests of clients first. (continued)

48. Ethical Standards for Sport and Exercise Psychologists (continued) 4.Respect for people’s rights and dignity. Respect such fundamental rights as privacy and confidentiality among athletes or exercisers. 5.Concern for the welfare of others. Always contribute to the welfare of those with whom you work. 6.Social responsibility. Contribute to knowledge and human welfare while always protecting participants’ interests.

49. The Sport Psychology–Business Link Lessons learned in high-performance sport can be applied to business. Following are examples: The corporate athlete notion focusing on helping individuals in business reach their ideal performance states through use of principles of sport psychology and training Sustaining high business performance through leadership development seminars, team building activities, and one-on-one coaching