| School/Faculty/Institute |
Faculty of Econ., Admin. and Social Sciences |
| Course Code |
PSYC 329 |
| Course Title in English |
Sport and Exercise Psychology |
| Course Title in Turkish |
Spor ve Egzersiz Psikolojisi |
| Language of Instruction |
EN |
| Type of Course |
Select,Flipped Classroom,Lecture |
| Level of Course |
Introductory |
| Semester |
Fall |
| Contact Hours per Week |
| Lecture: 3 |
Recitation: None |
Lab: None |
Other: None |
|
| Estimated Student Workload |
145 hours per semester |
| Number of Credits |
6 ECTS |
| Grading Mode |
Standard Letter Grade
|
| Pre-requisites |
None |
| Expected Prior Knowledge |
None |
| Co-requisites |
None |
| Registration Restrictions |
Only Undergraduate Students |
| Overall Educational Objective |
To become familiar with the basic theoretical background of major areas of sport and exercise psychology such as motivation, performance enhancement, group and social processes, health, exercise and well-being; to learn to understand research findings, theories in sport and exercise psychology and their implications for educating and training individuals. |
| Course Description |
This course aims to introduce the students to the scientific study of sport and exercise psychology by providing a broad overview of the major topics in the area. Students are introduced to psychological theories and research related to sport and exercise behavior. Students will also be introduced to psychological skills training (imagery, goal setting, concentration etc.) and ways to enhance health and well-being. Students will be able to apply psychological skills pertaining to sport and exercise in the design of programs and in discussions with athletes and recreational exercisers. |
| Course Description in Turkish |
This course aims to introduce the students to the scientific study of sport and exercise psychology by providing a broad overview of the major topics in the area. Students are introduced to psychological theories and research related to sport and exercise behavior. Students will also be introduced to psychological skills training (imagery, goal setting, concentration etc.) and ways to enhance health and well-being. Students will be able to apply psychological skills pertaining to sport and exercise in the design of programs and in discussions with athletes and recreational exercisers. |
Course Learning Outcomes and Competences
Upon successful completion of the course, the learner is expected to be able to:
1) discuss how psychological factors influence involvement and performance in sport, exercise, and physical education settings;
2) explain how participation in sport, exercise, and physical activity influences the psychological makeup of the individuals involved;
3) demonstrate skills and knowledge about sport and exercise psychology that they can apply in real-life settings;
4) link the field of sport and exercise psychology with other sub disciplines of psychology (e.g., cognitive, developmental, clinical and health psychology);
5) evaluate the underlying motives for sport and exercise participation as well as ways to increase motivation to adopt a physically active lifestyle.
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| Program Learning Outcomes/Course Learning Outcomes |
1 |
2 |
3 |
4 |
5 |
| 1) An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics |
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| 2) An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors |
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| 3) An ability to communicate effectively with a range of audiences |
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| 4) An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts |
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| 5) An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives |
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| 6) An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions |
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| 7) An ability to acquire and apply new knowledge as needed, using appropriate learning strategies. |
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Relation to Program Outcomes and Competences
| N None |
S Supportive |
H Highly Related |
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Program Outcomes and Competences |
Level |
Assessed by |
| 1) |
An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics |
N |
|
| 2) |
An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors |
N |
|
| 3) |
An ability to communicate effectively with a range of audiences |
N |
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| 4) |
An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts |
H |
Exam
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| 5) |
An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives |
N |
|
| 6) |
An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions |
N |
|
| 7) |
An ability to acquire and apply new knowledge as needed, using appropriate learning strategies. |
N |
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| Prepared by and Date |
SENA CÜRE ACER , December 2023 |
| Course Coordinator |
SENA CÜRE ACER |
| Semester |
Fall |
| Name of Instructor |
Öğr. Gör. ASENA USAL |
Course Contents
| Week |
Subject |
| 1) |
Welcome to Sport & Exercise Psychology |
| 2) |
Personality and Sport |
| 3) |
Motivation |
| 4) |
Arousal, Stress, and Anxiety |
| 5) |
Competition and Cooperation |
| 6) |
Feedback, Reinforcement, and Intrinsic Motivation |
| 7) |
Arousal Regulation |
| 8) |
Imagery |
| 9) |
Self-Confidence |
| 10) |
Goal Setting |
| 11) |
Concentration |
| 12) |
Exercise and Psychological Well-Being |
| 13) |
Exercise/Stress/Cognition/Depression |
| 14) |
Exercise Behavior and Adherence |
| 15) |
Final Examination Period |
| 16) |
Final Examination Period |
| Required/Recommended Readings | Recommended Textbook: Weinberg, R. S. & Gould, D. (2010). Foundations of Sport and Exercise Psychology (7th ed.). Champaign, IL, U.S.A: Human Kinetics.
There will also be a set of required readings prepared in advance for students.
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| Teaching Methods | • The class will be taught using two instructional approaches. I will be spending about 50% of class time in a lecture format and 50% in a seminar format or group discussion, in which discussions and small group exercises will be held, videos watched, and activities conducted. Because discussions will be held regularly in class students will need to read all materials in advance—and read on time. In addition, any outside assignments that will be discussed in class must be completed at the scheduled time. In class activities will facilitate the learning process and help students grasp the material.
• The class will be taught in a semi-flipped format. Students will be assigned introductory online lectures weekly. Then, I will be clarifying each point with examples while emphasizing the important parts during the lecture part.
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| Homework and Projects | Students will be asked to lead one of the discussion sessions of the course based on the readings/chapters of the week. They will be asked to read the articles and prepare discussion questions prior to the discussion. |
| Laboratory Work | None |
| Computer Use | None |
| Other Activities | Various in class activities and additional assignments will be assigned throughout the semester. These will be unannounced and students must be present in order to complete the assignment and receive credit. These assignments cannot be made up at a later date. In-class participation is a critical component of the class and just attending class is not sufficient to gaining points for activities.
Students will be asked to work in teams for these activities and teams will have the chance to discuss and share their thoughts about the topic.
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| Assessment Methods |
| Assessment Tools |
Count |
Weight |
| Attendance |
1 |
% 5 |
| Application |
1 |
% 10 |
| Homework Assignments |
1 |
% 15 |
| Presentation |
1 |
% 10 |
| Midterm(s) |
2 |
% 30 |
| Final Examination |
1 |
% 30 |
| TOTAL |
% 100 |
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| Course Administration |
acers@mef.edu.tr
Instructor’s mail address: dgurleyik@mef.edu.tr
Attendance at all classes is mandatory. Students arriving late or unprepared will be barred from that class, which will impact upon their continuous assessment grade.
Students must provide a legitimate, acceptable and documented excuse for missing a scheduled exam. There will be a make-up exam if students miss the midterm. Make-up exams could be in a different format than midterm or final exam.
Students are expected to treat university personnel and one another respectfully at all times; this includes showing respect for class content and for others’ opinions.
The commitment of acts of cheating, lying, and deceit in any of their diverse forms such as plagiarism, and copying during examinations is dishonest and will not be tolerated. Any student caught cheating will receive a grade of zero
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Information Package / Course Catalogue