5171 Syllabus and Information

University of North Texas
Department of Kinesiology, Health Promotion, and Recreation
Psychology/Kinesiology 5171: Social Psychology of Sport
Fall Semester, 2002
TR 5:00 – 6:20 pm
Room PEB 216

Instructor: Scott Martin, Ph.D.
Office Phone: 565-3418
Office: PEB 210E
Office Hours: TR 1:00 - 1:50 pm, TR 4:00 - 4:50 pm
(or by appointments for other times)
Notes: http://faculty.coe.unt.edu/scott-martin
E-mail: scott.martin@unt.edu

American with Disabilities Compliance:
The Department of Kinesiology, Health Promotion, and Recreation does not discriminate on the basis of disability in the recruitment and admission of students, the recruitment and employment of faculty and staff, and the operation of any of its programs and activities, as specified by federal laws and regulations. The designated liaison for the department is Dr. Chwee Lye Chng, Physical Education Building, Room 209, 565-2651. Copies of the Department policies are available in the Chair's Office, Physical Education Building, Room 209. Copies of the College of Education ADA Compliance Document are available in the Dean's Office, Matthews Hall 214.

The student has the responsibility of informing the course instructor of any disabling conditions that will require modifications to avoid discrimination.

Family Educational Rights and Privacy Act (FERPA) Information
Students have the right to expect their grades will be kept confidential. There are a few things, because of the size and/or nature of this class, the instructor must advise you of regarding collection and distribution of test results, quiz scores, homework assignments, roll sheets, projects, etc. During this class it may be necessary for you to pass your assignments forward to the instructor or it may be necessary for the instructor to call your name and then return your completed assignment to you by passing it across the room. The instructor, under the reasonable assumption guidelines, assumes students are collecting only their own materials. Every attempt will be made to keep your information confidential. Neither your course grades nor grades for any assignment will be posted in a way that could result in your being identified by other students or faculty members.

Academic Dishonesty
Cheating will not be tolerated in the class. You are not to receive information from another student or give information to another student during a test or quiz. You are to use only your memory during examinations. Students caught cheating during an examination or quiz will be charged under the University's Code of Student Conduct. Among other punishments, students found guilty run the risk of having their score changed to a zero, receiving a grade of F for the course, and/or dismissal from the University.

Course Purpose
The purpose of this course is to provide students with an in-depth view of the theoretical and applied aspects of the effects of social psychological variables on motor behavior. Therefore, many facets of social psychology of sport will be considered. The course is designed for prospective group leaders (coaches, teachers, sport psychology consultants, etc.) The basic course objective is that the student will be able to demonstrate an understanding of sport environments and demonstrate skills in facilitating group experiences and guidance activities for personal, interpersonal, educational, and career development in sports.

This course considers topics such as social facilitation, social reinforcement, team cohesion, group dynamics, leadership, organized youth sports, quality of life issues, career transition and termination, and moral psychology.

Learning Objectives
1.) To read, synthesize, and critique existing scientific literature; and to discuss the status and ramifications for future research.
2.) To develop sophisticated insight into significant contemporary issues in the social psychological and psychological explanations of sport.
3.) To become acquainted with procedures, designs, methods, and analytical techniques appropriate to the social psychological aspects of sport.
4.) To use social psychology theories in applied settings (e.g., as a mental training consultant, researcher, coach, and/or teacher in the field).
5.) To learn the major terms and group types that are common to the dynamics of sport-related groups.
6.) To learn the basic group member/leader communication skills and techniques appropriate for the early, transition, and final stages of group counseling.

Required Textbook

Carron, A. V., & Hausenblas, H. A. (1998). Group dynamics in sport. (2nd ed.). Morgantown, WV: Fitness Information Technology.

Janssen, J. (1999). Championship team building: What every coach needs to know to build a motivated, committed and cohesive team. Tucson, AZ: Winning the Mental game.

Singer, R.N., Hausenblas, H. A., & Janelle, C. M. (2001). Handbook of sport psychology. (2nd ed.). New York: John Wiley & Sons.

Optional Texts

American Psychological Association (2001). Publication manual of the American Psychological Association. (5th ed.). Washington, DC: Author.

Andersen, M. B. (2000). Doing sport psychology. (Ed.). Champaign, IL: Human Kinetics.

Etzel, E. F., Ferrante, A. P., & Pinkney, J.W. (1997). Counseling college student-athletes: Issues and interventions. (2nd ed.). Morgantown, WV: Fitness Information Technology.

Smoll, F. L., & Smith, R. E. (2002). Children and youth in sport: A biopsychological perspective. (2nd ed.). Dubuque, IA: Brown & Benchmark.

Instructor's Philosophy
As your instructor, I believe in utilizing the tremendous potential the group offers to each member. Therefore, I expect the group members to function as effective helpers in both the cognitive and affective components of this course. I have found that courses like this work best when our time is balanced with regard to "tell me," "show me," and "let me try it out" activities. I encourage the class members to work together as co-leaders and as small group members.

Introduction
According to the theory underlying Reality Therapy, each individual has two basic psychological needs: "the need to love and be loved and the need to feel that we are worthwhile to ourselves and to others," (Glasser, 1965). Fulfillment of these needs comes through active involvement with at least one other person for whom we care and who cares about us. We can also feel worthwhile when we are successful in something we try to do.

The two needs are related. When people are not succeeding, it becomes difficult for them to relate to others. They devalue themselves, and for protection they tend to isolate themselves. They can then avoid the risk that others might reject them and intensify their sense of failure.

One way in which individuals can become actively involved is through the group experience or socialization. Socialization is a fundamental social process that affects us all, because it teaches us how to become active participants and members in our society (Roberts, Allison, Greendorfer, Spink, & Koehler, 1979). Socialization is the process by which we acquire the necessary knowledge, skills, and dispositions to perform in accordance with expectations of others. Social activities and group experiences:

A. Help individuals become involved with each other;

B. Help individuals identify more closely with others, developing a sense of belonging;

C. Stimulate thinking and self-expression in an atmosphere, which encourages sharing of ideas and experiences;

D. Help individuals develop problem-solving skills which help them function more effectively, increasing their feelings of competence and self-esteem.

This course is a guide for learning how personal growth occurs through sport activities and group experiences. It is intended that the learner will:

A. Participate in the group experiences for personal growth in the areas of:

1. Involvement;

2. Sharing thoughts and ideas;

3. Values, behaviors, and interpersonal communication;

4. Group counseling simulation.

B. Function as a group leader and/or as a group member.

C. Plan and implement a group activity (experience).

D. Evaluate group experiences.

E. Evaluate self before and after group participation.

F. Evaluate self as a group member and as a group leader.

Structured Group Experiences
You will have the opportunity to participate in a number of structured group experiences designed to build your involvement with group members, have you share your opinion and ideas with others in the group, and clarify your own values, behaviors, and interpersonal skills. The last part of the group experience is less structured and allows you to simulate a counseling group. The simulation group will give you a chance to use problem-solving skills in small group settings.

Class Procedure
The instructor will take charge of the first half of the course with student presentations filling the remaining meetings. There will be a review journal article assignment, paper and presentation, mid-term, and a final exam.

Grading Criteria	Percent	Points
Project 1: Research Article Review	20%	50
Project 2: Paper	20%	50
Project 2: Presentation	20%	50
Mid-term and Final Exam	40%	100
Total	100%	250

Attendance and Contribution to Class-Discussions

This is a self-discovery and group dynamics course. It is imperative that you (a) come to class on time, (b) are prepared to discuss the readings, and (c) share your opinions and experiences. Arriving late or missing class is disruptive to the group. You will be allowed 1 absence or 1 late arrival during the semester. Following the 1 absence or 1 late arrival ("freebie"), 2 points will be deducted from your final grade for each additional absence or late arrival. Should you have any questions regarding project assignments, grading, exam results, etc., it is YOUR RESPONSIBILITY to see me well in advance of due dates. I will be happy to discuss any of the above with you.

Project 1: Library Assignment - Research Article Critiques and Presentation

The purpose of Project 1 is to provide you an opportunity to read and interpret social psychology of sport research. It involves five two-page annotations and evaluation and a summary comparison/contrast paper worth 50 points.

Instructions

1.) Select one of the following topics and make a commitment to become more knowledgeable about that topic.

- Group cohesion in sport or exercise settings,

- Leadership effectiveness in sport,

- Leadership styles in sport,

- Effective communication between coach and athlete,

- Home court/field advantage,

- Deviance (i.e., hooliganism) in sports,

- Aggression and/or violence in sports,

- Gender role conflict or gender congruency in sports,

- Race and ethnicity issues in sports, or

- Sports and religion.

2.) Attempt to go beyond the textbook in developing a study of studies on what has been accomplished in researching your chosen topic. A study of studies consists of abstracting 5 recent articles (i.e., from the past 10 years) on your topic from such journals as the Journal of Applied Sport Psychology, The Sport Psychologist, the Journal of Sport and Exercise Psychology, the International Journal of Sport Psychology, the Journal of Sports Behavior, Research Quarterly for Exercise and Sport, Sociology of Sport Journal, or the Journal of Sport and Social Issues. The Sport Discus, Psych. Lit., and ERIC are valuable guides to the current literature you will need. The following list of articles might help you begin your search for articles related to your topic.

Bray, S. R. (1999). The home advantage from an individual team perspective. Journal of Applied Sport Psychology, 11, 116-125.

Crace, R. K., & Hardy, C. J. (1997). Individual values and the team building process. Journal of Applied Sport Psychology, 9, 41-60.

Curtis, J., McTeer, W., & White, P. (1999). Exploring effects of school sport experiences on sport participation in later life. Sociology of Sport Journal, 16, 348-365.

Curtner-Smith, M. D., Wallace, S. J., & Wang, M. Q. (1999). Relationship of coach and player behaviors during practice to team performance in high school girls' basketball. Journal of Sport Behavior, 22, 203-220.

Dale, G. A., & Wrisberg, C. A. (1996). The use of a performance profiling technique in a team setting: Getting the athletes and coach on the "same page". The Sport Psychologist, 10, 261-277.

Eastman, S. T., & Billings, A. C. (1999). Gender parity in the Olympics: Hyping women athletes, favoring men athletes. Journal of Sport & Social Issues, 23, 140-170.

Gonzalez, G. L. (1996). The stacking of Latinos in major league baseball: A forgotten minority? Journal of Sport & Social Issues, 20, 134-160.

Leonard, W. M. (1998). The influence of physical activity and theoretically relevant variables in the use of drugs; the deterrence hypothesis revisited. Journal of Sport Behavior, 21, 421-434.

Martin, S. B., Jackson, A., Richardson, P., & Weiller, K. (1999). Preferred youth coaching behaviors of adolescents and their parents. Journal of Applied Sport Psychology, 11, 278-293.

McDonald, M. G. (1999). Unnecessary roughness: Gender and racial politics in domestic violence media events. Sociology of Sport Journal, 16, 111-133.

Miller, K. E., Sabo, D. F., Farrell, M. P., Barnes, G. M., & Melnick, M.J. (1999). Sports, sexual behavior, contraceptaive use, and pregnancy among female and male high school students: Testing cultural resource theory. Sociology of Sport Journal, 16, 366-387.

Putler, D. S., & Wolfe, R. A. (1999). Perceptions of intercollegiate athletic programs: Priorities and tradeoffs. Sociology of Sport Journal, 16, 301-325.

Sack, A. L (1991). The underground economy of college football. Sociology of Sport Journal, 8, 1-15.

Solomon, G. B., Striegel, D. A., Eliot, J. F., Heon, S. N., & Maas, J. L. (1996). The self-fulfilling prophecy in college basketball: Implications for effective coaching. Journal of Applied Sport Psychology, 8, 44-59.

Wright, E. F., Jackson, W., Christie, S. D., McGuire, G. R., & Wright, R. D. (1991). The home-course disadvantage in golf championships: Further evidence for the undermining effect of supportive audiences on performance under pressure. Journal of Sport Behavior, 14, 51-60.

3.) Read the journal articles carefully. Several readings of the articles may be required to fully understand the information discussed. Use the Article Evaluation Form provided to examine the article and use the Journal Abstract Data Sheet (or similar form) to write-up your evaluation (see following pages). While reading over the article note the rationale for the study, its purpose, basic method used, results, the discussion of the results, and the implications. Unless you've had advanced statistical courses, the "Results" section may be difficult to understand, but try to understand as much as you can. Also, remember that the article's abstract and the discussion section often emphasize the major findings (e.g., read the text and look over the tables and figures).

When completing the necessary sections of the Journal Abstract Data Sheet make sure to:

- Use American Psychological Association (APA) format for the references.

- Be as brief and concise as possible (i.e., follow the suggested format).

- Write a statement of the problem or purpose of the article.

- Describe the methodology (e.g., participants in the study, instruments used, and procedures).

- Summarize the findings.

- Provide information concerning the implications and main points.

- Explain your personal evaluation of the article.

4.) Use the Summary Page (or similar form) to compare and contrast the findings of your five articles. In other words, what are the overall implications, strengths and weaknesses, etc.? You may have to draw these conclusions on your own.

The completed project should include 5 Article Evaluation Forms and 5 Journal Abstract Data Sheets (i.e., each article should be summarized using the Article Evaluation Form and the Journal Abstract Data Sheet) and 1 Summary Page. Thus, Project 1 should be 11 pages in length. Use size 12-point font (i.e., Times Roman).

Evaluation Criteria
This project is worth 10% or 25 points of your grade and will be evaluated according to the following criteria:

Criteria Weight	Points
Project 1 - Journal Abstract Data sheets Content (e.g., purpose, methods, results, implications and conclusion)	15
Organization, clarity and quality of writing	10
Your Personal Evaluation based on past experience and the Journal Article Evaluation Form	5
Summary Page	10
Informal Class Presentation (5-10 minutes)	10
Total (* Due at the beginning of the class. No late papers are accepted!)	50

Project 1: Article Evaluation Form

1=Completely Incompetent, 2= Poor, 3=Mediorce, 4=Good, 5=Excellent

Characteristics	1	2	3	4	5
1. Problem is clearly stated
2. Hypotheses are clearly stated
3. Problem is significant
4. Assumptions are clearly stated
5. Limitations of the study are stated
6. Important terms are defined
7. Relationship of the problem to previous research is made clear
8. Research design is described fully
9. Research design is appropriate for the solution of the problem
10. Research design is free of specific weaknesses
11. Population and sample are described
12. Method of sampling is appropriate
13. Data-gathering methods or procedures are described
14. Data-gathering methods or procedures are appropriate to the solution of the problem
15. Data-gathering methods or procedures are utilized correctly
16. Validity and reliability of the evidence gathered are established
17. Appropriate methods are selected to analyze the data
18. Methods used in analyzing the data are applied correctly
19. Results of the analysis are presented clearly
20. Conclusions are clearly stated
21. Conclusions are substantiated by the evidence presented
22. Generalizations are confined to the population from which the sample was drawn
23. Article is clearly written
24. Article is logically organized
25. Tone of the article displays an unbiased, impartial scientific attitude

Adapted from the Handbook in Research and Evaluation, Isaac and Michael (1983)

Project 1: Journal Abstract Data Sheet

1. APA Reference Citation (Authors, year, title, journal, volume, and pages).

______________________________________________________________________________

2. Purpose

______________________________________________________________________________

3. Method

______________________________________________________________________________

4. Results

______________________________________________________________________________

5. Discussion and Conclusions

______________________________________________________________________________

6. Personal Evaluation (Based on past experience and the Article Evaluation Form)

______________________________________________________________________________

Project 1: Summary Page

1. Compare and contrast the 5 research articles (overall implications, weaknesses, etc)

______________________________________________________________________________

2. Personal Evaluation of Project

______________________________________________________________________________

Project 2: Workshop Presentation and Paper

Paper and Presentation
Each student will be expected to write and present a paper on the social psychological foundations of sport or exercise. You are required to distribute a copy of your paper to each member of the class one day prior to your presentation. Presentations to the group will probably be more interesting and effective if the presenter does some "tell me," "show me," and "let me try it" activities.

The topic and outline of your paper will be due in three weeks with a list of resources you are using to prepare your paper. Although any topic related to the social psychology of sport will most likely be appropriate, check with me prior to starting your project. Choose one of the following paper and presentation possibilities:

1.) Conduct a Workshop. Develop and present a workshop to a group (e.g., athletes, coaches, or parents) that involves the use of an intervention to improve performance (e.g., improving communication for performance success). Present the experience of that workshop to the class members. The workshop should include at least 3 activities that provide the group with a better personal understanding of the topic (e.g., effective communication, leadership effectiveness, gender differences, or racism in sport). During the class presentation you may only be able to facilitate one or two of the activities with a summary of your experience. Your project and topic choice may be negotiated with the instructor.

2.) Workshop Proposal. Develop a workshop proposal that includes two interventions and at least 6 activities (3 activities per intervention). You will select a hypothetical group (e.g., basketball team, high school coaches, or parents of gymnasts) to whom you would like to some day present a workshop. During the class presentation you will treat the class members as if they were the group to whom you plan to present. When presenting to the class you may only be able to facilitate one or two of the activities in addition to explaining the rationale for doing each of the activities (i.e., relate the activities to a central objective). Your project and topic choice may be negotiated with the instructor.

Criteria for an "A" Paper and Presentation

1.) The paper should identify why the group activity is appropriate for the particular stage of the group. Try to make activities specifically related to the group with whom you are working.

2.) Papers should include a "how to do it" section. Include a preplanning form for each of the workshop meetings and a personal evaluation of each workshop meeting. A workshop may include several sections (e.g., introduction, activity, discussion, break, activity, discussion, break, activity, and conclusion) and meeting times (e.g., two consecutive mornings). Include a method of evaluating your group's progress in meeting the stated objectives.

3.) Papers should include a balance between theory and practice, how to apply the theory, how to use the material and information, and a "so-what" section (i.e., why is it important).

4.) Presentations should involve the class in an activity. The presentation (including introduction, activity, conclusion, etc.) should last 30 to 35 minutes. The activities can involve audio-visual aids, stimulus issues or questions, or role-playing. Please no reading of papers.

5.) Statement of purpose for each paper and presentation should be included.

6.) Clear, accurate, American Psychological Association (APA) references and writing style should be followed on the papers. Make your paper easy to read, use good mechanics, and clear organization of your ideas.

7.) Provide reference support for each idea presented. Current research (the last 5 years): include research supporting practical applications of the theory, positive and negative results, and strengths and weaknesses of the research studies.

8.) Papers must be in APA format and from 12 to 15 pages in length (including references). Use font 12 pt. Times Roman and make sure to double-space.

9.) Limit overview of class material.

10.) Your paper is due one day prior to presentation.

Criteria Weight	Points
Class Presentation (30 to 35 minutes) Organization of presentation Facilitation Style Eye Contact, Mannerisms, etc. Props or aids (e.g., video or activity) Class Member Evaluation	10 15 5 15 5
Paper (12 to 15 pages) Organization of information Clarity and quality of writing APA references APA format (12 point Font Times Roman, double-space, 1” margins, etc.) Creativity related to subject	10 10 10 10 10
Total	100

* Due at the beginning of the class. No late papers are accepted!

Exams

Exams may include true/false, matching, multiple choice, and short essay questions covering class material (chapters, articles, in-class assignments, and class presentations). The following are examples of a multiple choice and essay questions.

1.) Sports are social constructions. This is an important point and it means that

a. the structure and purpose of sports is basically the same in all culture.

b. the organization and meaning of sports are connected to social relations in society.

c. sports in any culture are open to participation among all people regardless of their backgrounds or characteristics.

d. sports have characteristics that lead them to be socially separate from the cultures in which they exist.

2.) According to Zajonc (1965), the critical factor that determines whether an audience will improve or inhibit performance is whether the performer’s dominant response is correct or incorrect. What decides the correctness of a response? Provide a graphic illustration of your answer.

3.) Group roles are established in which stage of team development?

a. Forming

b. Storming

c. Norming

d. Performing

e. Adjourning

3.) Describe the major tenets of Chelladurai’s Multidimensional Model of Sport Leadership, including the antecedents and three types of leader behaviors.

SOCIAL PSYCHOLOGY OF SPORT
Kinesiology 5171
Tentative Schedule of Events
Fall 2002

Month	Day	Topic and Assignment
August	27	Course Introduction: Review syllabus Handout: Course Contract Handout: What is your bag?
	29	Sport and the Process of Socialization What is your bag?
September	3-5	Group Dynamics (Size, Composition, etc.) Read: Carron, A. V., & Hausenblas, H. A. (1998). Group dynamics in sport. (pp. 3-110). Morgantown, WV: Fitness Information Technology. Suggested Readings: Janssen, J. (1999). Championship team building: What every coach needs to know to build a motivated, committed and cohesive team. (pp. 1-107). Tucson, AZ: Winning The Mental Game.
	10-12	Group Structure (Membership and Leadership) Read: Carron, A. V., & Hausenblas, H. A. (1998). Group dynamics in sport. (pp. 113-224). Morgantown, WV: Fitness Information Technology. Suggested Readings: Janssen, J. (1999). Championship team building: What every coach needs to know to build a motivated, committed and cohesive team. (pp. 153-167). Tucson, AZ: Winning The Mental Game.
	17-19	Due: Review of Journal Article Informal Review of Journal Article Presentation
	24-26	Group Cohesion Read: Carron, A. V., & Hausenblas, H. A. (1998). Group dynamics in sport. (pp. 227-263). Morgantown, WV: Fitness Information Technology. Suggested Readings: Janssen, J. (1999). Championship team building: What every coach needs to know to build a motivated, committed and cohesive team. (pp. 135-152). Tucson, AZ: Winning The Mental Game. Paskevich, D. M., Estabrooks, P. A., Brawley, L. R., & Carron, A. V. (2001). Group cohesion in sport and exercise. In R. N. Singer, H. Hausenblas, & C. Janelle (Eds.). Handbook of sport psychology. (pp. 472-496). New York: John Wiley & Sons.
October	1-3	Communication Read: Carron, A. V., & Hausenblas, H. A. (1998). Group dynamics in sport. (pp. 267-342). Morgantown, WV: Fitness Information Technology. Suggested Readings: Janssen, J. (1999). Championship team building: What every coach needs to know to build a motivated, committed and cohesive team. (pp. 109-134). Tucson, AZ: Winning The Mental Game.
	8	Paper & Presentation Proposal In-class Discussion Review for Exam 1
	10	Exam 1
	15	Return Exam 1
	15-17	Morality in Sport Read: Light Shields, D. L., & Light Bredemier, B. J. (2001). Moral development and behavior in sport. In R. N. Singer, H. Hausenblas, & C. Janelle (Eds.). Handbook of sport psychology. (pp. 585-603). New York: John Wiley & Sons.
	22-24	Youth in Sport Read: Brustad, R. J., Babkes, M. L., & Smith, A. L. (2001). Youth in sport: Psychological consideration. In R. N. Singer, H. Hausenblas, & C. Janelle (Eds.). Handbook of sport psychology. (pp. 604-635). New York: John Wiley & Sons.
	29-31	Quality of Life Read: Berger, B. G., & Motl, R. (2001). Physical Activity and the quality of life. In R. N. Singer, H. Hausenblas, & C. Janelle (Eds.). Handbook of sport psychology. (pp. 636-671). New York: John Wiley & Sons.
November	5-7	Career Transition Read: Taylor, J., & Ogilvie, B. (2001). Career termination among athletes. In R. N. Singer, H. Hausenblas, & C. Janelle (Eds.). Handbook of sport psychology. (pp. 672-694). New York: John Wiley & Sons.
	12	Discuss Presentations
	14	Student Presentations _____________________ _____________________
	19	Student Presentations _____________________ _____________________
	21	Student Presentations _____________________ _____________________
	26	Student Presentations _____________________ _____________________
	28	Thanksgiving
December	3	Student Presentations _____________________ _____________________
	5	Review for Final
	10	Final Exam (5:00 to 6:20 pm)

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