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Lecturer(s)
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Pernicová Hana, Mgr. Ph.D.
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Course content
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1. Emotional and motivational processes, application in school PE environment and performance-professional sport. 2. Motivation in school PE and sport, development of motivation structure, theory of transition, generation transfer. 3. Motor learning, theories, principles, process. 4. Sports group, team. Methods of leadership and management. Specifics of school PE. 5. Stress situations and reactions to stress situations. Individual resistance. Psychological preparation. Context of school and sport. 6. Pathological phenomena associated with sport. Professional deformation of a teacher/coach. 7. Dyadic relationship. Specifics of the dyadic relationship, dyadic sports. Inner dyadic relationships.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Activating (Simulations, Games, Dramatization)
- Preparation for the Exam
- 25 hours per semester
- Semestral Work
- 25 hours per semester
- Preparation for the Course Credit
- 10 hours per semester
- Excursion
- 10 hours per semester
- Attendace
- 13 hours per semester
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Learning outcomes
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The aim of the course is to develop the students' basic knowledge of psychology of sport acquired during Bachelor's study. The course presents theoretical concepts of psychology of sport and various schools (motivation, motor learning, personality in sports environment, contribution and pathology of physical activity and sport in an individual's psyche) and applies them in the environment of school physical education and competitive professional sport. Emphasis is put on school PE situations and practical aspects of out-of-class and out-of-school activities with a tendency of adherence of physical activity in lifestyle. As a result, the students understand performance sport and professional sport, learn to regulate these tendencies, are knowledgeable about domestic as well as foreign literature and are aware of the research in the area of psychology of sport. Information about this course was translated to English within the project Internationalization of the Faculty of Physical Culture, Palacký University, Olomouc, No. CZ.1.07/2.2.00/28.0028, co-funded by the European Social Fund and the Government of the Czech Republic.
Upon completion of the course the student: 1. Understands mental phenomena and principles in physical activity, PE and sport. 2. Is knowledgeable about a range of possible causes and consequences of behaviour and experiencing in these conditions. 3. Is able to apply acquired knowledge and principles in school PE, physical recreation, lower tiers of performance sport and also with respect to professional sport.
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Prerequisites
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Completion of Psychology 2.
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Assessment methods and criteria
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Oral exam, Written exam, Analyssis of the Student's Portfolio, Seminar Work
GENERAL TOPICS 1. Inclusion of psychology of PE in scientific disciplines. Content of the course, relationship between psychology of PE and sport. Historical discourse and current trends. 2. Cognitive processes (overview) - reflection in PE and sport. Analysis of certain aspects, e.g. perception principle, Kinesthesis - proprioception, laterality, Attention - memory - images, Thinking, intelligence, Sensorimotor intellect - creativity. 3. Emotion-motivation processes (overview) - reflection in PE and sport. Analysis of certain aspects, e.g. issue of fear and its dimensions, anticipation tension, aggression. 4. Conative processes (overview) and their reflection in PE and sport. Processuality, their integrative functions. 5. Motivation in sports activities, means of motivation in PE and sport. Performance motivation, level of activation and effects on current performance. 6. Development of motivation structure in a lifelong context. Theory of transition stages. Biodromal concept in sports career. 7. Success - failure in sports activity. Level of aspiration. Effects on performance motivation. Adherence in the area of physical recreation, physical education and sport. 8. Attitudes and their changes. 9. Stress situations (overview of effects in physical recreation, physical education and professional sport). Stress coping techniques. 10. Current mental conditions and their presentation in physical recreation, physical education and professional sport. Methods of regulation. 11. Mental preparation: principles, theory of adaptation and regulation. Mental resistance. Mental training (training of mental skills). Theory of flow. 12. Sports group and its dynamics. Norms, roles. Dyadic relationship. 13. Psychological issues of leadership and management. Team work. Means of developing traditions and relationships with the public. 14. Professiography in sport: principles and significance for practical applications. Psychological characteristics of game. 15. Personality of sporting and non-sporting individuals (with respect to age, environment: recreation, school PE, professional sport). Typology and related difficulties. 16. Personality of a teacher - coach (dyadic educative relationship). Typology and related difficulties. Professional deformation. Psychological aspect of referees. 18. Evaluation, assessment, possible evaluation errors. Grading in PE, decision making in sport. 19. Mental hygiene roles of PE and sport: general principles, physical recreation, school PE, professional sport. Pathological phenomena ensuing from PE and sport environment. MOTOR LEARNING 1. Characteristics of human motor skills. Relationship between mental and motor capabilities. 2. Basic characteristics of learning, theories, types, principles. 3. Motor learning, motor behaviour, motor competence. 4. Basic characteristics of motor learning. 5. Course of motor learning. Stages - scheme theory. 6. Motor learning factors, motor learning means. 7. Regulation of motor skills, regulation of motor learning. 8. Results of motor learning and its stages. Examples according to psychological typology. 9. Role of instructions, fixation, retention, forgetting. 10. Role of feedback in motor learning. 11. Time dependencies in learning, plateau in the learning curve. 12. Psychological issues of adaptability and stereotypes of learned movements. 13. Transfer. 14. Interference. 15. Laterality and motor learning. 16. Stress situations and motor learning. 17. Mental processes as motor learning factors. 18. Learning in the training of resistance and mental preparation: theory of accommodation and adaptation, modelling of a training session. 19. Sport socialization, social learning: childhood, active social learning methods.
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Recommended literature
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Andersen, M. (2005). Sport psychology in practice. Champaign: Human Kinetics.
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Anderson, M. B. (Ed.). (2000). Doing sport psychology. Champaign: Human Kinetics.
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Blumenstein, B. (2012). Mental practice in sport. New York, NY: Nova Science Publishers.
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Bodine, R. (2013). Aggressive behavior: New research. New York, NY: Nova Science Publishers.
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Cunningham, H. R. (2012). Handbook on the psychology of violence. New York, NY: Nova Science Publishers.
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Horn, S. T. (2008). Advances in sport psychology. Champaign: Human Kinetics.
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Hošek, V., & Macák, I. (1989). Psychologie tělesné výchovy a sportu. Praha: SPN.
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Mohiyeddini, Ch. (2013). Advances in the psychology of sport and exercise. New York, NY: Nova Science Publishers.
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Morgan, J. P. (Ed.). (2004). Focus on aggression research. New York, NY: Nova Science Publishers.
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Schinke, R. (2009). Contemporary sport psychology. New York, NY: Nova Science Publishers.
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Thatcher, J. (2012). Coping and emotion in sport. London: Routledge.
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Thomphon, R. A. (2010). Eating disorders in sport. New York, NY: Routledge.
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