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REC2050 Sport Psychology 2

Intermediate · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students evaluate the impact of confidence, belief, emotions, self-awareness, rest and relaxation on optimal performance. Students examine the impact of perspective and identity on athletes and their athletic performance and evaluate team dynamics in relation to optimal group functioning.
Prerequisite
REC1050: Sport Psychology 1
Supporting courses
HSS1050: Introduction to Mentorship HSS3050: Becoming a Mentee REC2040: Foundations for Training 2 REC3120: Coaching 2

Outcomes The student will:

  • 1 evaluate the impact of confidence and belief on optimal performance

    • 1.1 describe factors that detract from self-confidence, including:

      • 1.1.1 personal factors

      • 1.1.2 factors that may affect other people, such as teammates

    • 1.2 describe factors that build self-confidence, including:

      • 1.2.1 personal factors

      • 1.2.2 factors that may affect other people, such as teammates

    • 1.3 explain examples that illustrate the impact of self-confidence on performance

    • 1.4 apply tools and skills that can be used to build confidence

  • 2 evaluate team dynamics and the various roles within a team

    • 2.1 describe the key principles of team dynamics required for highly functioning teams

    • 2.2 differentiate between positive and negative rivalries, including the impact of both types of rivalries on how the team is functioning

    • 2.3 differentiate between behaviours that enhance and interfere with team functioning

    • 2.4 explain the impact and benefits of having a highly functional team for both individual- and team-based sports

    • 2.5 demonstrate team-building skills and knowledge in team situations

  • 3 evaluate the impact of emotions and self-awareness on sport, academic and/or artistic performance

    • 3.1 assess the impact of emotions on daily activities

    • 3.2 evaluate the role of personal emotional responses in various situations

    • 3.3 describe an ideal emotional state for optimal performance

    • 3.4 assess areas of strength related to performance, including:

      • 3.4.1 individual strengths

      • 3.4.2 strengths of peers (athletes)

    • 3.5 recommend goals for growth related to performance

  • 4 evaluate the role of sport in relation to an athlete’s identity

    • 4.1 summarize the role of sport in the development of self-concept and identity

    • 4.2 describe the four different identity statuses related to performance psychology, such as those described in James Marcia’s Identity Status Theory:

      • 4.2.1 identity diffusion

      • 4.2.2 identity foreclosure

      • 4.2.3 identity moratorium

      • 4.2.4 identity achievement

    • 4.3 evaluate individual stages of identity development

    • 4.4 describe the different components used to form an individual’s self-concept, including:

      • 4.4.1 roles

      • 4.4.2 values

      • 4.4.3 interests and activities

      • 4.4.4 skills and abilities

      • 4.4.5 key relationships

      • 4.4.6 life experiences

    • 4.5 assess the impact that identity development has on performance

    • 4.6 compare peers’ perceptions of their individual qualities relative to how they see themselves without the athlete or performer role

    • 4.7 predict how peers may broaden the scope of factors used to form their identities in the future

    • 4.8 challenge peers’ perceptions of how others perceive them

    • 4.9 interpret how peers’ self-perceptions and how they feel they are perceived affect their sport performance

    • 4.10 recommend resources and strategies to assist in building one’s positive self-concept

    • 4.11 justify the significance of self-awareness in sport and life

    • 4.12 interpret how various athletes cope with retiring from competitive sport

    • 4.13 recommend strategies to ease the transition from competitive sport to retirement

  • 5 evaluate the role of perspective on sport performance

    • 5.1 describe the concept of “perspective” and the impact it has on performance

    • 5.2 evaluate each component of perspective, including:

      • 5.2.1 value system

      • 5.2.2 life priorities

      • 5.2.3 unconditional support network

    • 5.3 justify how perspective influences to self-talk

    • 5.4 evaluate the role of perspective in our sport culture

    • 5.5 assess what influences personal perception of sport and other life priorities

    • 5.6 assess a peer’s ability to keep his or her sport performance in perspective by:

      • 5.6.1 assessing the role of perspective

      • 5.6.2 questioning what influences an athlete’s perspective of sport

      • 5.6.3 assessing a peer’s individual qualities relative to perspective

      • 5.6.4 interpreting a peer’s perception of sport in relation to other life priorities

      • 5.6.5 recommending strategies for a peer to create or maintain a healthy perspective of sport and life

  • 6 evaluate the impact of rest and recovery for optimal performance

    • 6.1 evaluate the impact of various types of fatigue on performance, including:

      • 6.1.1 physical

      • 6.1.2 psychological

      • 6.1.3 social

      • 6.1.4 emotional

      • 6.1.5 intellectual

    • 6.2 differentiate between overtraining, under-recovery, and burn-out

    • 6.3 describe signs and symptoms of under-recovery

    • 6.4 explain rest and recovery skills and strategies

    • 6.5 recommend strategies for an athlete to communicate his or her body’s rest and recovery perceptions to coaches

  • 7 demonstrate basic competencies

    • 7.1 demonstrate fundamental skills to:

      • 7.1.1 communicate

      • 7.1.2 manage information

      • 7.1.3 use numbers

      • 7.1.4 think and solve problems

    • 7.2 demonstrate personal management skills to:

      • 7.2.1 demonstrate positive attitudes and behaviours

      • 7.2.2 be responsible

      • 7.2.3 be adaptable

      • 7.2.4 learn continuously

      • 7.2.5 work safely

    • 7.3 demonstrate teamwork skills to:

      • 7.3.1 work with others

      • 7.3.2 participate in projects and tasks

  • 8 identify possible life roles related to the skills and content of this cluster

    • 8.1 recognize and then analyze the opportunities and barriers in the immediate environment

    • 8.2 identify potential resources to minimize barriers and maximize opportunities

Program of Studies 2014. Source document, © Alberta Education.