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REC3050 Sport Psychology 3

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

Description
Students recommend and design strategies for helping athletes achieve optimal performance levels. Societal attitudes towards sport are examined. Students demonstrate and plan techniques for energy management, focus and activation, self-talk and visualization.
Prerequisite
REC2050: Sport Psychology 2
Supporting courses
CCS2040: Integrative Health HCS2120: Pain & Pain Management HSS2050: Becoming a Mentor REC3040: Training & Conditioning

Outcomes The student will:

  • 1 evaluate current trends and attitudes in sport

    • 1.1 analyze the role of the athlete in the world of sport

    • 1.2 assess the roles of various significant individuals who have an impact on an athlete’s journey

    • 1.3 evaluate the impact of current societal attitudes about sport on developing athletes

    • 1.4 evaluate the perceptions of rivalries and their impact on developing athletes

    • 1.5 assess how positive and negative rivalries impact a team environment

    • 1.6 create a team philosophy that identifies, promotes and develops a healthy team

    • 1.7 lead a team-building activity by:

      • 1.7.1 discussing the activity in relation to previously learned concepts

      • 1.7.2 assessing the roles of peers

      • 1.7.3 providing feedback to peers

      • 1.7.4 evaluating the team’s dynamics

  • 2 design a plan for optimal activation and energy management

    • 2.1 interpret the relationship between stress and perception

    • 2.2 plan a strategy for using relaxation skills to enhance:

      • 2.2.1 training sessions

      • 2.2.2 competition

      • 2.2.3 life outside of sport

    • 2.3 plan a strategy involving relaxation skills to be applied during training

    • 2.4 plan strategies to increase activation levels for:

      • 2.4.1 training sessions

      • 2.4.2 competition

      • 2.4.3 ideal performance state

  • 3 demonstrate strategies to enhance positive self-talk

    • 3.1 recommend practical applications of positive self-talk

    • 3.2 create a plan for a peer to change his or her self-talk habits, including:

      • 3.2.1 strategies for increasing awareness about the impact of negative and positive self-talk on sport performance and life

      • 3.2.2 strategies for changing thoughts from negative to positive or productive

    • 3.3 discuss a peer’s efforts in applying the recommended strategies

    • 3.4 re-evaluate and revise the plan for enhancing positive self-talk

  • 4 demonstrate strategies for effective visualization related to performance

    • 4.1 evaluate how successful individuals have incorporated visualization into their lives

    • 4.2 create a strategy for increasing time for visualization in training

    • 4.3 recommend strategies for using imagery for:

      • 4.3.1 injury prevention

      • 4.3.2 rehabilitation

      • 4.3.3 other areas where visualization might improve performance and training

      • 4.3.4 other areas where visualization might improve quality of life outside of sport

    • 4.4 design a series of effective visualizations using all of the senses to assist:

      • 4.4.1 in injury prevention

      • 4.4.2 rehabilitation

      • 4.4.3 other areas where visualization might improve performance and training

      • 4.4.4 other areas where visualization might improve quality of life outside of sport

    • 4.5 demonstrate visualization skills

    • 4.6 assess visualization exercises for impact on performance by collecting feedback from athletes

    • 4.7 revise creative imagery based on feedback from athletes

    • 4.8 justify the impact of visualization on sport performance

  • 5 demonstrate mental fitness and self-management strategies for achieving optimal performance

    • 5.1 differentiate between optimal performance states for competition and training

    • 5.2 interpret the meaning of integrity in the world of sport

    • 5.3 design strategies to assist in maintaining perspective and staying true to personal values

    • 5.4 create a performance plan for:

      • 5.4.1 pre-competition

      • 5.4.2 focus

      • 5.4.3 distraction control

    • 5.5 evaluate the effectiveness of performance plans, including plans for:

      • 5.5.1 pre-competition

      • 5.5.2 focus

      • 5.5.3 distraction control

    • 5.6 evaluate how emotional responses to situations change with increased pressure and performance demands

    • 5.7 recommend strategies for coping with emotions based on interpretation of the emotional state of an athlete

    • 5.8 explain an ideal emotional state for performance

    • 5.9 interpret patterns regarding overtraining, under-recovery and burnout

    • 5.10 evaluate current stress and recovery patterns using recognized assessment tools such as the Recovery Stress Questionnaire (RESTQ)

    • 5.11 recommend strategies for an athlete to communicate rest and recovery needs to coaches and other parties involved in his or her sport development

    • 5.12 recommend strategies and skills for the prevention of overtraining, under-recovery and burnout

    • 5.13 recommend resources to support healthy rest and recovery and sport-life balance

    • 5.14 evaluate the synergistic impact of physical, psychological, social and emotional fatigue on life and sport performance

    • 5.15 create a plan for effective distraction control

    • 5.16 design successful focus techniques for training and competition

  • 6 demonstrate basic competencies

    • 6.1 demonstrate fundamental skills to:

      • 6.1.1 communicate

      • 6.1.2 manage information

      • 6.1.3 use numbers

      • 6.1.4 think and solve problems

    • 6.2 demonstrate personal management skills to:

      • 6.2.1 demonstrate positive attitudes and behaviours

      • 6.2.2 be responsible

      • 6.2.3 be adaptable

      • 6.2.4 learn continuously

      • 6.2.5 work safely

    • 6.3 demonstrate teamwork skills to:

      • 6.3.1 work with others

      • 6.3.2 participate in projects and tasks

  • 7 create a transitional strategy to accommodate personal changes and build personal values

    • 7.1 identify short-term and long-term goals

    • 7.2 identify steps to achieve goals

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