.
Sports Psychology
Study Course Description
Course Description Statuss:Approved
Course Description Version:3.00
Study Course Accepted:31.10.2024 15:37:50
| Study Course Information | |||||||||
| Course Code: | LSPA_337 | LQF level: | Level 5 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Sports Trainer; Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Žermēna Vazne | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Latvian Academy of Sport Education (LASE) | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | LSPA, Brīvības gatve 333, Riga, LV-1006 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 10 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 20 | ||||
| Total Contact Hours | 36 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Study courses mastered: Educational Psychology for Teachers, Teacher’s Professional Skills, Social-Emotional Learning, Legal Aspects of Pedagogical Process, Innovative Information Communication Technologies and Methods in Sport Pedagogy, Qualitative Research in Sport and Health Education, Quantitative Research in Sport and Health Education, Pre-School Sport Paedagogy, General and Age-Specific Physiology, Sports Physiology, Human Anatomy and Dynamic Anatomy, Environmental Health, Health Promoting Physical Activities, Foundations and Methodology of Basketball, Volleyball, Football, Floorball, Handball, Badminton and Frisbee, Skiing, Track and Field Exercises, Swimming, Outdoor and Adventure Activities I, II, III, Foundations and Methodology of Self-Defence, Foundations and Methodology of Track and Field, Rhythmics and Rhythmic Combinations, as well as History of Sport, Philosophy of Sport, Sport in Multicultural Environment and Olympic Education, Project Development, Health Education and Health Promotion, School Sport Paedagogy, Leading Class Work, Single Player Movement Games and Sport Games, Sport Medicine, Professional Communication and Terminology I (English, German, Russian), Professional Communication and Terminology II (English, German, Russian), Professional Ethics, Teacher’s Placement I, II, III | ||||||||
| Objective: | To promote the mastering of theoretical and practical matters of psychology of sport and healthy lifestyle for the promotion of professional competences of a sports teacher, to develop the skill to analyse and evaluate modern education technologies; ability to analyse and evaluate the problems of psychology of scientific and practical sport in education. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Modern pedagogical and psychological theories in conjunction with physical activity. Introduction to psychology of sport and healthy lifestyle. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 2 | Pedagogical and psychological justification of scientific studies of sport in the multicultural environment. Psychological justification of sport and healthy lifestyle. PA and quality of life. PA and personality. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Stress and health. Conceptual model of stress. Stress management technologies that provide physiological and psychological effects. Understanding physical trauma and crisis, methods of psychological management thereof. Interaction between teachers and students in the multicultural environment. Professional burn-out and prevention thereof. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 4 | PA and motivation. Behavioural models and motivation strategies that promote the inclusion into PA. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 5 | Understanding the PA, trauma and crisis and psychological management thereof. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 6 | Physical activities and psychological triad. Sense of self and body perception. Psychological justification of eating disorders and their relationship to stress. Addictions to physical activities. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 7 | Age and gender of PA. Psychology of sport of PA for children and young people. Psychology of sport of PA for adults. Psychological aspects of gerontology. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 8 | Formation of a collective and psychology of recreational activities. Models of group and class unity. Psychological effect of recreational activities. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 9 | Presentation and discussion of the content of three scientific studies in psychology of sport | Classes | 2.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1. Student presentations with reviews of books (6 hours). 2. Student presentations of selected topics of pedagogical psychology (6 hours). | ||||||||
| Assessment Criteria: | At the end, mastering the study course is assessed on a 10-point scale in accordance with Regulations of the Cabinet of Ministers of the Republic of Latvia No.141, No.512, No.240. “with distinction” (10) – knowledge exceeds the requirements of the study course and they testify to the ability to carry out independent research, deep understanding of problems; “excellent” (9) – the content of the study course has been mastered in full, the skill to use knowledge independently in different situations has been obtained; “very good” (8) – the content of the study course has been mastered in full, however in certain issues understanding is not deep enough to use the knowledge independently for solving more complex problems; “good” (7) – in total, knowledge has been obtained at the level of requirements of the study course, however, there is lack of understanding of less important issues, there are minor difficulties in solving individual practical tasks; “almost good” (6) – in total, the content of the study course has been mastered, however, there is insufficient understanding of individual larger problems, there are partial difficulties in practical application of the acquired knowledge; “almost satisfactory” (5) – in general, the content of the study course has been mastered, however, there is insufficiently deep understanding of several important problems, there are difficulties in practical application of the acquired knowledge; “almost satisfactory” (4) – in general, the content of the study course has been mastered, however, there is insufficient understanding of some basic concepts and there are considerable difficulties in practical application of the acquired knowledge; “weak” (3) – the knowledge is superficial and incomplete; the student is unable to use it in specific situations; “poor” (2) – there is superficial knowledge of only some issues; most of content of the study course is not acquired; “very poor” (1) – there is no understanding of the fundamentals of the study course, there is practically no knowledge of the study course. Tests 50%, examination 50%. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Will know: 1. PA indicators and quality of life indicators of children, adolescents, young people, the relationship between pedagogical and psychological theories of sport and healthy lifestyle and PA, analysing the latest research into PA psychology. 2. Sports psychology of PA for children and young people as a topical issue in the field of education. 3. Sports psychology of PA for adults as a topical issue in the field of education. 4. Psychological aspects of gerontology as a topical issue in the field of education. 5. Categorises motivation and motives for involvement in PA in the long term and their intensification methods in the context of the multicultural environment, PA and behaviour patterns. 6. Reflexively and critically assesses personal knowledge, skills and motivation about the PA motivation and motives, their intensification methods in the context of the multicultural environment and behaviour patterns. | ||||||||
| Skills: | 7. Able to develop the student’s and personal social and emotional competences understanding the content of their indicators in the context of PA psychology. 8. Plans, selects the PA psychology study methods according to the individual development needs of the student and the learning outcomes to be achieved. 9. Adapts the content and aids of PA psychology studies to the individual learning needs and objectives of the student. 10. Able to apply skills (ability to use knowledge) to the use of time planning tasks and stress management. 11. Compares and critically evaluates the basic considerations of stress management in today’s multicultural environment. 14. Demonstrates the skill of analysing the PA understanding of the concept of PA as a whole and factors affecting health (psychological triage: self-esteem; body perception; eating disorders and overcoming them). 15. Able to analyse individual risk factors and basics of ergonomics (dependence on physical activity). 16. Able to use class or group interaction diagnostic toolkits. 17. Able to predict, preventively identify and offer solutions to conflict situations or disadvantaged groups. | ||||||||
| Competencies: | 18. Able to appropriately address conflict situations by identifying the risks of behaviour, contact and violence in students. 19. Assesses and able to identify the foundations of professional burnout syndrome (identifies, classifies, interprets the content of professional burnout scales) in the professional work of teachers. 20. Determines the mental tensions in teacher’s work as the harmful effects of working environment conditions on mental health. 21. Assesses the difficulties of inclusion of children in PA in the context of behavioural, cognitive and socio-cognitive aspects and makes proposals to address them. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | 1. Razon, S., & Sach, M., L. (2017). Applied Exercise Psychology. Routlege, 458p | ||||||||
| 2 | 2. Pargman, D., Weinberg, R., & Berger, B. (2006). Foundation of Exercise Psychology, 2nd Edition, 391p. | ||||||||
| Other Information Sources | |||||||||
| 1 | Journal Psychology of Sport and Exercise. Elsever. | ||||||||
