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Catalog Description Formerly known as PHED 86 Hours: 54 lecture Description: This course provides an in-depth examination of contemporary theories, research, and applied practices in the field of sport and exercise psychology. Students will explore the psychological factors that influence athletic performance and overall well-being, both in competitive and everyday contexts. Topics include the historical foundations of the discipline, as well as the impact of race, ethnicity, and gender in sport. Key areas of study include personality and cognitive processes, attribution theory, motivation, leadership, goal-setting, neuropsychology, physiological arousal, attention, and psychological skills training. Emphasis will be placed on critical analysis of current research and the application of psychological techniques to enhance performance and personal development. (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze the key psychological factors that influence sports performance and how these factors impact athletes and teams in various sports contexts. CSLO #2: Apply evidence-based psychological strategies in the development of individualized mental training plans for athletes to enhance athlete performance. CSLO #3: Evaluate the ethical considerations and psychological factors related to athletes mental health and propose strategies for promoting health and well-being. CSLO #4: Analyze case studies and real-world examples and the application of psychological principles in sport psychology that contribute to athletes development and success. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Discuss the historical beginnings of sports psychology and factors that influence the involvement of fitness and sport from an American and world perspective. 2.  Describe the application of the scientific method, including descriptive, experimental, and correlational methodologies, to the study of sport and exercise science. 3. Summarize the theoretical foundations of sports psychology. 4. Identify the basic terminology and vocabulary of sports psychology. 5. Describe the use of imagery and positive self-talk in sport. 6. Describe , analyze, and assess the principles and effectiveness of goal-setting in sport and exercise performance. 7. Investigate the role of psychological  in athletic injury recovery. 8. Recognize and describe the impact of diversity on sport psychology research, theory, and application including, but not limited to;  multiculturalism, race, ethnicity, gender, gender identity, disability, and sexual orientation. 9. Give examples of how anxiety both negatively and positively impact human performance. 10. Describe methods to treat and prevent burnout of participant in sport and exercise. 11. Analyze the physiological components of sport and exercise including anxiety, stress, arousal on the central nervous system, the autonomic nervous system, and the adrenal response. 12. Describe and compare the theories and models of leadership and communication in sport and exercise science. General Education Information Approved College Associate Degree GE Applicability AA/AS - Social and Behavioral Sciences CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 4 - Social and Behavioral Sciences IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Objective Examinations Example: Students will take exams here are two sample question: Which of the following best describes the relationship proposed by the Inverted‐U Hypothesis in sport performance? A. Performance increases linearly as arousal increases. B. Performance improves only when arousal is extremely high. C. Performance is optimal at moderate arousal, and declines if arousal is too low or too high. D. Performance is independent of arousal levels. Correct answer: C Define the terms somatic anxiety and cognitive anxiety as they apply in sport psychology, and briefly explain how they differ in their likely impact on athlete performance. (Key points: Somatic anxiety refers to physiological/ bodily symptoms (e.g., increased heart rate, muscle tension); cognitive anxiety refers to mental worries and negative expectations. Discuss how somatic might influence coordination/tension, whereas cognitive might influence focus, decision‑making.) Projects Example: Projects will include case studies and evaluations: An elite archer reports that when they are “too pumped up” before competition (i.e., very high arousal) they miss shots — but when they feel slightly under‑aroused (bored, unmotivated) their performance also drops. Using your knowledge of arousal, mood states, and performance, evaluate the situation and propose two intervention strategies to help the athlete reach their optimal functioning zone. (Look for: recognition of individualized arousal zone (e.g., Zone of Optimal Functioning), strategies such as imagery, self‑talk, breathing/relaxation, pre‑performance routines, goal‑setting for focus.) Reports Example: Students will write reports based on theory and scenarios given by the instructor: Choose either (A) the Self‐Determination Theory or (B) the Theory of Attribution (from causal attribution in sports). Explain the key components of the theory, and illustrate with a sport example how a coach might use the theory to enhance athlete motivation (or attributional retraining). (Marks should reflect clarity of theory, link to sport context, and application / recommendation.) Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lead a lecture on the role of psychological factors in athletic injuries. Students are expected to actively participate in the lecture and be able to list the factors. Distance Learning The instructor will conduct an on-line lecture on arousal, stress and anxiety and how to use mindfulness in game situations. Students will write a report on an example of sport related stress and anxiety and post their report for others to read and comment on. Typical Out of Class Assignments Reading Assignments Students will read the assigned chapters and discuss the following topics in class. Online students will write a discussion post (500–700 words) that addresses these topics. The role of imagery, self-talk, and goal setting in enhancing athletic performance. How anxiety and arousal can both hinder and facilitate optimal performance. The connection between leadership styles, communication effectiveness, and athlete motivation. Strategies to prevent burnout and promote recovery in athletes. Writing, Problem Solving or Performance Students will research, develop, and deliver a Mental Skills Training Workshop – Performance Project Type: Performance-Based Assignment Assignment Overview: Students will design and deliver a 15–20 minute workshop or presentation that demonstrates their understanding of core sport psychology concepts and practical performance-enhancement techniques. Instructions: Select one of the following workshop topics (or propose your own): “The Power of Imagery and Self-Talk in Performance” “Building Confidence Through Goal Setting” “Leadership and Communication in Team Sports” “Cultural Diversity and Mental Health in Sport” Prepare a presentation or interactive session that includes: A short theoretical overview of the topic. At least one activity or demonstration (e.g., guided imagery exercise, goal-setting plan, role-play communication scenario). Visual aids (slides, handouts, or performance demonstration). A reflection or summary connecting the workshop content to sport psychology principles. Other (Term projects, research papers, portfolios, etc.) Required Materials Foundations of Sport and Exercise Psychology Author: Robert S. Weinberg, Daniel Gould Publisher: Human Kinetics Publication Date: 2024 Text Edition: 8th Classic Textbook?: OER Link: OER: Sport Psychology: Performance Enhancement, Performance Inhibition, Individuals, and Teams Author: Nicholas T. Gallucci Publisher: Pyschology Press Publication Date: 2014 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.