Degree | Type | Year | Semester |
---|---|---|---|
4316214 Psychology of Sport and Physical Activity | OB | 1 | 1 |
There are no prerequisites in this module.
The objective of this module is to help the student understand the role of the different agents involved in youth sport (e.g., families, coaches, peers) from the analysis and comprehension of the psychological processes involved in this stage of the athletic career.
In this module, the basic psychological processes of motivation for sport are explained. Specifically, current theories, such as achievement goal theory (AGT) and self-determination theory (SDT) are explained to be able to advice the different social agents (families, coaches, organizers of sport competition…) on the optimization of children’s sport practice and prevent their discontinuation. Moreover, the student is trained to understand the emotional factors involved in youth sports, enabling to help coping, in a preventive way, with the factors that produce anxiety and stress while prioritizing the positive emotional aspects of sports practice (e.g., fun). This module is considered fundamental for an educational and preventive approach to sport psychology versus a therapeutic approach that would focus on solving athletes’ problems once they have occurred.
The main contents addressed in this module are the following:
The methodology of this module will be based on the coordinated development of a series of activities (directed, supervised and autonomous) that will guide the student towards the achievement of the learning outcomes.
Directed activities:
The lecturing sessions of the module will be based on master classes directed by the module's lecturers and on the presentation of papers and abstracts of reports prepared by the students.
Supervised activities
Monitoring of student’s work during office hours.
Autonomous activities
Study. Confrontation of the information provided in the master classes with the chapters of the handbooks of sport psychology and with recommended articles. Preparation of schemes and summaries.
Preparation of the report: Written preparation of the report as well as the supporting material (power-point) that will be used to orally present the report in the last sessions of the module.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Master classes and oral presentations. Written test. | 42 | 1.68 | 1, 5, 7, 8, 3, 9, 10, 11 |
Type: Supervised | |||
Follow-up sessions with the academic tutor | 48 | 1.92 | 5, 2, 11 |
Type: Autonomous | |||
Reading of articles and reports of interest. Preparation of assignments and reports. | 129 | 5.16 | 1, 7, 6, 4, 10, 11 |
The assessment of this module will be conducted using 3 learning evidences.
EV1: This is a report based on material explained in class or on applied assignments derived from the master classes. EV1 corresponds to the 40% of the final grade.
EV2: Oral presentation of a report prepared individually or in pairs. EV2 corresponds to the 20% of the final grade.
EV3: Written test of synthesis that corresponds to the 40% of the final grade.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Assignments and reports | 40% | 0 | 0 | 1, 7, 6, 4, 2 |
Oral presentation of reports | 20% | 4 | 0.16 | 5, 8, 3, 10, 11 |
Written tests | 40% | 2 | 0.08 | 1, 6, 8, 9, 10 |
Alcaraz, S., Torregrosa, M., Viladrich, C., Ramis, Y., & Cruz, J. (2014). From AGT to SDT, from athletes to coaches: Refocusing the study of sport motivation. European Journal of Human Movement, 32, 125–144.
Appleton, P. & Curran, T. (2016). The origins of perfectionism in sport, dance, and exercise. In A. Hill (Ed.) The psychology of perfectionism in sport, dance and exercise. London: Routledge.
Brustad, Babkes & Smith (2001). Youth in sport. En R. Singer, H.A. Hausenblas & C.M. Janelle (Eds). Handbook of sport psychology. (pp. 604-635 ) John Wiley: New York
Boixadós, M., Cruz, J., Torregrosa, M., & Valiente, L. (2004). Relationships Among Motivational Climate, Satisfaction, Perceived Ability, and Fair Play Attitudes in Young Soccer Players. Journal of Applied Sport Psychology, 16(4), 301–317. doi:10.1080/10413200490517977
Buceta, J. Mª. (2004). Estrategias psicológicas para entrenadores de deportistas jóvenes. Madrid: Dykinson.
Côté, J., Allan, V., Turnnidge, J., & Erickson, K. (2020). Early Sport Specialization and Sampling. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of Sport Psychology: Vol. I (pp. 578–594). https://doi.org/10.1002/9781119568124.ch27
Cruz, J. (Ed.), (2001). Psicología del Deporte. Madrid : Síntesis.
Cruz, J., Torregrosa, M., Sousa, C., Mora, À., & Viladrich, C. (2011). Efectos conductuales de programas personalizados de asesoramiento a entrenadores en estilo de comunicación y clima motivacional. Revista de Psicología del Deporte, 20(1), 179–195.
Duda, J. L., Quested, E., Haug, E., Samdal, O.,Wold, B., Balaguer, I., Castillo, I. Sarrazin, P., Papaioannou, A., Ronglan, L.T. Hall, H. y Cruz, J. (2013). Promoting adolescent health through an intervention aimed at improving the quality of their participation in Physical Activity (PAPA): background to the project and main trial protocol. International Journal of Sport and Exercise Psychology, DOI: 10.1080/1612197X.2013.839413 .
García-Calvo, T., Leo-Marcos, F. M., y Cervelló, E. (2021). Dirección de Equipos Deportivos. Valencia: Tirant Editorial.
Gordillo, A. (1992) Orientaciones psicológicas en la iniciación deportiva. Revista de Psicología del Deporte, 1, 27-36.
Gordillo, A. (2000) Intervençao com os pais en padres. En Becker B. (Ed.). Psicología aplicada a Criança no Esporte. (pp. 119-132). FEEVALE: Brasil.
Holt, L. & Knight, C. (2014) Parenting in youth sport: From research to practice. London: Routledge
Holt, N. L., Deal, C. J., & Pankow, K. (2020). Positive Youth Development Through Sport. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of Sport Psychology: Vol. I (pp. 429–446). Wiley.
Horn, T.S. (2008). Coaching effectiveness in sport domain. En T. S. Horn (Ed.), Advances in sport psychology (pp. 239-267). Champaign,Il. : Human Kinetics.
Knight, C. J., Harwood, C. G. and Gould, D. (2018). Sport Psychology for Young Athletes. New York, NY: Routledge.
Pons, J., Ramis, Y., Viladrich, C., & Polman, R. C. J. (2018). The mediating role of coping between competitive anxiety and sport commitment in adolescent athletes. Spanish Journal of Psychology, (in press), 1–8. https://doi.org/10.1017/sjp.2018.8
Ramis, Y., Torregrosa, M., Viladrich, C., & Cruz, J. (2017). The Effect of Coaches’ Controlling Style on the Competitive Anxiety of Young Athletes. Frontiers in Psychology, 8. http://doi.org/10.3389/fpsyg.2017.00572
Smoll, F.L. y Smith, R.E. (2009). Clavespara ser un entrenador excelente. Barcelona: INDE.
Sousa. C., Smith, R.E. & Cruz, J. (2008). An individualizaed goal – setting program for coaches. Journal of Clinical Sport Psychology, 2, 258 – 277.
Torregrosa, M., Sousa, C., Viladrich, C., Villamarín, F. y Cruz, J. (2008). El clima motivacional y el estilo de comunicación del entrenador como predictores del compromiso en futbolistas jóvenes. Psicothema, 20 (2) 254 – 259.
Weinberg, R.S. i Gould, D. (2010). Fundamentos de Psicología de la Actividad Física y el Deporte. 4ª Edición. Madrid: Panamericana.
Specific software not required.