Psychological Training in Specific Sports
Code: 43890 ECTS Credits: 9| Degree | Type | Year |
|---|---|---|
| 4316214 Psychology of Sport and Physical Activity | OB | 1 |
Contact
- Name:
- Joan Emili Palmí i Guerrero
- Email:
- joan.palmi@uab.cat
Teachers
- Eduardo Amblar Burgos
- (External) Aida Castellà
- (External) Alex Gordillo
- (External) Aurelio Olmedilla
- (External) Carles Ventura
- (External) Joan Palmi
- (External) Jordi Renom
- (External) Josep Font
- (External) Noemi Bonet
- (External) Pep Marí
- (External) Samuel Garcia
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
The Master's own
Objectives and Contextualisation
The objective of this module is that the student knows the basic characteristics of different sports and the proposals for psychological intervention for each one of them. The student will have, from the knowledge acquired in the previous modules, a basic model of intervention that will adapt to each one of the characteristics and sports requirements.
First of all, a sports classification is performed according to the different levels of relationship (type of track, number of participants, characteristics of the tools, collaboration and / or opposition, performance needs).
Secondly, the most common psychological assessment systems applied to different sports are valued, and finally different professional interventions applied to sports with different characteristics are developed.
Competences
- Analyze the psychological factors that impact sports initiation, performance and abandonment.
- Apply psychological interventions to school-age children, with trainers and parents, in the field of sports performance and exercise in relation to health.
- Communicate and justify conclusions clearly and unambiguously to both specialised and non-specialised audiences.
- Evaluate the effectiveness of psychological interventions in sports initiation, maintenance and performance.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Know the main models of intervention in sports initiation and in the psychology of sport.
- Optimize performance and prioritize the welfare of sportspersons with an ethical commitment.
- Show skills in interpersonal relations with sports agents (trainers, judges, managers, sportspersons and fans) and the families of school-age sportspersons.
- Work in teams in a coordinated and collaborative way, and show skills in working in interdisciplinary teams.
Learning Outcomes
- Choose the most suitable techniques for performing interventions in different sports and different populations.
- Choose the most suitable variables and instruments for evaluating the effectiveness of the intervention in different sports.
- Communicate and justify conclusions clearly and unambiguously to both specialised and non-specialised audiences.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Interpret the results obtained in the evaluation process in order to improve future interventions.
- Optimize performance and prioritize the welfare of sportspersons with an ethical commitment.
- Show skills in interpersonal relations with sports agents (trainers, judges, managers, sportspersons and fans) and the families of school-age sportspersons.
- Summarise and critically synthesise psychological intervention models applicable to different sports.
- Summarise and critically synthesise the characteristics of different sports.
- Synthesise the role of the different factors affecting abandonment in different sports.
- Synthesise the role of the different factors affecting initiation to different sports.
- Synthesise the role of the different factors affecting performance in different sports.
- Work in teams in a coordinated and collaborative way, and show skills in working in interdisciplinary teams.
Content
* Models of intervention in sports performance psychology.
* Classification of sports (Small track, field, collaboration, opposition, collaboration-opposition.
* Moments and psychological characteristics in the sports worked.
* Psychological assessment systems in specific sports
* Psychological intervention in specific sports:
- Horse riding - Roller hockey. - Basketball - Football - Tennis - Golf - Sailing -E. Motor - Atletsime -e-Sports - Taekwondo - swimming
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Master classes | 48 | 1.92 | 1, 2, 3, 4, 5, 8, 9, 10, 11, 12, 13 |
| Type: Supervised | |||
| Tutorials | 48 | 1.92 | 1, 2, 3, 4, 5, 6, 7, 10, 11, 12 |
| Type: Autonomous | |||
| Autonomous activities | 123 | 4.92 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 |
- The directed activities consist of master classes and the oral presentation of works.
- The supervised activities consist of tutorials that you can request.
- The autonomous activities consist of reading scientific articles and reports of interest, in the elaboration of works and reports, and in the personal study.
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| written tests | 40% | 2 | 0.08 | 1, 2, 3, 4, 8, 9, 10, 11, 12 |
| Attendance and evaluation of classroom practices | 25% | 2 | 0.08 | 1, 2, 5, 6, 7, 8, 10, 11, 12, 13 |
| Delivery of work / reports | 35% | 2 | 0.08 | 1, 2, 3, 5, 7, 8, 9, 10, 11, 12 |
- Students deliver the work / reports where they do the rsum and critical comment of all the views of the module (individually / in pairs).
- Students carry out a written test in the classroom from the personal study of the contents taught in the lectures and the dossiers provided by the teachers.
- In the assessment section of the practice, a few minutes will be devoted to qualifying the degree of achievement of the contents of each session.
Bibliography
Anderson, M. B. (2000). Doing sport psychology. Champaign, Il.: Human Kinetics.
Anderson, A.C., Knowles, Z. i Gilbourne, D. (2004). Reflective practice for Sport psychologist: concepts, models, practical implications, and thoughts on dissemination. The Sport Psychologist 18, 188-203.
Cox, R.H. (2009). Psicología del deporte. Conceptos y sus aplicaciones (6ª Ed). Madrid : Ed. Panamericana.
Dosil, J. (2006) (Ed.). The sport psychologist´s handbook. John Wiley & Sons: Chichester.
Horn, T. (2008) (Ed.). Advances in sport psychology. Champaign, Il.: Human Kinetics.
Lathlean, T.J.; Gastin, P.B.; Newstead, S.V.; Finch, C.F. (2020). Player Wellness (Soreness and Stress) and Injury in Elite Junior Australian Football Players Over 1 Season. Intern. J. Sports Phys. Perform. 15, 1422–1429.
Lourido, D.T., Arce,C. i Ponte,D. (2018). Adaptation of the Test of Performance Strategies Competition Subscale to Spanish. Psicothema, 30(1), 123-129
Mujika,I., Halson,S., Burke,M.L., Balagué, G. i Farrow,D. (2018). An Integrated, Multifactorial Approach to Periodizationfor Optimal Performance in Individual and Team Sports. International Journal of Sports Physiology and Performance, 13, 538-561
Palmi,J.(2020). Modelo de Estado óptimo de rendimiento (EOR). En Actas III Congreso Internacional sobre Futbol, Futbol sal y Psicología. 43-45. Santiago de Compostela; Universidade de Santiago,
Palmi,J. (2022), El estado óptimo de Rendimiento y autorregulación del deporitsta. En P.Jodrá, J.hernandez, F.Arbinaga. Actas del XVII Congreso Nacional de psiologia de psicologia de l'Actividad f´sicia y del deporte. (p.25-28). Santander: FEPD.
Palmi, J.; Alcubierre, N.; Gil Moreno de Mora, G.; Reig, F. i Planas-Anzano, A. (2021).4BR: Educational Training Programme for the Prevention of Sports Injuries in Young Athletes. Int. J. Environ. Res. Public Health, 18, 5487.
Palmi, J.; Planas, A. i Solé, S. (2018) Intervención Mindfulness de Rehabilitación de un Deportista Lesionado: Caso en Futbol Profesional. Rev. Psicol. Deporte 27, 115–122.
Available online: https://www.rpd-online.com/article/view/v27-n1-palmi-planas-sole69338
Palmi,J. i Riera,J. (2017). Las competencias del deportista para el rendimiento. Cuadernos de Psicología del Deporte,17(1), 13-18.
Reig, F.; Planas, A.; Rosselló, L.; Pifarré, F.; Ticó, J.; Sans, N. i Prat, J.A. (2019) La fuerza dinamométrica en adolescentes. Una revisión sistemática y los percentiles normativos. Acta Pediátrica Española, 77, 122–129.
Riera,J., Caracuel,J.C.,Palmi,J. i Daza,G.(2017). Psychology and Sport: The athlete’s self skills. APUNTS Educación Física y deportes, 127(1), 82-93
Rotella, B. i Cullen, B. (1999). El golf es el juego de la confianza. Madrid: Tutor.
Weinberg, R.S. i Gould,D. (2010). Fundamentos de psicología del deporte y el ejercicio físico (4ª Ed). Madrid:Editorial Panamericana.
Weinberg, R.S. i Gould,D. (2018), Fundations of Sport and Exercise Psychology. 7 th Ed. (Cap.11-16). Cloth Pass/Kycd: Human kinetics.
Williams, J.M. i Krane, V. (2020). (Eds.) Applied Sport Psychology. (8 Ed.). McGraw Hill. Nueva York.
Software
Not applicable
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Spanish | second semester | afternoon |