. Through participation in small group settings, the students will apply psychological theory to develop responsible human relationships and an understanding of themselves. Students will increase their appreciation and awareness of those cultural similarities and differences, which exist between oneself and others.
Development and Evaluation (4th Edn.). Belmont: Wadsworth. Aims and objectives. • Relate concepts and principles from the psychology of training and development to real occupational issues in order to make a. Health and safety at work and personal development. All organisations employing people need to train and. Personal Growth, fourth edition. Horney is one of the founders of humanistic psychology. Personal History Karen Horney was born Karen Danielsen.
Students will demonstrate an understanding of psychological theories of human development and personal growth. Students will demonstrate the ability to apply psychological theories of human development and personal growth. Students will demonstrate effective human relationship skills. Academic Integrity and Student Conduct. Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton's Code of Academic Conduct.
This code prohibits:. cheating,. plagiarism (turning in work not written by you, or lacking proper citation),.
falsification and fabrication (lying or distorting the truth),. helping others to cheat,. unauthorized changes on official documents,. pretending to be someone else or having someone else pretend to be you,. making or accepting bribes, special favors, or threats, and.
any other behavior that violates academic integrity. There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at VI. Sequence of Topics. Note: Current textbook information for each course and section is available on Oakton's Schedule of Classes. Riso, Don Richard (1999). The Wisdom of the Enneagram: The Complete Guide to Psychological and Spiritual Growth for the Nine Personality Types.
New York, NY: Bantam Books. Powell, John (1995). Why Am I Afraid to Tell You Who I Am? Thomas More Press. Frankl, Viktor E.
Man’s Search for Meaning. Beacon Press. Corey, Gerald and Marianne Schneider Corey (2010).
I Never Knew I Had a Choice: Explorations in Personal Growth (9 th Edition). New York, NY: Cengage Learning. Bolen, Jean Shinoda (2004). Goddesses in Everywoman (20 th Anniversary Edition). William Morrow Paperbacks Publishing.
Lerner, Harriet Goldhor (2005). The Dance of Anger: A Woman’s Guide to Changing the Patterns of Intimate Relationships. Perennial Publishing. Methods of Evaluating Student Progress. Attendance is mandatory. Policy on make-up exams and late turn-in of assignments is as prescribed by the individual instructor. The Learning Center will be utilized as prescribed by the individual instructor.
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.
Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements. Resources and support for.
pregnancy-related and parenting accommodations; and. victims of sexual misconduct can be found. Resources and support for LGBTQ+ students can be found.
Psychological Dynamics of Sport and Exercise, Fourth Edition, reflects the latest developments in the field of sport and exercise psychology and presents various applications in a range of physical activity settings. The text emphasizes practical theory, which allows students pursuing careers in teaching, coaching, consulting, exercise instruction and leadership, sports medicine, rehabilitation, and athletic training environments to enhance physical activity experiences for all based on the best available knowledge. With emphasis on practical application, readers can incorporate sport and exercise psychology into both their professional and personal experiences. Authors Diane L. Gill, Lavon Williams, and Erin J. Reifsteck highlight key theoretical work and research to provide guidelines for using sport and exercise psychology in professional practice and personal physical activities. The fourth edition of Psychological Dynamics of Sport and Exercise includes re organized, revised content and relevant, up-to-date research to emphasize the areas of change and growth in the field in recent years.
Specific updates to this edition include the following:. Part IV on emotion is now expanded to include two in-depth chapters—one focusing on emotion and performance and one on physical activity and mental health—as well as a third chapter on stress management. Part III on the popular topic of motivation is reorganized to emphasize contemporary research and connections to professional practice. The chapter on aggression and social development now includes more current research on prosocial and antisocial behavior as well as an expanded section on positive youth development.
In-class and out-of-class lab activities replace case studies to provide scenario-based, experiential activities for a more applied learning experience. Updated end-of-chapter summaries, review questions, and recommended readings reinforce key concepts and encourage further study. Application Point sidebars have been updated to cover a wide variety of professions in order to connect the content with real-world application. A newly added image bank helps instructors prepare class lectures.Content is organized into five parts representing major topics that are found in sport and exercise psychology curriculums. Part I provides an orientation, with chapters covering the scope, historical development, and current approaches to sport and exercise psychology.
Part II focuses on the individual, with chapters on personality, attention and cognitive skills, and self-perceptions. Part III covers the broad topic of motivation, addressing the why question of physical activity behavior.
Part IV looks at emotion, including the relationship between physical activity and emotion as well as stress management. Part V considers social processes in chapters on social influence, social development, and group dynamics, as well as cultural diversity. With more in-depth coverage than introductory-level texts, Psychological Dynamics of Sport and Exercise, Fourth Edition, brings sport and exercise psychology to life for students as they prepare for their professional lives. Emphasis is placed on sport and exercise psychology concepts as they apply to three key areas of kinesiology professions: physical education teaching, coaching, and consulting; exercise instruction and fitness leadership; and sports medicine, rehabilitation, and athletic training.
By focusing on these professional settings, readers will understand how psychology concepts are integral to real-world situations outside of the classroom. Preface Acknowledgments Part I. Overview of Sport and Exercise Psychology Chapter 1. Introduction to Sport and Exercise Psychology Kinesiology: A Multidisciplinary, Applied Field Sport and Exercise Psychology as a Subdiscipline Complexity of Sport and Exercise Behavior Putting It Into Practice Chapter 2.
History of Sport and Exercise Psychology Early Roots: 1890 to 1920 Early Sport Psychology Labs: 1920 to 1940 Isolated Sport and Exercise Psychology Studies: 1940 to 1965 Emergence of Sport and Exercise Psychology as a Subdiscipline: 1965 to 1975 Development of the Subdiscipline: 1975 to 1999 Sport and Exercise Psychology Today: 2000 to Present Putting It Into Practice Chapter 3. Understanding and Using Sport and Exercise Psychology Paradigms and Sources of Knowledge Research Into Practice Using Sport and Exercise Psychology Putting It Into Practice Part II. The Person in Sport and Exercise Psychology Chapter 4. Personality Personality Defined Early Theories and Current Biological Perspectives Psychology Models of Personality Personality Measures Personality Research in Sport and Exercise Psychology Relevant Personality Characteristics and Sport-Specific Psychological Skills Putting It Into Practice Chapter 5. Attention and Cognitive Skills Attention Models and Perspectives Research on Attentional Processes Attention and Expertise Attentional Control Strategies Imagery Putting It Into Practice Chapter 6. Self-Perceptions Self-Perceptions Self-Schema and Identity Multidimensional Self-Perceptions Focusing on Physical Self-Concept Self-Confidence and Self-Efficacy Putting It Into Practice Part III.
Motivation Chapter 7. Behavioral Approaches Goals and Goal Setting Behavioral Basics Implementing a Behavior Plan Behavioral Approaches in Professional Practice Self-Regulation and Habits Putting It Into Practice Chapter 8. Cognitive Approaches to Motivation Participation Motivation Sport and Exercise Commitment Sources of Sport Enjoyment Self-Determination Theory Putting It Into Practice Chapter 9. Achievement Motivation Attributions and Physical Activity Atkinson’s Theory of Achievement Motivation Achievement Goal Theory Motivational Climate Putting It Into Practice Chapter 10. Integrated Approaches to Physical Activity Behavior Physical Activity for Health and Well-Being Theories and Models of Physical Activity Behavior Integrated Approaches to Physical Activity Promotion Physical Activity and Health Coaching Excessive Participation: Exercise Dependence Putting It Into Practice Part IV. Emotions, Stress, and Coping Chapter 11.
Psychology And Personal Growth Abe Arkoff
Emotions and Performance Emotion Concepts and Definitions Positive and Negative Emotions—Accent on Positive Emotion Models Emotions and Performance Anxiety Performance Models and Research Multidimensional Anxiety Performance Models Anxiety Patterns and Performance Putting It Into Practice Chapter 12. Physical Activity, Emotion, and Mental Health Physical Activity and Emotion Physical Activity and Mental Health Physical Activity and Cognition Physical Activity and Quality of Life Putting It Into Practice Chapter 13. Stress and Stress Management Importance of Stress Management Stress Models in Sport and Exercise Psychology Stress Management Techniques Putting It Into Practice Part V.
Social Processes Chapter 14. Social Influence Social Facilitation Social Reinforcement and Performance Social Cognitive Theory Models: The Self and Socializing Agents Social Support Sport and Exercise Psychology Research on Social Support Social Support and Physical Activity Social Support in Injury Risk and Response Putting It Into Practice Chapter 15. Aggression and Social Development Defining Aggression Theories of Aggression Aggression and Sport Moral Behavior in Sport and Physical Activity Positive Social Development Through Physical Activity Putting It Into Practice Chapter 16. Group Dynamics Group Dynamics Concepts and Models Group Performance Leadership in Sport and Physical Activity Cohesion in Sport and Exercise Groups Applying Group Dynamics Through Team Building Putting It Into Practice Chapter 17.
Culture and Cultural Competence Culture: Basics and a Guiding Framework Cultural Context of Sport and Exercise Gender Scholarship in Sport and Exercise Psychology Social Perspectives and Gender Stereotypes Sexuality and Sexual Prejudice Race, Ethnicity, and Social Class Physicality and Weight Bias Intersections and Cultural Relationships Revisited Cultural Competence Putting It Into PracticeIndex About the Authors. Gill, PhD, is a professor in the department of kinesiology at the University of North Carolina at Greensboro (UNCG). She held faculty positions at the University of Waterloo and the University of Iowa before moving to UNCG. At UNCG, she has served as associate dean of the School of Health and Human Performance and head of the department of kinesiology; from 2010 to 2015 she was the Linda Arnold Carlisle Distinguished Excellence Professor of Women’s and Gender Studies. She has more than 40 years of experience as a faculty member in kinesiology and specifically in sport and exercise psychology. Gill has been engaged in research and scholarly activity in sport and exercise psychology throughout her career. She has more than 100 scholarly publications on sport and exercise psychology topics and has given many presentations at major national and international conferences.
She serves on several editorial boards and is the former editor in chief of Journal of Sport and Exercise Psychology. She is a fellow of several professional organizations, including the American Psychological Association (APA), the American College of Sports Medicine, and the National Academy of Kinesiology. She is a former president of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA) and of Division 47 (Exercise and Sport Psychology) of the APA. Gill received the NASPSPA Distinguished Scholar award; in 2015, she received the Distinguished Scientific and Research Contributions to Exercise and Sport Psychology award from APA Division 47. She received both her MS and PhD degrees from the University of Illinois and her undergraduate degree from the State University of New York at Cortland. Lavon Williams, PhD, is a professor of exercise and sport science at Guilford College, where she is currently the department chair. She previously held faculty positions at Western Illinois University, Northern Illinois University, and Purdue University.
Involved in sport and exercise psychology research throughout her career, Dr. Williams has written more than 20 scholarly publications and has given more than 30 national and international presentations. She has served as the sport psychology academy chair of the National Association for Sport and Physical Education (NASPE) and as secretary of the SHAPE America Research Consortium. Williams is a past member of the executive board and the former research and practice division head for the Association for Applied Sport Psychology (AASP). She is currently a member of the American Kinesiology Association’s Publications Committee. Williams is an associate editor for Women in Sport and Physical Activity Journal (WSPAJ). She has served on the editorial board for Research Quarterly for Exercise and Sport, The Sport Psychologist, and WSPAJ and as an associate editor for Research Quarterly for Exercise and Sport (RQES) and the AASP Newsletter.
She received her MS from the University of Oregon, her PhD from the University of North Carolina at Greensboro, and her bachelor’s degree from Texas Christian University. Reifsteck, PhD, is an assistant professor in the department of kinesiology at the University of North Carolina at Greensboro (UNCG). In 2015 through 2016, Dr. Reifsteck served as principal investigator for two NCAA-funded studies to develop and evaluate the Moving On! Program, which is based on a theoretical framework that integrates sport and exercise psychology principles. She received the Association for Applied Sport Psychology (AASP) Young Researcher Award in 2015 and was named an American Kinesiology Association Writing Scholar in 2014. Reifsteck’s current research focuses on promoting lifetime physical activity and health through the translation of psychosocial theory into practice.
Her scholarly interests also include gender issues in sport, and she currently serves on the editorial board for Women in Sport and Physical Activity Journal (WSPAJ). She is a member of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA) and AASP, where she also serves on the AASP research development committee.
Reifsteck received her PhD and MS in kinesiology (sport and exercise psychology concentration) with a doctoral minor in educational research methodology from UNCG. She also received a graduate certificate in women’s and gender studies from UNCG and a health coach certificate through UNCG’s Department of Public Health Education. She earned her BS in psychology with a minor in neuroscience from Saint Francis University (Pennsylvania), where she played field hockey and was a two-time Academic All-American and Northeast Conference Scholar Athlete of the Year.