SEP608 - PSYCHOLOGY of CHILDREN and ADOLESCENCE IN SPORT
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| PSYCHOLOGY of CHILDREN and ADOLESCENCE IN SPORT | SEP608 | 2nd Semester | 3 | 0 | 3 | 5 |
| Prequisites | - | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Discussion Question and Answer Preparing and/or Presenting Reports Project Design/Management Other: oral presentation | |||||
| Instructor (s) | Program Member | |||||
| Course objective | The objective of this course is to convey information about the nature of the human development, basic concepts and processes using life-span perspective, while reviewing developmental contexts and theoretical approaches. Also it aims to examine the associations of participation in sports during childhood and adolescence with developmental outcomes, also to evaluate current research findings. | |||||
| Learning outcomes |
| |||||
| Course Content | It includes the examination of the nature of the development, basic concepts and developmental issues, theoretical approaches in life-span development, physical, cognitive, socioemotional, moral, self and identity development of children and adolescents in sport, the development of gender roles and cultural influences, important developmental contexts such as family, peer and coaches, adolescence problems and participation in sport, influences of the participation in sport on positive development of children and adolescents. | |||||
| References | Beller, J. M., & Stoll, S. K. (1995). Moral reasoning of high school student athletes and general students: An empirical study versus personal testimony. Pediatric Exercise Science, 7(4), 352-363. Brewer, B. W. (Ed.). (2009). Handbook of sports medicine and science, sport psychology. John Wiley & Sons. Duda, J. L., & Allison, M. T. (1990). Cross-cultural analysis in exercise and sport psychology: A void in the field. Journal of Sport and Exercise Psychology, 12(2), 114-131. Fraser-Thomas, J., Côté, J., & Deakin, J. (2008). Examining adolescent sport dropout and prolonged engagement from a developmental perspective. Journal of Applied Sport Psychology, 20(3), 318-333. Lee, M. (1993). Coaching Children in Sport. London: Spon Press. Malina, R, Bouchard, C., & Bar-Or, O. (2004). Growth, Maturation and Physical Activity, Champaign, IL: Human Kinetics. McCarthy, P. J., Jones, M. V., & Clark-Carter, D. (2008). Understanding enjoyment in youth sport: A developmental perspective. Psycholo... | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Introduction to the course and examining the syllabus |
| Week 2 | The nature of the development, basic concepts and developmental ıssues |
| Week 3 | Life-spam development in exercise and sport psychology: Theoretical approaches |
| Week 4 | Physical development of children and adolescent in sport |
| Week 5 | Cognitive development of children and adolescents in sport |
| Week 6 | Socioemotional and moral development of children and adolescents in sport |
| Week 7 | Midterm |
| Week 8 | Self and identity development of children and adolescents in sport, the development of gender and cultural influences |
| Week 9 | The development contexts of children and adolescents in sport: family, peers and coaches. |
| Week 10 | The development contexts of children and adolescents in sport: family, peers and coaches. |
| Week 11 | The development contexts of children and adolescents in sport: family, peers and coaches. |
| Week 12 | Adolescence problems and participation in sport |
| Week 13 | The influences of participation in sport on positive development of children and adolescents |
| Week 14 | Presentation week-1 |
| Week 15 | Presentation week-2 |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 10 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 20 |
| Presentation | 1 | 10 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 30 |
| Final exam | 1 | 40 |
| Total | 110 | |
| Percentage of semester activities contributing grade succes | 1 | 60 |
| Percentage of final exam contributing grade succes | 1 | 40 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 30 | 2 | 60 |
| Presentation / Seminar Preparation | 1 | 10 | 10 |
| Project | 0 | 0 | 0 |
| Homework assignment | 1 | 8 | 8 |
| Midterms (Study duration) | 1 | 10 | 10 |
| Final Exam (Study duration) | 1 | 20 | 20 |
| Total Workload | 48 | 53 | 150 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Based on undergraduate level competencies, has an up to date and contemporary knowledge to develop and deepen the ability and skills as an expert and specialist in Sport and Exercise Psychology. | X | ||||
| 2. Evaluates the accuracy of scientific and current knowledge specific to the field of Sport and Exercise Psychology and comprehends the interaction between Sport and Exercise Psychology with other disciplines which related to this kind of knowledge. | X | ||||
| 3. Has the knowledge in research methodology in Sport and Exercise Psychology | X | ||||
| 4. Has the competency to apply the theoretical and practical information gained as an expert in Sport and Exercise Psychology? | |||||
| 5. Acts in compliance with legislation, professional values and ethical principles in the formation of knowledge related to Sport and Exercise Psychology. | X | ||||
| 6. Has the competency to plan and apply scientific research, and put the assimilated information in to a report in Sport and Exercise Psychology. | X | ||||
| 7. Has the competency to solve the problems by employing the technological equipment and devices related to Sport and Exercise Psychology. | X | ||||
| 8. Develops national/international strategy, politics, and application plans, and examines and evaluates the quality processes related to the field of Sport and Exercise Psychology. | |||||
| 9. Has the competency to conduct work independently and/or in a working team in Sport and Exercise Psychology. | X | ||||
| 10. Has the competency to publish a scientific article which related to Sport and Exercise Psychology in a national journal or present a scientific paper in a scientific meeting | X | ||||
| 11. Adopts lifelong learning principles and has the ability to analyze and evaluate critically the information available in the field of Sport and Exercise Psychology | X | ||||
| 12. Has the competency to read and analyze a scientific article in Sport and Exercise Psychology, and to carry out and conduct evidenced based research in the concerned professional field. | X | ||||
| 13. Has the competency to critically analyze, develop, and evaluate the norms and values related to the working social environment professionally | |||||
| 14. Present a scientific paper in an international meetings on sports and exercise psychology. | X | ||||
| 15. Has the competency to assimilate, collect, record, evaluate, discuss, and announce the variables and data in Sport and Exercise Psychology, and in the process follows the related social, scientific, and ethical sets and values accordingly | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest