What is Sport Psychology?

Have you heard of Sport Psychology before? Can you describe it? Did you know that the Psychology program here at UWGB had two sport psychologists on the faculty and a Sport Psychology masters program?

Let’s break it down…

Drs. Jana Fogaca and Alan Chu are the two Psychology faulty who are Sport Psychologists. They both work with students on research regarding sport psychology and they are the two in charge of the master program. Here is what they had to say about some further information on sport psychology for those of us who are fairly new to the topic.

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  • How would you describe sport psychology?
    • Sport psychology focuses on the use of psychological skills to perform well
    • typically work with athletes, but the field has been expanding to work with other performers, such as musicians, dancers, surgeons, and pilots
    • Psychological skills include strategies like deep breathing, mindfulness, self-talk, imagery, developing a growth mindset, working well with others, being a good leader, etc
    • One nice thing is to use sport activities to teach these skills to kids. It helps them build their confidence and perform better at school and engage less in risky behavior.
  • What are the important aspects to know about the sport psychology master’s program?
    • The masters program is prepared to receive students who want to work in applied sport psychology (with the applied track) and who want to focus on research and pursue doctoral studies (thesis track).
    • We designed it in a way that the students will have opportunity to take all the courses necessary for the CMPC (certified mental performance consultant) certification.
    • We also have two faculty, Dr. Fogaca and Dr. Chu, who are certified and part of the list of approved mentors.
    • We also have great connections with the community and they are excited to receive potential interns and researchers from our program.
  • What kind of work is done with students in the sport psychology research lab?
    • RAs help with literature review, design, and may do some pilot data collection and analysis
    • “This semester, we are finishing up the plan for an intervention at the YMCA where we will use basketball and volleyball drills to teach psychological skills to the participants. They are helping me think about the drills, how to incorporate psychological skills into them, and how to communicate difficult concepts to kids. On the second half of the semester, they will help me implement the project and collect data.” – Dr. Fogaca
    • “For field experience, some of my RAs and I will go to several high schools in this areas to collect data on sport motivation, meet with coaches to provide suggestions, and deliver some mental skills workshops to athletes. For lab experience, we have been planning projects on the effects of novelty on motivation (in collaboration with Dr. Cowell) and gender and racial biases in sport (in collaboration with Dr. Fogaca) that will involve experiments with the use of physiological measures such as eye tracking.” – Dr. Chu

Faculty Video Competition

UWGB Psych Faculty created funny videos to illustrate and describe particular concepts in psychology. You can watch them below and vote for the winner before Wednesday, March 27th, at 8pm). You can vote in the poll on The Psych Report, on Twitter, and on Facebook.

Black Cat Magic (w/Dr. Kris Vespia)*

*Make sure to check out her blooper real below.

A Look at Ryan’s Brain: A Journey into the Neuroscience Lab (w/Drs. Cowell and Martin)

This is how I teach: Snow day edition (w/Dr. Georjeanna Wilson-Doenges)

LIVE from the Cwing (w/Drs. Holstead, Senzaki, and Cupit)

Vote here and at @UWGBpsych on Twitter.

Which Faculty Video was your favorite

  • LIVE from the Cwing (w/Drs. Holstead, Senzaki, and Cupit) (58%, 15 Votes)
  • A Look at Ryan's Brain: A Journey into the Neuroscience Lab (w/Drs. Cowell and Martin) (19%, 5 Votes)
  • This is how I teach: Snow day edition (w/Dr. Georjeanna Wilson-Doenges) (19%, 5 Votes)
  • Black Cat Magic (w/Dr. Kris Vespia) (4%, 1 Votes)

Total Voters: 26

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Black Cat Blooper (w/Dr. Kris Vespia)

Faculty Research: Motivational profiles in table tennis players/Relations with performance anxiety and subjective vitality

Unknown-1Chu, T. L., Zhang, T., & Hung, T. (in press). Motivational profiles in table tennis players: Relations with performance anxiety and subjective vitality. Journal of Sports Sciences. doi:10.1080/02640414.2018.1488517

This studies focus was on what made up the motivational profiles of a sample of table tennis players, comprised of gender, country, training status, and their competitive level (from recreational leagues to international) as well as to compare, within the motivational profiles, the differences in performance anxiety and subjective vitality.

Faculty Research: Relations between sociocultural pressures and weight control behavior among early adolescent boys

Unknown-1Chu TL, Martin SB, Petrie TA, Greenleaf C. Relations between sociocultural pressures and weight control behavior among early adolescent boys. Psychol Schs. 2018;1–13. https://doi.org/10.1002/pits.22212

This study examined the frequency of weight control behaviors in early adolescent boys based on ethnicity and grade level as well as the sociocultural pressures to try to lose weight, gain weight, exercise, and diet to see if that could predict WCB’s (or working cell bank).

Faculty Research: Motivational processes in Sport Education programs among high school students

Unknown-1 Chu, T. L., & Zhang, T. (2018). Motivational processes in Sport Education programs among high school students: A systematic review. European Physical Education Review, 24, 372 394.doi:10.1177/1356336X17751231

Within this systematic review, Drs. Chu and Zhang focused on the motivational processes in a Sport Education curriculum and found that through their theoretical frameworks­­—self-determination theory and achievement goal theory—Sport Education has a positive influence on motivation that is consistent across different environments, and that diverse educational settings need to be examined for possible differences in the impacts of motivation on Sport education programs.

Faculty Research: Anger in the Classroom

Ryan_2014Martin, R. C. (2018). Anger in the classroom: How a supposedly negative emotion can enhance learning. In H.L. Schwartz & J. Snyder-Duch (Eds.), Teaching and Emotion: New Directions for Teaching and Learning, 153, 37-44.

This chapter describes some of the common reasons why teachers become angry (e.g., students failing to follow directions, students being disrespectful) and outlines different approaches to using that anger in a productive                                                   way.

Faculty Research: Gender and Social Conformity in Voting

Aaron-Weinschenk

Weinschenk, Aaron, Costas Panagopoulos, Karly Drabot, and Sander van der Linden. Forthcoming. “Gender and Social Conformity: Do Men and Women Respond Differently to Social Pressure to Vote?” Social Influence. 

We re-analyzed data from a large-scale field experiment (N=344,084) on voter turnout in order to determine whether men and women respond differently to social pressure aimed at voter mobilization. On the whole, our analyses confirm prior findings that social pressure increases voter turnout but uncover little to no evidence of gender differences in receptivity to social pressure cues in the context of political participation.