About Sport, Exercise & Performance Psychology

Learning Outcomes

The curriculum provides opportunities for hands-on experiences on the applied track, such as practicum and independent study projects. The course-based track provides students with courses grounded in the theoretical foundation on performance improvement and behavior change, in addition to other areas related to SEPP. Students on both tracks will learn how to use problem-solving skills and reasoning to make ethical professional decisions.

The curriculum includes specialized knowledge in the eight knowledge areas identified by the Association for Applied Sport Psychology (AASP) and is designed for students to achieve the following learning outcomes:

1. Professional Ethics and Knowledge
   1. Integrate their practice ethics and standards related to professional practice.
   2. Demonstrate techniques to develop rapport with clients, to explain their professional roles, and to adjust expectations of clients.
   3. Identify ethical and legal issues related to professional activities.
   4. Apply strategies to evaluate and resolve ethical and legal dilemmas, as well as decision making in the professional practice.
2. Sport Psychology
   1. Demonstrate understanding of theoretical foundation of the psychological processes that influence human performance in athletic settings.
   2. Identify and apply psychological techniques and strategies to enhance performance in sport and other domains (e.g. performing arts, military).
   3. Evaluate research in sport psychology and psychological factors related to performance and participation in sport and exercise settings.
   4. Evaluate the needs of clients and plan interventions based on this evaluation.
   5. Choose and apply sport psychology theories and research that best fit different performance and exercise psychology cases.
3. Sport Science
   1. Define, distinguish, and assess physiological principles relevant to the effect of exercise on human functioning and performance.
   2. Identify motor control processes and mechanisms underlying the learning and performance of motor skills.
   3. Integrate sociocultural perspectives on sport (e.g., gender, race, economics, politics).
   4. Explain historical foundations and philosophical questions related to the development of sport and physical activity programs.
4. Psychopathology
   1. Identify and distinguish abnormal human behavior.
   2. Assess clients for psychopathology.
   3. Apply etiology of mental disorders in working with clients.
   4. Identify and implement strategies that ameliorate psychopathology symptoms.
5. Helping Relationships
   1. Demonstrate understanding of counseling theories.
   2. Develop a professional philosophy based on their theoretical approach to working with performers and exercisers.
   3. Implement skills to successfully interact with clients, such as listening, interviewing, assessment, and counseling/consulting skills.
   4. Engage in supervised practice of sport, exercise, and performance psychology.
6. Research Methods and Statistics
   1. Demonstrate understanding of research methods and design.
   2. Evaluate the strengths and weaknesses of tests and measurements.
   3. Execute and interpret basic and advanced data analyses.
   4. Engage in ethical implementation of research and program evaluation.
7. Psychological Foundations of Behavior
   1. Apply principles of theories of cognition and affect to influence behavior.
   2. Assess the influences of social aspects (e.g., group processes, persuasion) on performance and well-being.
   3. Utilize knowledge of theories of personality to assess individual differences and human lifespan development.
   4. Apply concepts of positive psychology (e.g., mindfulness, flow, grit) to the improvement of performance and well-being.
8. Diversity and Culture
   1. Demonstrate knowledge of conceptual frameworks for sociopolitical and cultural factors that impact human behavior.
   2. Assess the dimensions of personal identity and individual differences (e.g., race, ethnicity, sexual orientation) and how they may influence the professional relationship.
   3. Identify and implement intervention strategies for addressing the needs of individuals from unique racial/ethnic background, religious affiliations, gender identity, etc.
   4. Integrate culturally competent approaches to consultation with performers and exercisers.