Handbook : Unit informationEdith Cowan University

Faculty of Health, Engineering and Science

School: Exercise and Health Sciences

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  Foundations of Social Psychology

• Unit Code

  SPS1108

• Year

  2015

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

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Description

This unit introduces foundation concepts of social psychology that serve for advanced studies in sociology and psychology of exercise, health, and wellness. Students will study theories in psychology, sociology, and psychobiology that are important to later understanding of exercise as a vehicle for human enrichment and performance enhancement across the lifespan.

Equivalent Rule

Unit was previously coded SPS2102

Learning Outcomes

On completion of this unit students should be able to:

1. Describe the ethical procedures inselected psychosocial measures that relate to motivation, self- perceptions, self-efficacy, mood states, perception of effort, and social physique anxiety, perception of control, and social support.
2. Describe the importance of socio-cultural and psychology theory in understanding human development and behaviour across the lifespan.
3. Describe the theoretical bases of psychobiology and sociology that influence exercise adherence, response to injury, drug abuse and withdrawal from sport.
4. Discuss affective states such as mood, flow experiences, and anxiety that influence behaviour in physical, cognitive, and social domains.
5. Explain an understanding of how the social and cultural environment, such as media, socio-economic class, race, ethnicity and gender affect lifelong engagement in physical activity.
6. Show competence in oral presentation skills, and academic writing style through review of the related literature with specific reference to APA Publication Standards.

Unit Content

1. APA writing style and oral presentation skills
2. Flow experience, perception of harm, and social physique anxiety.
3. Global, political, and economic implications for the provision of social justice and inclusive practice.
4. Importance of race, ethnicity, and culture in self-representations, affect, and motivation.
5. Influence of gender, homophobia, misogamy, dysmorphia in self-representations, affect, and motivation.
6. Influence of media in self-representations, affect, and motivation and human behaviour across the lifespan.
7. Introduction to social psychology and human behaviour.
8. Lifespan development and social psychology. Infancy to older adulthood.
9. Perception of control, perceived exertion and mood states.
10. Procedures in measurement of self-perceptions, perceived exertion, enjoyment, self-efficacy, social physique anxiety and flow states.
11. Self-representational processes: perceived competence and global self-worth, physical self-perceptions, movement and sports confidence, and self-efficacy.

Additional Learning Experience Information

Lectures, tutorials, workshops and laboratory sessions.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

^ Mandatory to Pass

Text References

• ^ Cox, R. H. (2002). Sport psychology: concepts and applications (5th ed.). New York. McGraw-Hill.
• ^ Coakley, J. J. (2004). Sport in society: issues and controversies (6th ed.). St. Louis, C.V. Mosby.
• Gill, D. (2004). Gender and diversity across the lifespan. In M.R. Weiss (Ed.). Developmental sport and exercise psychology: A lifespan perspective (pp.475-501). Morgantown, WV: Fitness Information Technology.
• Horn, T. S. (2004a). Developmental perspectives on self-perceptions in children. In Weiss M. R. (Ed). Developmental sport and exercise psychology: A lifespan perspective. (pp. 101-144). Morgantown. Fitness Information Technology.
• Cashman, R. (1995). Paradise of sport: The rise of organised sport in Australia. New York: Oxford University Press.
• Berger, B.G., Pargman, D., & Weinberg, R.S. (2002). Foundations of exercise psychology. Mogantown, WV: Fitness Information Technology.
• Horn, T. S. (2004b). Lifespan development in sport and exercise psychology: Theoretical perspectives. Developmental perspectives on self-perceptions in children. In Weiss M. R. (Ed). Developmental sport and exercise psychology: A lifespan perspective. (pp. 1-27). Morgantown. Fitness Information Technology
• Messner, M.A. (1992). Power at play: Sports and the problem of masculinity. Boston: Beacon Press.
• Petlichkoff, L. M. (2004). Self-regulation skills for children and adolescents. In M. R. Weiss (Ed.). Developmental sport and exercise psychology: A lifespan perspective. (pp. 269-288). Morgantown. Fitness Information Technology.
• Tatz, C., & Tatz, P. (1998). AFL's black stars: Introduction by Michael Long. Port Melbourne: Lothian.
• Wiese-Bjornstal, D. M. (2004). In M. R. Weiss (Ed.). Developmental sport and exercise psychology: A lifespan perspective. (pp. 525-568). Morgantown. Fitness Information Technology.
• Weiss, M. R., & Stuntz, C. P. (2004). In M. R. Weiss (Ed.). Developmental sport and exercise psychology: A lifespan perspective. (pp. 165-196). Morgantown. Fitness Information Technology.

Journal References

• Fox, K.R. (2000). Self-esteem, self-perceptions and exercise. International Journal of Sport Psychology, 31, 228-240.

^ Mandatory reference

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