Course Syllabus

Course Information
Course Number: SPMT 304
Course Title: Sport Psychology Management & Practice
Section: 599
Time: Asynchronous
Location: Online
Credit Hours: 3

Instructor Details
Instructor: Melody Alanis
Office: GGB 229
E-Mail: melo1402@tamu.edu
Office Hours: In person-By appointment.
Online via Zoom-by Appointment

Graders: Farzaneh Kosari Esfahani

Yongjoon Bae

Course Description
High stakes, high pressure professions present unique challenges concerning the coaching,
leadership, and management of human capital. For surgeons, jet pilots, trial attorneys, combat
soldiers, firefighters, stage performers, floor traders, and athletes (to name a few), when it’s
“go time,” the role of the mind becomes critical, impacting results in often success or failure
determining fashion. So how does one manage this impact? How do leaders in high-stress fields
turn this impact into an advantage for themselves and their teams? This course will explore
answers to these questions through theory-to-practice case studies and field experience,
focusing on applying empirical data and the scientific method to enhance human performance.

Special Course Designation

SPMT 304 is a Core Curriculum (CORE) course in the Social and Behavioral Sciences
Foundational Component Area. SPMT 304 also satisfies the Cultural Discourse (CD)
requirement.

Core Objectives For Social and Behavioral Sciences Foundational

Component Area:

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 Course Syllabus

● Critical Thinking (CT) – creative thinking; innovation; inquiry; and analysis, evaluation,
and synthesis of information
● Communication (C) – effective development and interpretation and expression of ideas
through written, oral, and visual communication
● Empirical and Quantitative Skills (EQS) – manipulation and analysis of numerical data or
observable facts resulting in informed conclusions
● Social Responsibility (SR) – to include intercultural competence, knowledge of civic
responsibility, and the ability to engage effectively in regional, national, and global
communities

Course Prerequisites
None

Course Learning Outcomes

By the conclusion of this course, students will:

(1) Have an in-depth understanding of the specific theories and principles of psychology
that apply to highly skilled performance and the pursuit of excellence in high-pressure
professions. (CT, C)

(2) Be able to think critically to identify and assess psychological variables impacting
workplace performance; be able to make empirically based decisions regarding the
methodology for enhancing human capital. (CT, EQS, C)

(3) Be able to clearly delineate the values and benefits of cultural diversity in
understanding individual psychological differences and be able to communicate these
differences to promote cross-cultural group and team cohesion. (SR, C)

(4) Be better performers, teammates, and leaders under pressure. (SR, C)

Textbook and/or Resource Materials

• Eliot, J. F. (2015). Overachievement (2nd Edition). New York, NY: Diversion.
• Hari, J. (2022). Stolen Focus. New York, NY: Crown.
• Additional course materials are delivered online through Canvas.

Course Structure

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 Course Syllabus

This course is fundamentally designed as a field lab class—a semester-long STRUCTURE

experiment, if you will, exploring key psychological principles which impact human
performance—using yourself as a lab subject. To that end, we will NOT engage in traditional
college-style “passive learning” (i.e., memorizing and regurgitating). Rather, we will use
discussions, self-reflection, personal laboratories, and application-based testing. These tools
allow you to take a more ACTIVE approach to your learning, investing in yourself instead of
following a prescription. BUT... THERE IS A SIGNIFICANT CAVEAT TO THIS COURSE DESIGN: you
must exercise initiative, taking ownership of course outcomes in order to maximize your
development as a student! To elucidate course structure further, this class is broken down into
five learning modalities:

MODALITY 1: INFORMATION EXPLORATION

You will be assigned a series of readings from your required textbook as well as supplemental
articles, video clips, and other media that will be posted on Canvas. But do not consume these
materials to memorize dates, facts, and terms. Instead, explore the information. Work through
the material with the overarching question: “HOW can I use this information in my life or to
help the lives of others?” The value and power of this class is in your USE of its principles. So
constantly push yourself—every week—to move past the WHAT and onto the HOW.

MODALITY 2: PERSPECTIVE DIVERSITY

In addition to reading and reflecting, you will be given the opportunity to interact with your co-
enrolled peers via ongoing online discussion threads and three instructor-led discussions.
These threads will start with the prompt of a specific case study, but they are NOT for
regurgitating information presented in class materials (in your textbook or posted on Canvas).
This modality will significantly benefit you by providing you with a way to explore course
information from a diverse set of viewpoints and experiences other than just your own.
However, this only works if you contribute thoroughly. If your weekly posts are a mere
sentence or two, you rob your classmates of the opportunity to benefit from what you add to
the diverse spectrum of life. Therefore, you will be expected to VIBRANTLY add to
conversations with your peers, interacting as if you were in a face-to-face classroom. To get full
credit, you must make an initial post that you originate, respond to others’ posts, and post on
multiple days. Making all your posts on the last day will result in deductions. Additionally,
making all your posts on a single day will result in deductions.

MODALITY 3: PERSONAL LABORATORIES

Each module, choose a distinct concept presented in the module. After you study the concept
at hand and then interact with your peers to discuss the concept—your job is to put what
you’ve learned INTO PRACTICE. You will devise an activity akin to a personal laboratory
experiment in which you push yourself to use the week’s core performance psychology

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 Course Syllabus

principle in a real-world setting. The idea: use the principle in a new or different way than you
have in the past... encourage yourself to get out of your comfort zone... push yourself to grow!
And to help you make this an applied-based educational opportunity, you will record your
learning via a video blog instead of via traditional academic means (e.g., a report). It is
recommended that you create videos for each principle application. You will be required to
submit one personal lab video per module (i.e., commitment, control, challenge) as a Module
Principle Application assignment.

MODALITY 4: APPLICATION TESTING

Three (3) exams will be used to test the knowledge you’ve gained and help you better
understand content areas in which you are less strong and could benefit from further study
and/or work. These tests will not be memorization and regurgitation exercises; they will require
you to digest information and THINK about how the information is used. You will be challenged
with many possible answers that are all attractive and could, arguably, be correct. However,
there will be an answer this is better than the others once you parse through the possibilities of
how the principles are used for performance enhancing purposes. These exams will be very
challenging, on purpose, to help you get out of the mindset students are ingrained in taking
towards testing... and into the mindset of a professional tasked with real-world uncertainty and
change that demands thoughtful problem-solving. The exams will include multiple-choice
questions and essay questions requiring a written response.

MODALITY 5: CULMINATING EXPERIENCE

SPMT 304 content is grouped into three modules by the overarching core concepts of
Commitment, Control, and Challenge (which will be further elucidated as you work through
class readings, postings, and assignments).

At the conclusion of the semester, you will bring these three areas of learning together by
completing a summarizing project in which you will look at your growth and development from
a data metrics analysis and visual presentation standpoint. The final project may take the form
of an Infographic or a video (5-7 minutes). You have the freedom to choose the form that will
best represent your work.

NOTE: For all five learning modalities, additional detail—including grading rubrics and due
dates—will be posted on Canvas throughout the semester. Regarding due dates, NO LATE
WORK WILL BE ACCEPTED without PROPER documentation of a university accepted excused
absence per Student Rule 7.

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 Course Syllabus

Assignments
Assignments Weight
Course Certification .5%
MODULE 1 – Commitment
Principle Application 2.5%
Exam #1 20%
Discussion Board Posts 1.5%
Instructor-led Group Discussion 2.5%
MODULE 2 – Control
Principle Application 2.5%
Exam #2 20%
Discussion Board Posts 1.5%
Instructor-led Group Discussion 2.5%
MODULE 3 – Challenge
Principle Application 2.5%
Exam #3 20%
Discussion Board Posts 1.5%
Instructor-led Group Discussion 2.5%
FINAL PROJECT
Infographic OR Video 20%

Evaluation and Grading Policy

To do well in SPMT 304, you must demonstrate a significant commitment to your learning.
Course materials will provide the baseline information necessary to succeed; it is up to you to
APPLY the material. Your final grade will hinge on how much initiative and ownership you take
across of the course deliverables:

Enrollment Certification .5 point

Discussions (9 x .5 point each) 4.5 points
Module Principle Application Video Blogs (3 x 2.5 points each) 7.5 points
Application Exams (3 x 20 points each) 60 points
Instructor-led Group Discussions (3 x 2.5 points each) 7.5 points
Final Project – Infographic or Video 20 points
TOTAL POINTS AVAILABLE 100 points

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 Course Syllabus

Further information and guidelines on all deliverables and coursework will be provided on
Canvas. Your final grade will be the total points you earned from the above available.

Final Grading Scale

90 or higher A
80 – 89.99 B
70 – 79.99 C
60 – 69.99 D
Below 60 F
No rounding up for the final grade

Late Work Policy

No late exams, quizzes, and assignments will be accepted. Make up exams/quizzes are only
provided under very special circumstances. A student may be given a make-up exam/quiz only
when he/she notifies the instructor prior to the exam date. Make-up exams will only be given
for documented medical emergencies, the death of an immediate family member, or for
university sponsored events. For university-sponsored events notification must occur at least
one month prior to the exam. Make up exams for documented medical emergencies require a
signed medical excuse from a board-certified physician. Make-up exams must be taken within a
time frame defined by the instructor. Make-up exams will be given under no other
circumstances. I do not regard previously purchased tickets for travel, plans to be at someone’s
wedding, or plans to travel without first looking at the exam schedule as valid reasons to miss
an exam. You should email me as soon as possible if a valid reason for an exam or assignment
arises.

Work submitted by a student as makeup work for an excused absence is not considered late
work and is exempted from the late work policy (Student Rule 7).

Course Schedule
This online course will be available from the first day of class: Moday, August 21st.

As an online course, students are welcome to take advantage of the flexibility offered to cover
the course content at their own pace. However, exams and assignments must be completed
by the timeframe specified.

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 Course Syllabus

DATES TOPICS ASSIGNMENTS

8/21 – 8/24 THOROUGHLY REVIEW CANVAS ENROLLMENT

CERTIFICATION

8/28 – 9/1 Purpose, Meaning, Chasing Your Reading, Practice Quiz (CT),
9/4 – 9/8 Dreams and Online Discussion Board
9/11 – 9/15 Motivation, Goal Setting, Hunger Assignments (WC) due each
Concentration & The Training Mindset week.

Module 1 instructor-led discussion 9/7 – 9/21. Complete by 9/21 EOD.

(SR, CT, WC)
Module 1 Principle
9/18 – COMMITMENT REVIEW Application – 9/20 (VC, OC)
9/22 Instructor Discussion – 9/21
EXAM #1 – 9/22 (CT, WC)

9/25 – 9/29 Self-Confidence (Process & Potential) Reading, Practice Quiz (CT),
10/2 – 10/6 The Trusting Mindset and Online Discussion Board
10/9 – 10/13 Evaluation & Analytics Assignments (WC) due each
week.

Module 1 instructor-led discussion 10/5 – 10/19. Complete by 10/19

EOD. (SR, CT, WC)
Module 2 Principle
10/16 – CONTROL REVIEW Application – 10/18 (VC,
10/20 OC)
Instructor Discussion–10/19
EXAM #2 – 10/20 (CT, WC)

10/23 – 10/27 Thriving Under Pressure Reading, Practice Quiz (CT),

10/30 – 11/3 Fixed vs. Growth Mindsets and Online Discussion Board
11/6 – 11/10 Handling Failure, Adversity, Setbacks, Assignments (WC) due each
etc. week.

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 Course Syllabus

Module 1 instructor-led discussion 11/2 – 11/16. Complete by 11/16

EOD. (SR, CT, WC)
Module 3 Principle
11/13 – CHALLENGE REVIEW Application – 11/15 (VC,
11/17 OC)
Instructor Discussion–11/16
EXAM #3 – 11/17 (CT, WC)

11/20 – 11/24 Psychological Hardiness INFOGRAPHIC OR VIDEO

11/27 – 12/1 COURSE CULMINATION PROJECT FINAL PROJECT (EQS, WC,
VC or OC) DUE 12/4

12/4 – 12/8 END OF SEMESTER CONGRATS!

University Policies
Attendance Policy

The university views class attendance and participation as an individual student responsibility.
Students are expected to attend class and to complete all assignments.

Please refer to Student Rule 7 in its entirety for information about excused absences, including
definitions, and related documentation and timelines.

Makeup Work Policy

Students will be excused from attending class on the day of a graded activity or when
attendance contributes to a student’s grade, for the reasons stated in Student Rule 7, or other
reason deemed appropriate by the instructor.

Please refer to Student Rule 7 in its entirety for information about makeup work, including
definitions, and related documentation and timelines.

Absences related to Title IX of the Education Amendments of 1972 may necessitate a period of
more than 30 days for make-up work, and the timeframe for make-up work should be agreed
upon by the student and instructor” (Student Rule 7, Section 7.4.1).

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 Course Syllabus

“The instructor is under no obligation to provide an opportunity for the student to make up
work missed because of an unexcused absence” (Student Rule 7, Section 7.4.2).

Students who request an excused absence are expected to uphold the Aggie Honor Code and
Student Conduct Code. (See Student Rule 24.)

Academic Integrity Statement and Policy

“An Aggie does not lie, cheat or steal, or tolerate those who do.”

“Texas A&M University students are responsible for authenticating all work submitted to an
instructor. If asked, students must be able to produce proof that the item submitted is indeed
the work of that student. Students must keep appropriate records at all times. The inability to
authenticate one’s work, should the instructor request it, may be sufficient grounds to initiate
an academic misconduct case” (Section 20.1.2.3, Student Rule 20).

Texas A&M at College Station

You can learn more about the Aggie Honor System Office Rules and Procedures, academic
integrity, and your rights and responsibilities at aggiehonor.tamu.edu.

Americans with Disabilities Act (ADA) Policy

Texas A&M University is committed to providing equitable access to learning opportunities for
all students. If you experience barriers to your education due to a disability or think you may
have a disability, please contact the Disability Resources office on your campus (resources listed
below) Disabilities may include, but are not limited to attentional, learning, mental health,
sensory, physical, or chronic health conditions. All students are encouraged to discuss their
disability related needs with Disability Resources and their instructors as soon as possible.

Disability Resources is located in the Student Services Building or at (979) 845-1637 or visit
disability.tamu.edu.

Title IX and Statement on Limits to Confidentiality

Texas A&M University is committed to fostering a learning environment that is safe and
productive for all. University policies and federal and state laws prohibit gender-based
discrimination and sexual harassment, including sexual assault, sexual exploitation, domestic
violence, dating violence, and stalking.

With the exception of some medical and mental health providers, all university employees
(including full and part-time faculty, staff, paid graduate assistants, student workers, etc.) are
Mandatory Reporters and must report to the Title IX Office if the employee experiences,

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 Course Syllabus

observes, or becomes aware of an incident that meets the following conditions (see University
Rule 08.01.01.M1):

• The incident is reasonably believed to be discrimination or harassment.

• The incident is alleged to have been committed by or against a person who, at the time
of the incident, was (1) a student enrolled at the University or (2) an employee of the
University.

Mandatory Reporters must file a report regardless of how the information comes to their
attention – including but not limited to face-to-face conversations, a written class assignment
or paper, class discussion, email, text, or social media post. Although Mandatory Reporters
must file a report, in most instances, a person who is subjected to the alleged conduct will be
able to control how the report is handled, including whether or not to pursue a formal
investigation. The University’s goal is to make sure you are aware of the range of options
available to you and to ensure access to the resources you need.

Students wishing to discuss concerns in a confidential setting are encouraged to make an

appointment with Counseling and Psychological Services (CAPS).

Students can learn more about filing a report, accessing supportive resources, and navigating
the Title IX investigation and resolution process on the University’s Title IX webpage.

Statement on Mental Health and Wellness

Texas A&M University recognizes that mental health and wellness are critical factors that
influence a student’s academic success and overall wellbeing. Students are encouraged to
engage in healthy self-care by utilizing available resources and services on your campus

Students who need someone to talk to can contact Counseling & Psychological Services (CAPS)
or call the TAMU Helpline (979-845-2700) from 4:00 p.m. to 8:00 a.m. weekdays and 24 hours
on weekends. 24-hour emergency help is also available through the National Suicide Prevention
Hotline (800-273-8255) or at suicidepreventionlifeline.org.

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Additional Recommended Reading

Barker, E. (2017). Barking Up the Wrong Tree: The Surprising Science Behind Why Everything
You Know About Success is (Mostly) Wrong. Harper One.

Ben-Shahar, T. (2014). Choose the Life You Want: The Mindful Way to Happiness. The
Experiment Publishing Co.

Brees, D. & Fabry, C. (2010). Coming Back Stronger: Unleashing the Hidden Power of Adversity.
Tyndale.

Colvin, G. (2008). Talent is Overrated: What Really Separates World-Class Performers. Penguin
Portfolio.

Covey, S. R. (1990). The 7 Habits of Highly Effective People: Powerful Lessons in Personal
Change. The Free Press.

Cutler, H. C. with His Holiness the Dalai Lama (1998). The Art of Happiness: A Handbook for
Living. Riverhead Books/Penguin.

Duckworth, A. (2016). Grit: The Power of Passion and Perseverance. Scribner.

Duhigg, C. (2017). Smarter Faster Better: The Transformative Power of Real Productivity.
Random House.

Gallwey, W. T. (1998). The Inner Game of Tennis: The Classic Guide to the Mental Side of Peak
Performance. Random House.

Gilbert, D. (2007). Stumbling on Happiness. Vintage/Random House.

Grover, T. S. (2013). Relentless: From Good to Great to Unstoppable. Scribner.

Hanson, T. & Ravizza, K. (1995). Heads Up Baseball: Playing the Game One Pitch at a Time.
Masters Press.

Johnson, M. (1996). Slaying the Dragon. Regan Books.

Jordan, M. (1994). I Can’t Accept Not Trying: Michael Jordan on the Pursuit of Excellence.
Harper Collins.

Klemash, C. (2006). How to Succeed in the Game of Life. Andrews McMeel Publishing.

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 Course Syllabus

Lakhiani, V. (2016). The Code of the Extraordinary Mind: 10 Unconventional Laws to Redefine
Your Life and Succeed on Your Own Terms. Rodale.

Landrum, G. N. (2006). Empowerment: The Competitive Edge in Sports, Business, and Life. BK
Publishing.

Montana, J. & Mitchell, T. (2005). The Winning Spirit: 16 Timeless Principles that Drive
Performance Excellence. Random House.

Pirsig, R. M. (2006). Zen and the Art of Motorcycle Maintenance: An Inquiry Into Values. Harper
Torch.

Plimpton, G. (1995). The X Factor: A Quest for Excellence. W. W. Norton & Co.

Pritchard, K. & Eliot, J. (2012). Help the Helper: Building a Culture of Extreme Teamwork.
Penguin Portfolio.

Rao, S. S. (2010). Happiness at Work: Be Resilient, Motivated, and Successful—No Matter What.
McGraw-Hill Education.

Rotella, R. J. (2015). How Champions Think: In Sports and in Life. Simon & Schuster.

Shinn, P. (2018). World Class: The Making of the U.S. Women’s Cross-Country Ski Team.
ForeEdge.

Young, S. (2017). Stick With It: A Scientific Process for Changing Your Life—For Good. Harper
Collins.

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