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Learning Outcomes

The curriculum includes specialized knowledge in the eight knowledge areas identified by the Association for Applied Sport Psychology as critical for the development of competence in sport, exercise, and performance psychology. The proposed curriculum will advance learning outcomes within these prescribed areas so that students will be able to:
  1. Professional Ethics and Knowledge
    1. Integrate to 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.
  1. 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.
    6. Evaluate the effectiveness of their work with clients in sport, exercise, and performance psychology.
  1. Sport Science
    1. Define, distinguish, and assess physiological principles relevant to the effect of exercise on human functioning and performance.
    2. Describe biomechanical foundations of human movement and athletic performance.
    3. Identify motor control processes and mechanisms underlying the learning and performance of motor skills.
    4. Integrate sociocultural perspectives on sport (e.g., gender, race, economics, politics).
    5. Explain historical foundations and philosophical questions related to the development of sport and physical activity programs.
  1. Psychopathology
    1. Identify and distinguish abnormal human behavior.
    2. Assess and diagnose clients for psychopathology.
    3. Identify and implement strategies that ameliorate psychopathology symptoms.
  1. 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. Apply counseling theories to assess and intervene in different cases.
    5. Engage in supervised practice of sport, exercise, and performance psychology.
  1. 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.
  1. Psychological Foundations of Behavior
    1. Demonstrate understanding of basic concepts of neuroanatomy, brain development, neuropsychology, and psychopharmacology and how they may affect performance and well-being.
    2. Apply principles of theories of cognition and affect to influence behavior.
    3. Assess the influences of social aspects (e.g., group processes, persuasion) on performance and well-being.
    4. Utilize knowledge of theories of personality to assess individual differences and human lifespan development.
    5. Apply concepts of positive psychology (e.g., mindfulness, flow, grit) to the improvement of performance and well-being.
  1. 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.