Sports Psychology
SM 201 60 Online
Spring 2025 Syllabus
PROFESSOR: Caleb Thornburg, MA
Office Location: White House
Office Hours: M-W 10:12:00pm
Phone:
Email Address: thornburgc@carolinau.edu
Carolina University Mission Statement
We are a Christ-centered university committed to student success.
Course Information
Course Prerequisites
N/a
Course Description
This course is designed to provide students with a basic understanding of the factors influencing sports socialization and psychology. Through the study of special topics and field experiences, students will gain insight as to how psychological factors such as anxiety and motivation affect athletes’ peak performance. During the course, students will examine certain athletes and coaches through case studies to determine the elements of success and failure as they pertain to the psychology of each athlete and/or coach.
Course Delivery and Methods
This online course will require the student to access the online class multiple times a week. Each week, there will be set assignments, lectures, readings, and other assigned materials for the student to complete. The student is expected to participate and engage with other students via the discussion boards and emails when appropriate. The student needs to submit assignments promptly in order to receive full credit they may deserve.
Course Learning Outcomes
Upon completion of this course, students will be able to:
1. Analyze and evaluate various psychological techniques (research theory and practice) to achieve peak performance in sport.
2. Examine factors related to the social psychological aspects of performance such as coaching, teamwork and participants.
3. Identify effective goal setting techniques and apply them to their own life.
4. Identify challenges / issues with involvement in sport (e.g., burnout, drug abuse, injury, sleep/eating disorders).
Course Resources
Required Texts:
Foundations of Sport and Exercise Psychology 8th Edition By Robert S. Weinberg, Daniel
S. Gould
ISBN: 9781718207592
Required Resources:
Internet
Recommended Resources:
APA Manual
Purdue Owl online
Course Requirements and Assignments
Weekly Active Participation 10%
Every student is asked to submit one full page of Cornell notes on the lectures and readings from each week. Both Word documents and handwritten Cornell notes are accepted. A minimum of two properly cited references in APA format is required from the textbook each week. This is to ensure the student is engaging with the readings. Due on Sundays 11:30pm.
Discussion Boards 20%
Each week, there will be a discussion board that will require the student to engage with that week’s topic. The student will 1. Post an original, thought-provoking idea in 150 words, with 1 correctly referenced citation from the textbook in APA format. The reference should be cited from the chapter(s) being discussed that week; the student should also supply the page number to receive full credit. 2. The student will respond to two other classmates in 50 words each, adding to the academic conversation, not simply responding with ‘I agree with what you said’. All writing needs to be academic in nature. Original posts are due every Friday, and responses are due Sundays 11:30 pm.
Quizzes 25%
There will be five quizzes throughout this class. Quizzes will either have multiple-choice questions or short-answer questions. These assignments may not allow you to go back after answering and moving on to the next question. You are highly encouraged to have your textbook by your side so you can answer the questions being asked. All writing needs to be academic in nature. References need to be in APA format. Assignments may not allow you to go back after you have answered a question. Due to certain days 11:30pm.
Midterm and Final 25%
The midterm will consist of short paragraph questions. The answers should be at least 100 words, correctly citing at least 1 reference from the book with the specific chapter where the question/ idea comes from. The midterm will focus on the first half of the chapters found in the textbook. The final will be a 20-question multiple-choice test focused on the last half of the textbook. Assignments may not allow you to go back after you have answered a question. Like all assignments, it is best to have the textbook available to quickly reference if needed. All writing needs to be academic in nature. References need to be in APA format.
Final Paper & Presentation 20%
- Each student is tasked with writing a 750-word essay in APA format (title page, header, in-text citations, proper font, reference page, etc.) No Excuses. Utilize this link for detailed assistance with APA Format. This paper will require at least three references- two from the textbook and one from an outside scholarly journal.
- Each student will record a 2-3 PowerPoint slide (preferably Google Slides) presentation that highlights their paper. This presentation gives the ‘why’ into why this chapter is special to the student. The student must record, have their webcam turned on, and upload their video to YouTube (it can be unlisted, as long as access is available). There must be easy access to both the presentation itself and the video presentation to be completely gradable. When in doubt, email everything as a backup before the deadline.
The paper in detail: Athlete or not, everyone has experienced the psychological challenges that influence motivation, confidence, and behavior. Each student will pick a chapter in the textbook that they can relate to personally. The student will decide which chapter they want to research and submit it to the professor for approval by the end of week 2. Once granted permission, the student will read and research the chapter in depth and investigate at least two main topics as it relate on the grand stage of world athletics, all the way to the individual athlete. The students should include and explain important vocabulary words that are mentioned throughout the chapter and how they relate to the students’ personal experience. All writing needs to be academic in nature. Three references required- 2 from book,1 from outside scholarly journal.
The presentation: This can be a creative presentation. The presentation should be 2-3 informational slides with graphics and or attention grabbers! Think of this presentation as a sales pitch: “Why should I read your essay?” “Why is this chapter so meaningful to me?” This quick three-minute presentation will require the student to dress business casual. If the student needs attire, check out the business closet!
Course Schedule
See the weekly overview online schedule for a complete outlook as well.
Week 1
1/12-1/18
Chapter 1,2,3,4
-Review chapters & Watch Lectures Sunday 11:30pm
-Discussion Board Friday, Sunday 11:30pm
-Quiz Sunday 11:30pm
- weekly notes Sunday 11:30pm
Week 2
1/19-1/25
Chapter 5,6,7
-Review chapters & Watch Lectures Sunday 11:30pm
-Discussion Board Friday, Sunday 11:30pm
-Quiz Sunday 11:30pm
- weekly notes Sunday 11:30pm
Week 3
1/26-2/1
Chapter 9,10,11,12
-Review chapters & Watch Lectures Sunday 11:30pm
-Discussion Board Friday, Sunday 11:30pm
-Quiz Sunday 11:30pm
- weekly notes Sunday 11:30pm
Week 4
2/2-2/8
Chapter 13, 14, 15
-Review chapters & Watch Lectures Sunday 11:30pm
-Midterm Sunday 11:30pm
-Discussion Board Friday, Sunday 11:30pm
-Quiz Sunday 11:30pm
- weekly notes Sunday 11:30pm
Week 5
2/9-2/15
Chapters 16, 17, 18
-Review chapters & Watch Lectures Sunday 11:30pm
-Discussion Board Friday, Sunday 11:30pm
-Quiz Sunday 11:30pm
- weekly notes Sunday 11:30pm
Week 6
2/16-2/22
Chapter 19,20,21
-Review chapters & Watch Lectures Sunday 11:30pm
-Presentation (last day in class) Sunday 11:30pm
-Discussion Board Friday, Sunday 11:30pm
- weekly notes Sunday 11:30pm
Week 7
2/23-3/1
Chapter 22, 23,24,25
-Review chapters & Watch Lectures Sunday 11:30pm
-Discussion Board Friday, Sunday 11:30pm
-Final Multiple Choice Sunday 11:30pm
- weekly notes Sunday 11:30pm
Course Specific Policies
Communication is key. Allow 24 hours for a response from me via email. If you do not get one within 24 hours, please kindly reach out again. Please have proper email etiquette. Late work is not accepted.
Use of Artificial Intelligence
The use of generative AI tools is permitted in this class for the following activities:
- Brainstorming and refining ideas
- Fine-tuning research questions
- Finding information on a topic
- Drafting an outline
- Checking grammar and style
- AI-specific assignments (per the provided instructions)
The use of generative AI tools is not permitted for the following activities:
- Impersonation in classroom context (e.g. composing discussion board posts)
- Completing group work
- Writing a draft of a writing assignment
- Writing entire sentences, paragraphs, or papers to complete class assignments
In case of an AI violation, the work will be reviewed with at least two other AI checkers and then will be graded accordingly.
Course Grading
Assignment Type
|
Weight
|
|
Active Participation and Notes
|
10%
|
|
Discussion Boards
|
20%
|
|
Quizzes
|
25%
|
|
Midterm and Final
|
25%
|
|
Final Paper and Presentation
|
20%
|
|
Total
|
100%
|
Course Assessment Mapping
|
Assessment
|
Objective(s) Met
|
|
Active Participation and Notes
|
1,2,3,4,7
|
|
Discussion Boards
|
1,6,7,8
|
|
Quizzes
|
4,5
|
|
Midterm and Final
|
7,8
|
|
Final Paper and Presentation
|
4,7,8
|
|
|
|
University Grading Scale
|
Grade
|
Point Value
|
Range
|
|
| |
| |
Undergraduate
|
Graduate
|
|
|
A
|
4
|
94-100
|
96-100
|
|
|
A-
|
3.7
|
90-93
|
93-95
|
|
|
B+
|
3.3
|
87-89
|
90-92
|
|
|
B
|
3
|
83-86
|
87-89
|
|
|
B-
|
2.7
|
80-82
|
85-86
|
|
|
C+
|
2.3
|
77-79
|
82-84
|
|
|
C
|
2
|
73-76
|
79-81
|
|
|
C-
|
1.7
|
70-72
|
77-78
|
|
|
D+
|
1.3
|
67-69
|
74-76
|
|
|
D
|
1
|
60-66
|
70-73
|
|
|
F
|
0
|
<60
|
<70
|
|
Professional Interaction & Communication
- Please use email whenever possible. Only university email and related systems should be used for institutional communications. Do not use personal email or video conferencing accounts.
- Email should be checked regularly, especially when enrolled in an active course.
- Use subject lines appropriately. It is helpful to include the name of the course (including sections) whenever possible. Avoid using the subject line as the body of the email—include full details in the message itself to ensure clear communication.
- Refer to professors and CU employees by their last names with appropriate honorifics (e.g., “Dr.” or “Professor”).
- University communications (including emails and discussion board posts, etc.) should not resemble text message, chat, or social media posts. Use complete sentences with correct capitalization, spelling, punctuation, and grammar.
- Throughout an active course, faculty should respond to all emails and voicemail messages within 24 hours.
- Faculty and staff are not obligated to respond to communications where these guidelines are not followed.
- Grading of assignments and substantive feedback is to be done within 3 days for regular assignments (this includes attendance) and 7 days for larger assignments.
- Some assignments may require additional time to grade due to the length of the project and the directive to provide substantive feedback that will assist you throughout the learning process. In cases where the assignment is not returned with feedback within the stated period, refer to communication from your professor to facilitate expectations on subsequent assignments. Students are not expected to apply adjustments on subsequent assignments in advance of returned grading and feedback.
- When participating in classes or meetings, be on-time and mentally present. Dress according to classroom standards and conduct yourself in a professional manner. Do not introduce distractions into the class and be prepared to stay for the duration of the session per normal classroom behavior.
Appeals & Complaints
Informal Resolution
Carolina University seeks to provide an excellent educational experience for all students. If a student wishes to make a complaint of an academic nature, in the first instance, they should seek to resolve the matter by informal discussion with the faculty member.
If the discussion is in person, it is recommended that the student follow up with an email summarizing the discussion (complaint and resolution if one is reached).
If the discussion with the faculty member does not resolve the issue, the student may also contact your school dean. If your professor is the dean, the next step is to begin the formal resolution process.
Formal Resolution
If informal discussions do not resolve the matter, students have the right to file a formal complaint. The university’s academic catalog includes a detailed description of processes for submitting grade appeals or academic complaints that range from teaching, learning, assessment, grading, or student performance in a course. While these processes differ, both are time-sensitive and begin with timely communication with the faculty member.
Grade appeals must be initiated with the faculty member within 5 days of the awarding of the grade or status. Both grade appeals and academic complaints must be filed within 7 days of the awarding of grade or status or after the events that are alleged to have caused the complaint. In either case, supporting evidence will be required. The processes are fully outlined in the academic catalog and include links to the appropriate forms.
Course Attendance and Participation
All courses follow specific attendance policies found in the Academic Catalog for that course level and format. Attendance and participation may be used by instructors to determine a portion of a student's grade for a particular course. Whereas attendance is typically defined by statuses identifying a student’s presence in a class, participation typically includes the assessment of activity within that course. In some cases, the methodology, subject matter, learning environment, or other factors may require attendance.
Attendance for online courses will be gauged by regular academic engagement. Students should refer to the course syllabus for the course’s grade weighting table and course-specific policies regarding the grade percentages attributable to each component in a course, which may include attendance and participation.
Active participation is a central component of all Carolina University courses. For online students, participation goes beyond simply logging in; it requires meaningful engagement with course materials, consistent contributions to discussion boards, interaction with peers, and communication with faculty.
Students are expected to post substantive responses to regularly assigned prompts and to engage respectfully with their classmates’ ideas. A “substantive” post goes beyond agreement or disagreement and demonstrates critical thinking, application of course concepts, and integration of evidence or examples.
Substantial peer interaction is essential to the learning process in an online environment. Students must respond to classmates’ posts by providing feedback, asking questions, or extending the conversation. In addition, regular communication with the course instructor is expected, whether through questions or follow-up on feedback. Professionalism, collegiality, and academic integrity should guide all student-to-student and student-to-faculty interactions.
Students are responsible for viewing all assigned lectures and course materials in a timely manner. This content serves as a foundation for class discussions and assignments, and students are expected to demonstrate familiarity with lecture content in their contributions and coursework.
Participation requires engaging in discussions and viewing lectures within the assigned timeframe to foster active, ongoing conversation. Late or inconsistent participation disrupts peer learning and may not receive credit.
Disability Assistance
Carolina University welcomes students, faculty, staff and visitors with disabilities to our campus and to our programs. Our goal at CU is to ensure an accessible, inclusive welcoming learning and working environment for individuals with disabilities while complying with federal and state regulations.
Students with disabilities are encouraged to reach out to University Accessibility Services (UAS) as soon as possible to explore possible accommodations. UAS serves as a central resource on disability-related information, procedures and services for the university community and partners will work with the student and any other campus partners to identify barriers and implement plans for access. More information about UAS can be found at https://carolinau.edu/university-accessibility-services
Academic Integrity and Misconduct
The Student Handbook has a detailed list of different ways students show a lack of academic integrity, including academic technology misuse, cheating, complicity, fabrication or invention, falsification, forgery, multiple submissions, plagiarism, and sabotage.
Academic integrity is the honest and responsible conduct of studies, scholarship, research, information collection, and presentation. The university expects students to submit assignments that are original to them and to properly cite and reference other peoples’ ideas using the prescribed style guide. The very foundation of a good university education is academic integrity. Learning how to express original ideas, cite sources, work independently, and report results accurately and honestly are skills that carry students beyond their academic careers. If a student is uncertain about an issue of academic honesty, they should consult the faculty member to resolve questions in any situation prior to the submission of the academic exercise.
Maintaining your academic integrity involves:
- Creating and expressing your own ideas in course work.
- Acknowledging all sources of information including verbal, written, digital, and graphic.
- Completing assignments independently or acknowledging collaboration.
- Attending classes, exams, and required academic events.
- Accurately reporting results when conducting your own research.
- Honesty during examinations.
- Not tampering with or misusing technology.
- Not aiding or abetting other students in violating any academic rules or policies.
Courses at Carolina University will utilize proctoring for select exams to ensure exam integrity. Per Carolina University directives, all exams that represent 25% or more of a course grade are required to be proctored. Instances of cheating or inappropriate behavior will be considered violations of the Academic Integrity policy and will result in disciplinary action.
Plagiarism is the use of another person’s distinctive ideas or words without acknowledgment. All researchers are expected to acknowledge the use of another author’s words by the use of quotation marks around those words in the text of a paper and by appropriate citations. Plagiarism can occur in an oral, written, or media project submitted for academic credit or for some other benefit. Examples of plagiarism include (but are not limited to), the following:
- Word-for-word copying of another person’s ideas or words;
- Mosaic (interspersing of one’s own words here and there while, in essence, copying another’s work);
- Paraphrasing without citation (the rewriting of another’s work, yet still using their fundamental idea or theory);
- Submission of another’s work as one’s own;
- Having another person write a paper;
- Buying or procuring a ready-made paper from a research paper “service” on the Internet or from another such service;
- Neglecting quotation marks on material that is otherwise acknowledged;
- Fabrication of references (inventing or counterfeiting sources)
BIBLIOGRAPHY
Mr. Thornburg is the Head Cross Country and Track & Field Coach at CU. He holds his bachelor's in Communications and a master's in Sports Management and Athletic Administration in Compliance. He is also pursuing his master's of Education at CU.