PSY FPX 8840 Assessment 1 Theoretical Framework Essay

Assessment 1 Theoretical Framework

Name

Capella university

PSY FPX 8840 Principles of Sport Psychology

Prof. Name

Date

Exploring the Theoretical Framework in Sport Psychology

Sport psychology delves into enhancing athlete performance and enriching human experiences through sports and exercise. Rather than solely focusing on performance improvement, sport psychologists view sports as avenues for personal development. Drawing from various theories, practitioners construct unique frameworks for their work and therapy. These theories may encompass social cognitive theory and information processing theory.

Social Cognitive Theory

Social cognitive theory underscores the social nature of learning, emphasizing reciprocal interactions among individuals, their environment, and behavior. Both internal and external social influences, alongside past experiences, shape learning processes. Athletes engage in reciprocal interactions with their behaviors and environments, impacting their skill acquisition and performance. Additionally, an athlete’s attributional style, influenced by social cognitive factors, can affect their perception of control and stability in performance.

Information Processing Theory

Contrary to mere stimulus-response associations, information processing theory highlights internal cognitive processes. It delineates memory systems—sensory, working, and long-term memory—that govern how individuals perceive, process, and retain information. Motivation, whether intrinsic or extrinsic, influences memory encoding and retention, thereby shaping learning outcomes.

Application and Case Study

Observing the application of social cognitive theory in collegiate cheerleading, a teammate’s academic struggles affecting her team participation were addressed. Initially attributing her challenges to external factors, such as class timing, she shifted her perspective upon witnessing similar environmental demands. This realization, coupled with intrinsic motivation and team support, facilitated academic improvement and subsequently enhanced cheerleading performance.

References

American Psychological Association. (n.d.). APA division 47: Society for sport, exercise and performance psychology. Retrieved from http://www.apadivisions.org/division47/index.aspx Anshel, M. H. (2012). Sport psychology: From theory to practice (5th ed.). San Francisco, CA: Pearson Benjamin Cummings.

PSY FPX 8840 Assessment 1 Theoretical Framework Essay

Gamber, V., Hanson, K., Amdur, D., & Baumgartner, C. (n.d.). INTERACTIVE MEMORY MODEL. Retrieved from http://media.capella.edu/CourseMedia/PSY7421/media_memory/memory_wrapper.asp Gillet, N., Vallerand, R. J., Amoura, S., & Baldes, B. (2010). Influence of coaches autonomy support on athletes motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. Psychology of Sport and Exercise, 11(2), 155–161. doi: 10.1016/j.psychsport.2009.10.004. LaMorte, W. (2018). The Social Cognitive Theory. Retrieved from http://sphweb.bumc.bu.edu/otlt/MPHModules/SB/BehavioralChangeTheories/BehavioralChangeTheories5.html Pappas, C. (2014). Instructional design models and theories: Information processing theory. Retrieved from https://elearningindustry.com/information-processing-theory

PSY FPX 8840 Assessment 1 Theoretical Framework Essay

Rotter, J. B. (1966). Rotter’s internal-external control scale. PsycTESTS. Schunk, D. H. (2016). Learning theories: An educational perspective (7th ed.). Boston, MA: Pearson.

ADDITIONAL INSTRUCTIONS FOR THE CLASS –

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. PSY FPX 8840 Assessment 1 Theoretical Framework

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. PSY FPX 8840 Assessment 1 Theoretical Framework

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. PSY FPX 8840 Assessment 1 Theoretical Framework

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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