Spring 2012 Newsletter - Association for Applied Sport Psychology

and were provided with a list of questions to answer
about the case study (e.g., “What is motivating the
athlete”; “What theory of motivation best describes
what the athlete is experiencing”; “Using concepts
discussed in class, identify specific strategies to
increase this athlete’s motivation.”). Additionally,
students were encouraged to explore alternative
ways of representing their answers to these questions
instead of relying just on narrative-based responses.
For instance, several groups supplemented their
written answers by providing diagrams or concept
maps outlining their answers to the questions
provided. During the following class period, each
group’s responses to this assignment were displayed
on the classroom walls. Each group then reviewed the
responses generated by other groups and provided
feedback to each other in the form of response
strengths and suggestions for improvement. The
groups then retrieved their work, discussed the
feedback provided to them, and revised their answers
before submitting their work for my evaluation. To
conclude this assignment, I asked each student to
individually reflect on what was learned about the
course material and what he or she understood in greater depth after
completing this assignment as a group. This assignment component
also provided students with an opportunity to list any questions about
the material that remained, which I used to provide further clarification
of material and concepts during the mid-term review session.
Overall, the feedback I received from students was very positive.
Individuals found they were able to make connections between the
various motivation theories discussed in class and were able to identify
how these theories could be applied to a “real-world” example. Lastly,
students reported that the process of problem solving with their peers
helped them identify specific elements from the course material that
they understood well and those that they needed to review further.
Incidentally, the mid-term exam grades suggested that this assignment
was successful, ranging from the mid B- to A range.
Activity 3 – Topic: Mental Health and Referrals in Exercise Psychology
This activity was designed for an upper level undergraduate Exercise
Psychology class. Students in this course represented a range of majors,
but many were heading for a career in cardiac rehabilitation or related
allied health fields. Students were shown an episode of Extreme Makeover
– Weight Loss Edition that followed “Wally” on his weight loss journey. In
this particular episode, Wally displayed symptoms of an eating addiction,
low self-esteem, and depression. Once again, students worked in groups
of three to four individuals. After a five to seven minute segment of the
show, I would pause the recording and ask the group to reflect on what
they learned about Wally. Students were asked to consider what they
learned about Wally’s behaviors, mental state, motivation, social support,
self-esteem, and any other factors relevant to Wally’s goal of losing weight
that were discussed in the class up to this point. By the end of the episode,
AASP Newsletter // Spring 2012 // Using Cooperative Learning in the Sport Psychology Classroom
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