University of Texas of the Permian Basin

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University of Texas of the Permian Basin

KINE 4350.001/ PSYC 4389.002

Psychology of Exercise

Spring 2018

Tuesday and Thursday 9:30am – 10:45am

MB 3261

Professor: Robyn Braun, Ph.D.

Office: MB 3150

Phone: (432) 552-3330


Office Wednesday: 10:00am – 1:00pm

Hours: Tuesday and Thursday: 11:00am – 12:00pm

By appointment


Text: Berger, B. G., Pargman, D., & Weinberg, R. S. (2015). Foundations of Exercise Psychology (3rd ed.). Morgantown, WV: Fitness Information Technology.

Text: American Psychological Association (2009). Publication Manual of the American Psychological Association (6th edition). Washington, DC: American Psychological Association.

Course: The course content will cover selected topics in exercise psychology including exercise and personality and mood, theories and models of exercise behavior, and interventions in physical activity. This course is designed to provide students with an overview and understanding of the theoretical foundations of exercise psychology and implications for practitioners.

Objectives: 1. To become familiar with the science and practice of exercise psychology from both a theoretical and applied perspective

2. To obtain a general understanding of the practical and theoretical issues in exercise psychology

3. To develop practical skills to promote exercise adherence and design exercise intervention programs

4. To gain an understanding of the different research methods used in psychology, and in Exercise Psychology in particular.

Method of

Instruction: This course will consist of several types of learning experiences including didactic lecture presentations, written activities, cooperative learning activities, and other active learning processes. It is estimated that for each hour of class you will spend approximately 3 hours of outside class time. This is an estimate. Due to outside assignments and readings, students may need to spend more time than this to meet the course requirements.


Outcomes: By the end of the semester, students should: (a) have a general understanding of the practical, theoretical, and research issues in exercise psychology, (b) have an understanding of the psychological benefits that result from physical activity, and understand the relevant models in exercise psychology.
List of


Dates: Last Day to Drop without Penalty: January 24

Last Day to Drop or Withdrawal from Course: March 23

Spring Break – No Class: March 12 – 16

Course Format
Class Requirements:

Assessments for this course: examinations, assignments, behavior change paper, and participation/attendance.

Exams (3) at 100 pts. each = 300 points

Assignments = 100 points

Behavior Change Proposal = 50 points

Peer Review = 25 points

Behavior Change Paper = 125 points

Participation/Attendance = 50 points

TOTAL = 650 points

There are four examinations, however, the lowest test score will be dropped. Tests cover material from lectures, class discussions, and the textbook. Exams include a combination of multiple-choice, true/false and essay questions. You are expected to be in class on time for exams. Exams will not be given to late students after the first completed exam has been turned in. If you arrive after the first exam has been turned in, you will not be allowed to take the exam. Students will not be allowed to make-up or retake any exam unless prior notification has been received before the scheduled exam time. Students must speak directly to this instructor at least 24 hours before the scheduled exam if an absence is to be granted or an exam is to be missed. If an excused absence is granted, appropriate accommodations will be offered for making up the exam. Exam dates are subject to change.


You will be expected to complete a variety of written assignments both in-class and out of class. Each assignment will be discussed in more detail during class. In-class assignments will be submitted during class. All out of class assignments will be submitted through Canvas and must be submitted by 11:59pm on the due date. Anything submitted later than 11:59pm will be considered late. The assignments will range in points but will total 100 points for all assignments.

Behavior Change Paper:
You will be required to (1) identify and propose a health behavior change, (2) implement this behavior change throughout the semester for a total of 6 weeks, and (3) write at least a 5 page paper documenting your behavior change experience. Examples of health behavior changes could include, but are not limited to: (a) starting to exercise (or significantly changing your current exercise program), (b) quitting or reducing cigarette or smokeless tobacco use, or (c) eliminating caffeine consumption (if you currently drink caffeine daily). Your behavior change proposal is worth 50 points, the peer review is worth 25 points, and the final behavior change paper is worth 125 points. The final behavior change paper will serve as your final exam.

Description. A description of the behavior you wish to change. Include your individual characteristics (gender, age, race, etc.) that make you more or less likely to exercise. A description of the intervention and why you choose this intervention? What was your rationale for using this intervention as opposed to a different one? What does the research say about this intervention (its effectiveness, limitations, etc.)?

Outcome. What is your desired outcome/goal from working on this behavior? Did you comply with your behavior change? Why or why not? Is there any research to support why you did/did not comply?

Strategies. What strategies from class did you use to meet your desired outcomes? What factors were there to help you with your behavior change? Provide research support where relevant

Measure. How did you assess your desired outcome? Be specific and concrete.

Timeline. Set a realistic time period to work on the behavior (a minimum of 6 weeks)

Barriers. What are barriers that could prevent you from meeting your desired outcomes? How might you overcome these barriers? Provide research support where relevant.

  • Theory. What theory best describes your behavior change? How so?


A few sentences for each bullet point describing your plan. You will receive feedback on your proposal before beginning your behavior change.

  • Begin documenting your behavior change the week of February 1.

  • Monitor your behavior for six weeks (through April 6).

  • Turn in weekly journal of progress including strategies utilized, specific progress toward goals, any changes to the plan, and reflection (e.g. how do you think you are progressing? Frustrations)

Peer Review: In Class Bring two hard copies of paper

Students are required to review a total of two classmates’ behavior change papers. Students are required to use the grading-rubric to provide constructive feedback on how their classmates can improve the final draft of their lesson plan critique.

Final Paper:

The final version of your Behavior Change Paper must be at least 5 pages long follow guidelines for assignments in the syllabus. Your paper must include a chart and/or graph displaying results. Additionally, your paper must include an introduction and conclusion whether you enjoyed this experience and what would you change if you had to do it over again. The final paper must infuse outside research throughout the paper.


Students are expected to attend and participate in all classes. Participation involves engagement in all class activities and discussions. The lesson-content will be necessary to complete the assignments of the class. A variety of in-class activities have been designed to provide opportunities for practical application of the concepts and theories discussed in class.

Grading Scale:
A 585 – 650 points

B 520 – 584 points

C 455 – 519 points

D 390 – 454 points

F Below 389 points


General Rules of the Class:

  • All late assignments will have an automatic 20% deduction. I will not accept assignments that are over one week late. The exams are an exception to the 20% reduction.

  • If you are not in class you may not make-up the in class assignment or activity.

  • All work submitted must be typed, double-spaced in 12-point Times New Roman font with standard margins (1 inch top and bottom, 1 inch left and right). American Psychological Association referencing must be used. Work submitted in any other format will not be accepted.

  • Make a copy of all papers submitted in class in case papers are stolen, misplaced, or computer issues.

  • All assignments will be turned in through Canvas site. Emailed assignments will not be accepted unless you are instructed to submit an assignment via email. Assignments to be completed during class must be turned it at the end of that class period.

  • Exams are only given on the scheduled date. A missed in-class exam due to an excused absence (third party documentation) will be made up at a time arranged with the instructor. The instructor must be notified 24 hours prior to the exam.

  • Exams will not be given to late students after the first completed exam has been turned in.

  • Student needing forms to be signed must meet the instructor before or after class.


You are expected to:

  • Attend class: You are expected to arrive on time, be present for the entire class period, and not pack up or leave early. Attendance will be taken every time we meet. If you are not present when attendance is taken, you will not receive credit for being present, even though you may have been “present” for part of class and completed the entire activity. There are no such things as “tardies.”

  • Come prepared for class: Bring all materials you will need for class, including your textbook, homework, paper, and a writing instrument (e.g., pen, pencil). Check the course schedule for any other materials (e.g., a hard copy turn-in) that you must have with you on a specific day. Being prepared includes:

1. Completing and turning in all out-of-class assignments on time.

2. Completing all assigned readings before class

3. Being prepared to discuss and apply topics in class.

  • Be engaged in class: Speak up and become involved in each class; participate fully in class activities and discussions.

  • Communicate professionally: Be respectful, and use polite, professional language. This includes email. Provide solutions whenever possible. If you feel that you have a problem with a colleague or with this instructor, wait until you are alone with that person to discuss it. Ask for a time to meet to share your concern, and then share it using words such as "I feel frustrated," etc.). If you have any concerns regarding this class, please arrange a time to meet with me outside of class hours.


Students must act in a professional manner in all interactions, including verbal and written communication. Internet technology has provided many new opportunities for communication. Even with the best of intentions, misunderstandings frequently occur in all forms of communication. Email, however, is particularly prone to miscommunication and misuse. The following are required netiquette guidelines for which students in this course will be held accountable:

  • Use common courtesy.

  • Avoid offensive or threatening language of any kind.

  • Never insult or criticize via email.

  • Be responsive, not reactive. If you have strong emotions about a subject consider another form of communication besides email. Direct communication is usually better in these situations.

  • Separate fact from opinion in order to promote clear understanding.

  • Take time to proof and spell check. You will often be judged on your

professionalism even through your emails.

Think three times: before you write, after you write and before you send.

Academic Dishonesty:

Information regarding scholastic dishonesty can be found on the UTPB website under Dean of Students. The URL is 

Examples of scholastic dishonesty include: (1) copying the answers to another student's quiz or essay examination and submitting all or part of it as if it were your own (cheating); (2) obtaining any other person's work and submitting all or part of it as if it were your own (plagiarism); (3) collaborating with another person in preparing a test or an assignment (cheating).
Scholastic dishonesty includes, but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, and any act designed to give unfair advantage to a student or the attempt to commit such acts. Plagiarism means the appropriation, buying, receiving as a gift, or obtaining by any means another’s work and the unacknowledged submission or incorporation of it in one’s own written work offered for credit. In this course, you need to be particularly mindful of the rules surrounding plagiarism when doing your research papers. If you have any questions or concerns regarding what is or is not scholastic dishonesty, especially plagiarism, ask your instructor.
Scholastic dishonesty will result in a grade penalty and may result in a grade of "F" in the course. I do file scholastic dishonesty charges with the Vice President of Student Services.

Digital Courtesy:

Cellular telephones should be on vibrate or silent mode during class to ensure an interruption-free class. Talking or texting on the phone while in class is not permitted. Only phone calls considered to constitute emergencies should be taken during class, and then you are expected to leave the classroom to talk. Excessive phone use or using other technology for non-class related material during class may result in a reduction in course grade. Text messaging and the taking of pictures while in class are not permitted. Violators will be asked to leave the class.

ADA Policy:

Any student who feels that he or she may require assistance for any type of physical or learning disability should consult with the instructor as soon as possible. To request academic accommodations for a disability contact Leticia Madrid, Director of the PASS Office at 432-552-2631 or email Students are required to provide documentation of disability to the PASS Office prior to receiving accommodations.

Incomplete Grades:

Only in exceptional circumstances will I assign a grade of “I” – incomplete. The student must request the incomplete grade and present evidence supporting the request. Students who have not completed most (at least 75%) of the course work will not be granted additional time to complete the course requirements.

According to the UTPB Catalog “A grade of I…is reported when students have not met all requirements of a courses by the end of the semester and the instructor considers the allowance of additional time to complete course requirement justified.” For the entire policy, please refer to the UTPB Catalog.

Student Support Services:



ADA Accommodation/Support

Testing Services & Academic Accommodations Department
(432) 552-2630


UTPB E-Advisor at


(432) 552-0220

Email, Outlook 365,

Information Resources Service

Financial Aid and Scholarship

(432) 552-2620


(432) 552-2370
The J. Conrad Dunagan Library Online at


(432) 552-2635

Student Services

Technical Support

Canvas 1-866-437-0867

Tutoring & Learning Resources

If you are taking courses through UTPB the following links provide services: Smarthinking Online Tutoring (provides tutoring services), SmarterMeasure (measures learner readiness for online course).


**This schedule is tentative and may be modified**

Tuesday, January 9 Introduction to Class, Course Syllabus

Thursday, January 11 The Exciting Field of Exercise Psychology – Chapter 1

Tuesday, January 16 Exercise Psychology: A Historical Perspective - Chapter 2

Thursday, January 18 Exercise and the Quality of Life - Chapter 3

Tuesday, January 23 Models of Exercise Behavior - Chapter 12

Thursday, January 25 Exercise and Enhanced Self-Concept and Self-Esteem - Chapter 4

Friday, January 26 Behavior Change Proposal Due by 11:59pm through Canvas

Tuesday, January 30 First Examination Covering Chapters 1-4 and 12

Thursday, February 1 Mood and Exercise: Basic Mood Considerations – Chapter 5

Exercise, Mood Alteration, and Self-Awareness – Chapter 6

Tuesday, February 6 Stress: What is it? - Chapter 7

Thursday, February 8 Exercise as a Stress Management Technique: Psychological Physiological Effects - Chapter 8

Tuesday, February 13 Exercise and Cognitive Function - Chapter 9

Thursday, February 15 Personality and Exercise – Chapter 10

Friday, February 16 Mood Assignment Due by 11:59pm through Canvas

Tuesday, February 20 TBD

Thursday February 22 Second Examination Covering Chapters 5- 10

Tuesday, February 27 Exercise-Related Injury - Chapter 11

Thursday, March 1 Motivational Determinants of Exercise Behavior – Chapter 13

Tuesday, March 6 Motivational Strategies to Enhance Exercise Adherence – Chapter 14

Thursday, March 8 Personal Meaning in Physical Activity - Chapter 15

March 12 – 16 Spring Break – No Class

Tuesday, March 20 Optimal Experiences in Exercise – Chapter 16

Thursday, March 22 TBD

Friday, March 23 Motivation Assignment Due by 11:59pm through Canvas

Tuesday, March 27 Third Examination Covering Chapters 11-16

Thursday, March 29 Exercise Concerns: Eating Disorders, Substance Abuse, and Exercise - Chapter 17

Tuesday, April 3 Children and Youth in Exercise - Chapter 19

Thursday, April 5 Exercise in Older Adults - Chapter 20

Tuesday, April 10 Gender Issues in Exercise – Chapter 18

Exercise Enjoyment and Mode Considerations: Guidelines for Optimizing Psychological Benefits - Chapter 21 and 22

Thursday, April 12 Forth Examination Covering Chapters 17-22

Tuesday, April 17 Video MUST BE IN CLASS

Thursday, April 19 Video MUST BE IN CLASS

Friday, April 20 Video Assignment Due by 11:59pm through Canvas

Tuesday, April 24 Behavior Change Paper Peer Review (Bring two hard copies of paper)

Thursday, April 26 Work Day

Friday, April 27 Behavior Change Paper Due for Extra Credit by 11:59pm

Tuesday, May 1 Behavior Change Paper Due through Canvas by 11:59pm

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