Course Syllabus

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Power of the Mind: Psychology of Performance

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Semester & Location:

Spring 2022 - DIS Stockholm
Type & Credits:

Elective Course - 3 credits
Major Disciplines:

Psychology, Sociology
Prerequisite: 

A course in psychology at the university level
Faculty Members:

Meiling Liu, Ph.D

Program Director:

Suman Amwani
Academic Support: 

academics@disstockholm.se 
Time & Place:

Days: Mondays & Thursdays

Time: 13.15-14.35

Room: 1E-510

Description of the course

How do we achieve what we want? Why do we fail? This course will explore performance from a psychological perspective in diverse areas such as academics, sports, creative pursuits, work performance and leadership. Topics to be considered: various theories pertaining to motivation; the role of emotion, personality; the effect of cultural values and expectations with examples from a Scandinavian context. Both the benefits of optimal performance and maladaptive responses will be explored and interventions considered.

Learning Objectives

  1. Explore the framework of performance psychology.
  2. To identify the influence of motivation in relation to performance and achievements, with specific regard to the creation of a goal-setting program.
  3. To define attention and concentration, apply concentration training skill to help individuals and professional groups regulate levels of concentration.
  4. To distinguish the concepts of arousal, anxiety, and stress and apply cognitive behavior intervention to help individuals regulate arousal levels and manage mood and reduce stress.
  5. To analyze the influence of self-efficacy in performance, and discuss effective skills used to help individuals regulate levels of self-efficacy.
  6. To describe and apply the psychological skills of imagery, self-talk, and understand their usefulness in performance.
  7. To identify and discuss the influence of cultural factors, audience presence on professional performance.
  8. To define team cohesion dimensions in relation to team performance.

Faculty

Meiling Liu

Post Doctorate in Psychology (Gothenburg University, 2012). Ph.D. in Forensic Psychology (China University of Political Science and Law, 2010). She has worked as an organizational consultant in areas of leadership and cross-cultural competence training in Sweden. Previously, Liu worked as a teacher and researcher at universities in China, and was promoted to the position of associate professor in China. She has been with DIS since 2016.

Readings

  1. Required Textbook

Weinberg, R. S., & Gould, D. (2014). Foundations of sport and exercise psychology (6th ) Human kinetics.

  1. Articles and Other Media on Canvas:

Beilock, S. L., & Carr, T. H. (2005). When high-powered people fail: Working memory and “choking under pressure" in math.  Psychological Science, 16, 101-105.

Behan, M., & Wilson, M. (2008). State anxiety and visual attention: The role of the quiet eye period in aiming to a far target. Journal of Sports Sciences, 26(2), 207-215.

Brew, F.P., Tan, Justin., Booth, H., & Malik, I. (2011). The effects of cognitive appraisals of communication competence in conflict interactions: a study involving western and Chinese cultures. Journal of Cross-Cultural Psychology, 42 (5), 856-874.

Buma, L. A., Bakker, F.C., Oudejans, R. R. D. (2015). Exploring the thoughts and focus of attention of elite musicians under pressure. Psychology of Music, 43(4), 459-472.

Carron, A.V., Burke, S.M., & Prapavessis, H. (2004). Self-presentation and group influence. Journal of Applied Sport Psychology, 16(1), 41-58. doi: 10.1080/10413200490260044.

Chang, E., Lee, A., Byeon, E., Seong, H., & Lee, S. M. (2016). The mediating effect of motivational types in the relationship between perfectionism and academic burnout. Personality and Individual Difference, 89, 202-210.

Deemer, E. D., Thoman, D. B., Chase, J. P., & Smith, J. L. (2014). Feeling the threat: stereotype threat as a contextual barrier to women’s science career choice intentions. Journal of Career Development, 41 (2), 141-158.

Flow, S., Fernando, C., & Carolina, S. (2016). Self-talk and academic performance in undergraduate students. anales de Psicología, 32(1), 139-147.

Hardy III, J. H. (2014). Dynamics in the self-efficacy–performance relationship following failure. Personality and Individual Differences, 71, 151-158.

Lacaille, N., Koestner, R., Gaudreau, P. (2007). On the value of intrinsic rather than traditional achievement goals for performing artists: a short-term prospective study. International Society for Music education, 25(3), pp 245-257.

McCabe, K. O., Van Yperen, N, W., Elliot, A. J., & Verbraak, M. (2013). Big Five personality profiles of context-specific achievement goals. Journal of Research in Personality, 47, 698-707.

Moore, L. J., Vine, S. J., Cooke, A., Ring, C., & Wilson, M. R. (2012). Quiet eye training expedites motor learning and aids performance under heightened anxiety: The roles of response programming and external attention. Psychophysiology, 49, 1005-1015.

Moon, K., Lee, K., Lee K., & Oah, S. (2017). The effects of social comparison and objective feedback on work performance across different performance levels. Journal of Organizational Behavior Management, 37(1), 63-74, DOI: 10.1080/01608061.2016.1236059.

Nurmi, N. (2011). Coping with coping strategies: how distributed teams and their members deal with the stress of distance, time zones and culture. Stress & Health: Journal of the International Society for the Investigation of Stress, 27 (2), 123-143.

Otten, M. (2009). Choking vs. Clutch Performance: A Study of Sport Performance Under Pressure. Journal of Sport and Exercise Psychology, 31, 586-601.

Rafael A. B. T., & Glynn, B. A. (2013) “Focus on What?”: applying research findings on attentional focus for elite-level soccer coaching. Journal of Sport Psychology in Action, 4 (2), 122-132, DOI: 10.1080/21520704.2013.785453.

Raphael, R. (2014). Non-financial employment commitment: some correlates and a cross-national comparison, Cross Cultural Management, 21(1), 39-54. doi.org/10.1108/ CCM-10-2012-0091.

Williams, S. E., Cooley, S. J., Newell, E., Weibull, F., & Cumming, J. (2013). Seeing the difference: developing effective imagery scripts for athletes. Journal of Sport Psychology in Action, 4 (2), 109-121, DOI: 10.1080/21520704.2013.781560. 

Worrell, F. C., Knotek, S. E., Plucker, J. A., Portenga, S., Simonton, D. K., Olszewski-Kubilius, P., Schultz, S. R., & Subotnik, R. F. (2016). Competition's role in developing psychological strength and outstanding performance. Review of General Psychology, 20, 259-271.

Guest Lecturers 

Cecilia Åkesdotter works as a sports psychologist and a teacher at the Swedish school of Sport and Health Sciences (Gymnastik och Idrottshögskolan).  Her research interest is in performance psychology and started when she was an elite athlete (former World- and European champion in Taekwondo). She is currently doing her PhD focusing on mental health issues among elite athletes.

Susanna Z. Papp, Ph.D., psychologist, trainer, lecturer.  BA and MA in Psychology (Eötvös Lóránd University, Budapest, 2008), BA in Economics and Business Communication (Budapest Business School, 2003). Research interests include restorative justice and victims, and cross-cultural communication. Worked as a psychologist with children and adolescents. Susanna is a communication and conflict management trainer and a lecturer at Budapest Business School.

Approach to Teaching

I strive to create a constructive learning environment, in which you are expected to play an active role and being involved in discussion, asking questions and by completing tasks/assignments. You will be the center of the learning process, which means that you are not expected be a passive recipient of knowledge, but an explorer of theories and research findings. The goal is for you to transform the knowledge into your own “products” as required by some of your assignments, to make it possible for you to apply your knowledge in innovative ways. My role as teacher is to help you strengthen the collective experience of the classroom in a shared learning experience.  The goal is to stimulate you to think, to help you explore and be productive, and to familiarize you with cutting-edge research.

Collaboration is highly valued in this course, and you are expected to work in groups. Respect for other’s opinions and experience is a necessary requirement for this class.

Field Studies

Diverse activities pertaining to the psychology of performance will be visited in the broader Stockholm area. For example, sport institutions and or drama/ballet institutions could be visited to explore motivational aspects and interventions for example pertaining to performance anxiety.

1. Visiting Jensen Education in Sweden

Date: January 26th

Time: 17:00-18:00

Location: Tulegatan 44 11353 Stockholm

2. TBA  SelfLeaders Workshop

Date: April 6th 

Time: 13:30-15:30

Location: DIS 1E-510

You will participate a workshop conducted by facilitator  Alexander Dryselius from SelfLeaders organization. SelfLeaders provide a training platform in self-leadership for values-driven organizations based on over 30 years of research. Through authentic dialogues they help leaders and organizations to create more engagement, cooperation and development. SelfLeaders courses started in 2008 at the Stockholm School of Economics. In addition to the services they provide for organizations and individuals, SelfLeaders also hold courses at several academic institutions like IFL Executive Education, Royal Institute of Technology and Harvard University."

The workshop will help you get a deeper understanding of your personal values and tools to better lead yourself and others to operate at your natural best of performance. After the workshop, you will be able to use the App for free for the next 12 months.

Expectations of the students

The success of this course is hinged on not only my ability to communicate ideas and concepts, but our ability to create an environment conducive to learning. You are expected to treat each other with respect, and be tolerant to different opinions. Any kind of biases and prejudices are not acceptable in the class.

In class we will use a lecture-discussion format and failure to adequately prepare for class will prevent effective participation. I expect you to have done the reading for each class and to come with notes and questions for me and for the other students. This will give us material to generate conversation.

Please note the following rules:

  1. Actively participate in the class discussions and activities.
  2. Complete all readings prior to class.
  3. This course will rely heavily on the DIS Canvas platform/website, and you will be responsible for checking updated information on Canvas.
  4. Be punctual and attend all classes; missing classes without a legitimate excuse will result in a lower final grade.
  5. Cell Phones, Laptop, and Related technology: Please bring a notebook and pen to class for taking notes, and only use laptops when instructed for specific activities. Please switch your cell phone off and resist the urge to text.

Class Representatives

Each semester DIS looks for class representatives to become an official spokesperson for their class group, addressing any concerns that may arise (in academic or related matters), suggesting improvements and coming up with new ideas. Class representatives are a great way for DIS faculty to ensure better and timelier feedback on their courses, assessments and teaching styles, and as such perform an invaluable role in connecting student needs with faculty instruction during term time. Class Representatives will be elected in class at the beginning of the semester.

Evaluation

A number of diverse tasks will be given throughout the semester to address learning objectives.  

Detailed assignment descriptions and/or rubrics will be made available on Assignments on Canvas and/or in class.

Grading

Assignment

How is it evaluated

(Individual or group)

Due Date

 Percentage of Grade
Engaged Participation

Individual

Ongoing

20%

Group Presentation

Group

February 17th

15%

Mentorship Midterm Oral Report

Group

March 17th

 15%

Mentorship Final Written Report

Individual

 April. 22nd 

25%
Exam

Individual

May 2nd

25%

Total

 

100%

1. Engaged Participation (20%): Since class participation is a major component of the course, you will need to be present and participating, and to complete one presentation of class reading to receive full credit.

2. Group Presentation Project (15%): You will work in a group throughout the course of the semester. The first group assignment will be taken on February 17th based on the topic of Motivation and Achievement, where each group will raise key issues pertaining to one of the selected performance and present your project in group. 

3. Mentorship Midterm Oral Report (15%): The course is collaborating with Jensen Education in Sweden where each group will be taking an active role as mentors for 2-3 students to transform your class learning into practice. This assignment requires your group to work with mentees 2-3 sessions and 60 minutes/session with a focus on identifying a major area that needs to be improved, and you will make group oral report on March 17th.

4. Mentorship Final Written Report (25%): This assignment requires you additional 4-5 sessions and 60 minutes/Session to work with mentees. On these sessions, you will implement appropriate mental skills that help mentees to improve their performance on the identified problem. The written report, due on April 22nd will consist of theoretical background, literature review of chosen mental skills, procedure of implementation, result assessment, future development, references. 

5. Exam (25%): The exam will be on May 2th 13:15-14:35 and will consist of a combination of objective questions (short answers) and case analysis and mental training program implementing and theoretical support of the implementation.

Detailed group project and final term paper descriptions and/or rubrics will be made available on Assignments on Canvas and/or in class. 

Policy on Late Papers:

Late papers will not be accepted except for documented illness.

Policy for students who arrive late to class:

Participation grade will be reduced by half a grade for every 2 late arrivals.

Use of Laptops or Phones in Class:

Laptops/Tablets/iPads are not allowed to be open in the classroom unless agreed upon for specified tasks such as article reading and/or for discussion purposes and/or note-taking. Cellular phones must be switched off during class.

Academic Regulations  

Please make sure to read the Academic Regulationson the DIS website. There you will find regulations on: 

 DIS - Study Abroad in Scandinavia - www.DISabroad.org

 

Course Summary:

Date Details Due