Course Syllabus

Psychology of Peak Performance

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After Class:

 

 

Semester & Location:	Spring 2024 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Human Development, Psychology
Prerequisite:	A course in Psychology at the university level.
Faculty Members:	Jorn Ravnholt Petersen (current students please contact via the Canvas Inbox)
Program Contact:	Department email address psy.cns@dis.dk
Time & Place:	Monday and Thursday, 13:15-14:35 Classroom: V23-201

 

Course Description

Prerequisites: A course in Psychology at the university level.

What is Peak Performance? How is it developed, enhanced and maintained? This course will explore the development and maintenance of optimal performance in diverse domains such as business, the performing arts as well as in sports, the military, or any other sphere of action with a performance component. Using theoretical perspectives and research findings from Performance Psychology, this dynamic field will be supplemented with Scandinavian and European case examples as regards application.

Emphasis will be given to motivation, personality, teamwork, performance culture, imagery, self-talk, stress management and other domains pertaining to peak performance. Human factors as well as the effect of cultural values and expectations (with examples from a Scandinavian context) will be explored as regards individuals, teams, and groups. Both difficulties in achieving success as well as methods for optimizing success will be considered.

 

Learning Objectives

• Be able to describe what psychology of peak performance is and understand major developments in the history of psychology of peak performance in relation to other fields of psychology, when applied to multiple performance settings.
• The role of psychological characteristics in facilitating the pathway to peak performance, and understanding effects of competition and cooperation on human behavior, and how feedback and reinforcement affect learning and performance.
• Understand how a person’s psychological makeup influence individual behavior in multiple performance contexts, and describe how psychological techniques help people perform more effectively. 
• Synthesize theoretical perspectives and practical approaches in order to cope with injuries and performance setbacks.
• Recognize critical concerns of performance environments and leadership, and understand potential negative effects in pursuit of peak performance.

Regarding application

• Explore and identify from the research of psychology of peak performance how psychological techniques may be applied to students’ own lives and their study goals, explore and experience psychological techniques and review relevant research supporting the practice.

 

Faculty

Jørn Ravnholt Petersen

Consultant in Performance and Sports Psychology to international athletes and performing artists from all over Europe, Argentina, Columbia, China, and North America. Works with The Danish National School of Performing Arts, The Royal Danish Ballet, and Danish Music Conservatories. In addition, he works with business executives and managers, doctors and physiotherapists. Five times appointed Sport Psychologist for the Danish Olympic Team at the Summer and Winter Olympics (1992-2002). Has given presentations across Europe and South Africa and taught more than 200 registered courses in Sport Psychology (DIF) and worked with more than 30 different Danish National Teams (Team Danmark, Danish Elite Sport Institution). External lecturer in Sport Psychology at University of Southern Denmark (2002– 2008). M.S. (Psychology of Exercise and Physical Education. Pennsylvania State University, U.S.A. (1983). B.P.H.E. (Physical and Health Education. Laurentian University, Canada (1980). With DIS since 2016.

Contact information for current students

Readings

1. Required Textbook (e-book): Lavallee, D., Kremer, J., Moran, A. & Williams, M. (2012). Sport Psychology – Contemporary Themes. Palgrave Macmillan.
2. Articles and Other Media on Canvas: 

Selected chapters from textbooks – more to follow:

• Lavallee, D., Kremer, J., Moran, A. & Williams, M. (2012). Sport Psychology – Contemporary Themes. Palgrave Macmillan.
• Collins, D. (2011). Performance Psychology: A practitioner’s guide. Churchill Livingstone, UK.
• Andersen, Mark B. (2005). Sport Psychology in Practice. Human Kinetics.
• Andersen, Mark B. (2000). Doing Sport Psychology. Human Kinetics.
• Kolt, G.S. & Andersen, Mark B. (2004). Psychology in the Physical and Manual therapies. Churchill Livingstone, UK.
• Williamon, A. (2004). Musical Excellence. Oxford University Press.
• Weinberg, R.S. & Gould, D. (2006). Foundations of Sport and Exercise psychology. Human Kinetics.
• Cox, R. (2007). Sport Psychology – Concepts and Applications. McGraw-Hill.
• Murphy, S.M. (1995). Sport Psychology Interventions. Human Kinetics.
• Williams, J.M. (2006). Applied Sport Psychology – Personal Growth to Peak Performance. McGraw-Hill.

Selected research articles – more to follow:

• Hanrahan, S.J. (1996). Dancers’ perception of psychological skills. In Revista de psichologia del deporte, 5, 19-27.
• Hays, K.F. (2002). The enhancement of performance excellence among performing artists. Journal of applied Sport psychology, 14(4), 299-312.
• Klockare, E., Gustavson, H., Nordin-Bates, S.M. (2011). An interpretative phenomenological analysis of how professional dance teachers implement psychological skills training in practice. Research in dance education, 12(3), 277-293.
• Noh, Y.E., Morris, T., & Andersen, M.B. (2007). Psychological stress and injury in dance. Journal of physical education, recreation and dance, 74(4), 36-40.
• Clark, T. & Williamon, A. (2011): Evaluation of a Mental Skills Training Program for Musicians, Journal of Applied Sport Psychology, 23(3), 342-359
• Osborne, M.S., Greene, D.S. & Immel, D.T. (2014). Managing performance anxiety and improving mental skills in conservatoire students through performance psychology training: a pilot study. Psychology of Well-Being: Theory, Research and Practice. 2014, 4-18.
• MacNamara, Á., Button, A., and Collins, D. (2010). The role of psychological characteristics in facilitating the pathway to elite performance. Part 1: Identifying mental skills and behaviours. The Sport Psychologist, 24 (1), 52-73.
• MacNamara, Á., Button, A., and Collins, D. (2010) The role of psychological characteristics in facilitating the pathway to elite performance. Part 2: Examining environmental and stage-related differences in skills and behaviors. The Sport Psychologist, 24 (1), 74-96.

 

Field Studies

The first study you will have an opportunity to interview a “world class performer” - from the business world I have invited Lars Lantto, Director, International Sales & Business Relations at Brothers, Brothers & Sons, to speak about his leadership mirrored in the Team Denmark model. 

Second Field Study:  In this 2½ hour workshop we will visit the Royal Danish Music Academy, where a group of musicians will perform for us, after having been through a short workshop on music anxiety. As they perform, your role is to observe in any way any hint of anxiety experienced by the performers. After you have shared your insights, you will observe some of the musicians applying some mental exercises to their practice. Once again, your role is to observe any change in their performance as the exercise progress. Finally, you will be the performers, i.e., you will become the International renown DIS-choir (DISC), with a conductor taken you through similar exercises as you have observed with the musicians. Naturally, now it is the musicians observing and reflecting on any hint of anxiety experienced by you.10:

Plan for the day:

09:45 - 09:50 - Arriving at the Royal Danish Music Academy

10:00 - 10:20 - Introduction and a short workshop on music anxiety 

10:20 - 10:50 - Musicians will perform and you observe and give feedback 

10:50 - 11:20 - Musicians will go through a mental exercise and you observe and give feedback on any change in their performance

11:20 - 11:30 - Short break

11:30 - 12:00 - You the student DISC will rehearse under the guidance of conductor (TBA)

12:00 - 12:30 - Recording of performance and feedback and reflections from musicians and yourself on the workshop as a whole.

Bring good mood and positive energy!

 

Guest Lecturer

Speaker To Be Announced

• Topic: Understanding the importance of recognizing psychopathology, addictive and unhealthy (body image, eating disorder, depression, alcohol, drug abuse) behavior and the referral process.

 

Approach to Teaching

Each session begins with a relatively short systematic lecture of the theme in question and addressing your questions and wonderings submitted by your Reading Reflections.

The presentation will cover both theoretical and research (and when significant also historical) issues involved, while taking account the contemporary challenges in everyday performing life of the students' current situation or future.

This initial presentation will help to frame the subsequent discussion or exercises in the class, which will deal with the texts that the student has read in preparation for the session.

The student can expect a lively and engaged teacher who will attempt to make the issues both engaging and relevant to a contemporary peak performance setting, while maintaining a substantial theoretical level and the necessary applied and practical perspective with references to American and European/Danish Perspectives where applicable.

 

Evaluation and Expectations of the Students

Complete all reading assignments prior to coming to class in order to contribute to class discussions and group activities. These activities will require you to:

• Draw upon your own experiences with performance.
• Use group interactions and observations from targeted performance arenas in Denmark and apply this to theory, research, and practices of Psychology of Peak Performance.
• Create a log of own reflections throughout the course.
• Work independently and be active in group work.

 

Grading

Assignment	Percent
Participation and Engagement	25%
Short Paper Assignment	15%
Presenting your reading reflection	10%
Applied Study Presentation	20%
Final Paper	30%

 

Participation and Engagement: (25%)

 

Presenting your Reading Reflection: (10%)

In an effort to give you the opportunity to practice voicing your great minds, you will once during the semester be asked to present your Reading Reflection to the class.

It is expected that you organize your thoughts by following the normal Reading Reflection procedure, and present these thoughts to the class in a 10-15 minute window, where you also forward any critical questions you might have, related to the readings, to the class.

Your class mates are ofcourse expected to respond to your questions directly or following a short group discussion.

 

Short Paper Assignment: (15 % )

A “topic-application paper”, (3 pp +/÷ 1 page, 12 pt font and db. spaced - without title and reference page – APA style. References should be specified with type and amount), where the student apply the core concepts of two or more topics of peak performance to everyday performance situations (you as a case study), and analyze the different perspectives through theory and research. Further instructions will be given in class. 

Tutorials and Webinars (apa.org) or have a look at APA Style 7th Edition Student Paper Setup Guide.pdf 

• Based on readings and class discussions; wonder and ask questions about a main topic and 1-2 other related topics...
• Define and apply the core concepts of the 2-3 topics to a personal experience and explain how they are connected. (use your mind maps)
• Analyze your topics using the theoretical perspectives from covered material and research articles outside of syllabus. Remember to be critical of your sources!
• Conclude with answers to your wondering/questions with your new (future) perspective on your personal experience or case study.

 

Applied Study Presentation: (20 % )

-  involving a 15-20 minutes presentation - (Group of max. 3 students), where the students apply the core concepts of one or more topics of peak performance to own choice of domain (a case study), collect data in the chosen field of domain, analyze data with regards to the different perspectives through theory and research articles outside of syllabus, and forward perspectives to future actions. Further instructions will be given in class.

• Submit names of students in the group in week #10.
• Before the oral presentation of your "Applied Study", you must turn in a max. 3 page synopsis and attach a log on individual responsibilities with the assignment (April / May  -  TBA) 
• The synopsis should include...
  • An introduction including a statement of purposes.
  • An Hypothesis; your best guess as to the results, and what will be found.
  • Some definitions of important words.
  • The scope and delimitation of your project.
  • A description of your methods.
  • Your findings.
  • Conclusions and implications.
  • Reflections on your role as a researcher.

See Cratty, J.B. & Pigott, R.E.; Student Project in Sport Psychology, Mouvement Publications Inc., USA, 1984.

 

Final Paper: (30%)

 

Disability and Resource Statement  

Any student who has a need for accommodation based on the impact of a disability should contact the Office of Academic Support (acadsupp@dis.dk) to coordinate this.  In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

 

Policies

Attendance. You are expected to attend all classes, guest lectures, workshops and field studies. If you must miss a class for religious holidays, medical reasons, or other valid reasons, you must let us know as far in advance as possible of the absence and obtain information about the work you must do to keep up in class. If you miss a class for any other reason (sudden illness, family emergency, etc.), you should get in touch with us as soon as possible and arrange to make up the work missed.

Policy on late papers. It is crucial for your learning that you stay on task and hand in assignments on or before the due date. All work– including in-class projects – have to be completed in order to pass the class. Late papers or projects will be accepted, but your grade will be reduced by half of a point for each day it is late. 

Academic Honesty

Plagiarism and Violating the Rules of an Assignment. DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thoughts taken from others.  Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software.  See the Academic Handbook for more information, or ask your instructor if you have questions.

Use of laptops or phones in class – DIS recommends that you are clear about classroom etiquette and the expectations you have of students using laptops in class. The decision to allow laptop use in class at all is at the discretion of the instructor.

Academic Regulations

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

• Course Enrollment and Grading
• Academic Expectations and Honor Code

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