Course Syllabus

Power of the Mind: Psychology of Performance

Semester & Location:	Fall 2024 - 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, PhD (current students please use the Canvas Inbox)
Program Contact:	Department email address psy.cns@dis.dk
Time & Place:	Days: Mondays & Thursdays Time: 13.15-14.35 Room: E-509

Course Description

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. Introduce specific psychological concepts, theories, and research that have an impact on performance.
3. Interact with local students and develop analytical and practical skills.
4. Develop academic writing skills and capability of communicating academic material to the public.

Faculty

Meiling Liu

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

Readings

1. Required Textbook

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

2. 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 

Location: Tulegatan 44, 11353 Stockholm

2.  Visiting Leadership development experts

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	Percentage of Grade
Engaged Participation	Individual	Ongoing	20%
Group Presentation	Group	Sept. 5	20%
Mentorship Midterm Written Report	Group	Oct. 16	20%
Video	Individual	Nov. 20	20%
Mentorship Final Product	Group (Mentors &Mentees)	Nov. 25	20%
Total			100%

1. Engaged Participation (20%): As class participation is a significant component of the course, full credit will require your consistent presence, active involvement, and completion of class training reflection.

2. Group Presentation Project (20%): This assignment is a group task based on the topic of Motivation and Achievement. Each group will address key issues related to a selected performance area and present the project collectively. You will complete the assignment by planning and customizing questions, conducting interviews, and summarizing and analyzing the results.

3. Mentorship Midterm Written Report (20%): The course is collaborating with Jensen Education in Sweden, where each group will actively mentor 2 students to apply classroom learning in practical settings. This assignment involves your group working with mentees during 3 sessions, each lasting 60 minutes. The focus is on identifying key areas for improvement and developing corresponding mental skill training programs. Documentation and reporting are required for all sessions.

4. Mentorship Final Product (20%): The mentorship program requires you to keep track of each session, and the final product shall be built upon the program. You and the mentees will work together to create a final product related to the course content. There are two formats that you can choose from: a documentary or a brochure. Please see detailed instructions in the Assignments section.

5. Video (20%): The objectives for this assignment are twofold: (1) to deepen your comprehension of a chosen topic within the realm of performance psychology, and (2) to acquire the skill of effectively communicating complex theoretical, empirical, and academic material to an audience - akin to a "DIS-talk." You will create a video in the style of a "TED talk," lasting 5-8 minutes. The video should reflect your profound understanding of the topic, supported by reliable sources.

Detailed 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 Accommodations

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support acadsupport@disstockholm.se

Academic Regulations  

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

• Course Enrollment and Grading 
• Academic Expectations and Honor Code

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