Performance: Sport and Arts

The focus of the module is to introduce key fundamental concepts in the psychology of sport, expertise and ‘performance’ in the widest sense of human ability including dance and singing. It will also highlight therapeutic applications and benefits of sport/exercise, dance and music/song.

After completion of this course, each student will be able to:

1. Understand some key basic concepts within the psychology of sport, performance and expertise

2. Identify and discuss psychological factors involved in sport and performance including participation, benefits and achievement.

3. Demonstrate an understanding of psychological factors related to the audience and fan community.

4. Demonstrate an awareness of the applied application of sport and performance

Performance in its most simple sense is about ‘doing’- humans can do a remarkable range of things and some do them better than others. Is it talent or is it about hard work and practice? This introductory module breaks down into 4 principle areas-

The module begins by looking at the question of talent and the nature of expertise in various fields and introduces the theory of deliberate practice and other cognitive and practical factors related to superior performance and ability.

Thereafter the module turns its attention to sports, examining areas such as motivation, emotion/aggression, anxiety, focus and mental imagery, injury, rehabilitation and career transition (retirement).

The module then also considers some aspects of creative performance such as dance and song/music and elements of sport and performance psychology particularly relevant not only to stage performers and amateurs, such as dancers, but also from the point of view of the audience and psychological factors related to being a fan or member of a ‘fan community’.

Finally, we also consider the benefits of encouraging these abilities or types of performance in applied therapeutic settings by introducing Dance & Movement Therapy, and Music therapy in relation to well-being and post-traumatic stress disorder, and the psychological benefits of exercise.

Reading suggestions: relevant sections of:

Cox, R. (2006). Sport Psychology: Concepts and Applications. London: MacGraw-Hill.

And/OR

Weinberg, R. S., & Gould, D. (2018). Foundations of sport and exercise psychology (7th ed.) USA; Human Kinetics

Further suggested reading and resources

Alter, J (1997) Why Dance Students Pursue Dance: Studies of Dance Students from 1953 to 1993. Dance Research Journal, Vol. 29, No. 2

Bryant, J. & Vorderer, P. (2006)

Psychology of entertainment Routledge; New York

Clift & Hancox (2002) The perceived benefits of singing. The Journal of the Royal Society for the Promotion of Health 121(4):248-56

Hays, K., Maynard, I., Thomas, O., & Bawden, M. (2007) Sources and types of confidence identified by world class sport performers. Journal of Applied Sport Psychology, 19, 434-456.

Goal Setting in Sports - IResearchNet. (2016, October 20). https://psychology.iresearchnet.com/sports-psychology/psychological-skills/goal-setting-in-sports/

Grey, Sandvoss & Harrington (2007) Fandom - identities and communities NY; New York University Press

Harvard.C T. ( 2020) Rivalry in Sport- Understanding Fan Behavior and Organizations. Palgrave;UK

Hassmén, P., Keegan, R., Piggott, D. (2016)

Rethinking Sport and Exercise Psychology Research Past, Present and Future

Palgrave; Uk

Hedstrom, R ‘With a Little Help From My Friends: Using Your Social Support Network When Dealing With Injury’ http://www.appliedsportpsych.org/resource-center/injury-rehabilitation/with-a-little-help-from-my-friends/

Keogh et al (2009) Physical Benefits of Dancing for Healthy Older Adults: A Review Journal of Aging and Physical Activity 17(4):479-500

Mainwaring, L. M. (2009). Working with perfection. In K. F. Hays (Ed.) Performance 
psychology in action (pp. 139-159). Washington, DC: American Psychological Association.

Massaia, M., Reano, A., Luppi, C., Santagata, F., Marchetti, M. and Isaia, G.C., 2018. Receptive music interventions improve apathy and depression in elderly patients with dementia. Geriatric Care, 4(1).

Moussard, A., Bigand, E., Belleville, S. and Peretz, I., 2014. Music as a mnemonic to learn gesture sequences in normal aging and Alzheimer’s disease. Frontiers in human neuroscience, 8, p.294.

Park & LaVallee (2015) Roles and influences of Olympic athletes’ entourages in athletes’ preparation for career transition out of sport. Sport & Exercise Psychology Review, Vol. 11 No. 1

Reysen, S. and Branscombe, N.R., 2010. ‘Fanship’ and fandom: Comparisons between sport and non-sport fans. Journal of Sport Behavior, 33(2)

Shoham & Diakas (2015) Consumer misbehaviour; aggressive behaviour by sports fans. Services Marketing Quarterly

Shimizu, N., Umemura, T., Matsunaga, M. and Hirai, T., 2018. Effects of movement music therapy with a percussion instrument on physical and frontal lobe function in older adults with mild cognitive impairment: a randomized controlled trial. Aging & mental health, 22(12), pp.1614-1626

Thompson, W.F. and Schlaug, G., 2015. The healing power of music. Scientific American Mind, 26(2), pp.32-42

Whyte, E. (2019, January 15). The importance of goal setting for athletes. Retrieved from https://metrifit.com/blog/the-importance-of-goal-setting-for-athletes/

Williams et al (2008) Expertise in sport; implications for the military. In Military Psychology 20(1)