SEP 000

Foundations of Mindfulness
in Sport & Performance
Psychology

COURSE INFORMATION

Tuesdays & Thursdays Carra Johnson, M.S., M.A. office location:

11:00 am – 12:30 pm CPASS Building
Contact me via email: Room 219
cj0011@mix.wvu.edu
hours:
CPASS Building Mondays 2:00 pm – 3:30 pm
Room 000 Wednesdays 2:00 pm – 3:30 pm

 Mindfulness in Plain English (Gunaratana, 2011)

 Being Mindful in Sport & Exercise Psychology: Pathways for Practitioners and Students
(Andersen & Zizzi, 2017)

 Provided (do not buy!):The Power of Now (Tolle, 1999)

 Provided: Additional assigned readings will be available on eCampus.
 COURSE DESCRIPTION

Foundations of Mindfulness in Sport & Performance

Psychology provides an introduction to mindfulness—what
it is, misconceptions and clarifications, different approaches
and perspectives from Buddhism to completely secular—
before diving into the application of mindfulness in sport
and performance settings. Students will practice
mindfulness regularly in class and will be given the tools to
develop their own practice, as well as develop the
knowledge and skills to be able to apply mindfulness
interventions with athletes and other populations.

OBJECTIVES

•Explain what mindfulness is and is not

•Identify misconceptions and misunderstandings of mindfulness
•Debate these using credible sources and research findings

Unit 1 •ASSESSMENTS: Mindfulness in the Media Paper, Exam 1 DEVELOPING OWN

MINDFULNESS PRACTICE

• Identify and explain

their own
mindfulness
•Describe the characteristics of mindfulness/meditation practices and perspectives (i.e. MBSR, Zen,
Buddhism) experiences by
•Compare the differences in these practices and perspectives distinguishing
between and
Unit 2 •ASSESSMENTS: Mindfulness Perspectives Paper (individual & group), Exam 2 identifying (1)
thoughts, (2)
emotions, (3)
physical sensations
• Complete a 30-
•Identify outcomes associated with mindfulness (in general and in sport) minute sit of strong
•Identify and explain connections between psychology (i.e., sport, social) concepts and mindfulness determination
practice
ASSESSMENTS:
Unit 3 •ASSESSMENTS: Mindfulness Research Project & Presentation, Exam 3
• Biweekly reflections
• In-class sit of strong
determination
meditation (3x)
•Assess situations that athletes or performers experience, and possible effective interventions • Sit of strong
•Justify when mindfulness may be an effective intervention determination
•Develop a purposeful mindfulness/meditation intervention for athletes or performers
reflection
•Conduct a session in which the intervention is applied

Unit 4 •ASSESSMENTS: Mindfulness Intervention Group Project, Exam 4

 COURSE POLICIES

Attendance & Participation

• Attendance will be taken in class regularly. Students

are expected to be at the majority of class sessions,
and to arrive on time. Students who have limited
absences will be eligible for extra credit at the end of
the semester:
o 0 absences = 10 extra credit points
o 1 absence = 7.5 extra credit points
o 2 absences = 5 extra credit points

• It is your responsibility to contact the instructor for

any extended absences or to inquire about make up
work ahead of time and with the proper
documentation if requested by instructor.

• Missing an exam without contacting the instructor in

advance will result in a grade of zero.

• The instructor reserves the right to immediately

dismiss students who do not behave appropriately
during class.

Electronic Devices
ADDITIONAL INFORMATION
• Laptops, tablets, and phones are only allowed in
certain instances when I decide we will be using them
for course work. Regularly, any electronics should
not be visible and should be turned to silent. As this
is a mindfulness course, I encourage you to utilize this
See Appendix A class time to be present and mindful.

• If I notice you using electronics during class when it

has not been authorized, you will lose 10 points on
your next exam (for each instance of unauthorized
use).
See Appendix B
 EVALUATION OF LEARNING

ASSESSMENT POINTS POSSIBLE PERCENTAGE OF GRADE

Paper: Mindfulness in the Media 25 5%

Paper: Perspectives on Mindfulness 25 5%

Project & Presentation: Mindfulness
25 5%
Research
Sit of Strong Determination &
25 5%
Reflection
Group Project: Mindfulness
100 20%
Intervention
Bi-weekly Reflections 12.5 x 8 reflections = 100 20%

Exams 50 x 4 exams = 200 40%

Paper: Mindfulness in the Media (2 pages)

Find one instance in which, based on what you have learned so far, mindfulness is inaccurately represented in
the media. Find another instance in which mindfulness is accurately represented in the media based on what
we have covered in class so far. Clearly explain why you believe each instance is an inaccurate or accurate
representation.

Paper: Perspectives on Mindfulness (2 pages)

In groups, you will each select a different perspective on/approach to mindfulness. You will then write a
paper explaining this unique perspective. In class, you will exchange papers with classmates to be critiqued,
and then will come together as a group to do a brief project explaining the differences between all of the
perspectives.

Project & Presentation: Mindfulness Research

Choose a research study in which the authors studied mindfulness and its effect on another variable
(performance-related or other). You will then submit your study to me for approval. Once you have received
approval from me, you will do a brief project—written, audio, video, artwork—explaining the study and
present it in class (on a day TBD).

Sit of Strong Determination & Reflection (1-3 pages)

There will be three Sits of Strong Determination in class over the course of the semester, in which you will
attempt to sit silently and mostly motionless for 30 minutes. Half of your grade on this assignment is simply
completing at least one of these sits. The other half is the reflection that you will provide about this
experience—written, audio, video, or artwork—identifying and explaining thoughts, emotions, and physical
sensations experienced.

Group Project: Mindfulness Intervention

In groups, you will identify a 20-30 mindfulness intervention to conduct with the class as if you were working
with a group of athletes or performers. Create the intervention and conduct with the class. After, each
person in the group will be asked to write a reflection paper (2 pages) on their experience.

Bi-weekly Reflections (1-2 pages/5 minute audio or video/artwork with explanation)

Each week, we will practice mindfulness in class and you will be asked to practice at home as well. Every other
week, you will be asked to reflect on your experiences with mindfulness at home and/or in class— written,
audio, video, or artwork—identifying and explaining thoughts, emotions, and physical sensations experienced.

Exams
Bring your own: Scantron #4521, pencil.

COURSE SCHEDULE

Unit Week Date Topic Reading(s) Assessments

August 13, Basics of mindfulness Gunaratana
1
15
August 20, Misconceptions and Gunaratana Bi-weekly reflection
2
22 misunderstandings
August 27, Exploring Gunaratana Paper: Mindfulness
1
3 29 misconceptions and in the Media
misunderstandings
September Identifying Gunaratana Bi-weekly reflection
4 3, 5 characteristics of Articles (eCampus) Exam 1
mindfulness
September Theories of Articles
5
10, 12 Mindfulness
September Different perspectives Tolle Bi-weekly reflection
6
17, 19 Articles (eCampus)
September Different practices Tolle Paper: Perspectives
2
7 24, 26 Sit of Strong on Mindfulness
Determination (1)
October 1, Comparing/contrasting Articles (eCampus) Bi-weekly reflection
8 3 different practices and Exam 2
perspectives
October 8, Overview of Andersen & Zizzi
9
10 mindfulness in sport
3 October 15, How and when Andersen & Zizzi Bi-weekly reflection
10 17 mindfulness is used in
sport and performance
 COURSE SCHEDULE

Unit Week Date Topic Reading(s) Assessments

October 22, Mindfulness Research Articles (identified Mindfulness
24 Presentations by students for Research Project &
11
Sit of Strong project) Presentations
3 Determination (2)
October 29, Mindfulness Research Articles (identified Bi-weekly reflection
12 31 Presentations by students for Exam 3
project)
November Application of Saltzman
5, 7 mindfulness with (eCampus)
13
athletes and
performers
November Application of Andersen & Zizzi Bi-weekly reflection
12, 14 mindfulness with Articles/Saltzman
athletes and (eCampus)
14 performers
Mindfulness
Intervention Group
Presentations
4 November Mindfulness Andersen & Zizzi Mindfulness
19, 21 Intervention Group Articles (eCampus) Intervention Group
15 Presentations Project
Sit of Strong
Determination (3)
THANKSGIVING BREAK
December Continuing your own Gunaratana  Bi-weekly
3, 5 practice reflection
Application with  Sit of Strong
16
athletes (review) Determination
Reflection
 Exam 4
WVU SEP Sport & Exercise Psychology Student Code of Conduct

Sport and Exercise Psychology students are expected to behave in a mature and responsible manner that
reflects positively on themselves, the Sport and Exercise Psychology program, and West Virginia University.
There are expectations and consequences regarding your conduct.
Every Sport & Exercise Psychology student is expected to present him/herself professionally, including but not
limited to:
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Sport and Exercise Psychology students who are non-compliant in the judgement of the instructor and/or the
program faculty will be subject to disciplinary action. If a concerning behavior is identified, the faculty will
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In accordance with the “Veteran Friendly” designation, WVU faculty may allow students who are members of
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