Cognitions and Emotions in Sport

Code:

PDDH05

Acronym:

PDDH05

Keywords
Classification	Keyword
OFICIAL	Sports Sciences

Instance: 2022/2023 - 1S

Active?

Yes

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
2CPDDH	20	Oficial Plan (2018 - )	1	-	6	42	162

Teaching language

Suitable for English-speaking students

Objectives

The UC 'Cognitions and Emotions in Sport' aims to deepen the knowledge, as well as the practical application, in the domain of the cognitive and emotional factors and processes underlying participation and performance in 'sport and performance' contexts and in contexts of 'sport, health and human development'.

Learning outcomes and competences

At the end of this UC students should be able to:

1. recognize and discuss the importance of cognitions and emotions in human performance
2. identify and describe the origin and evolution of the study of cognitions and emotions
3. describe the functioning of different cognitive processes and their influence on human behavior and performance
4. compare and contrast different conceptual frameworks and approaches to the study of emotions
5. analyze, discuss and interpret the complexities related to the interrelationship between emotions and cognitions
6. explain and reflect on the impact of different cognitive and emotional factors and processes in practice contexts, namely in 'sport and performance' and 'sport, health and human development' contexts
7. identify and apply different assessment methodologies in the investigation of cognitions and emotions in sports and human development contexts and discuss how they are used
8. describe, discuss and apply concepts and aspects related to coping and emotional regulation, distinguishing the emotions, thoughts and behaviors typically generated by different strategies and how they may be related to applications in the field of sport and human development

Working method

Presencial

Program

TU1. ABOUT COGNITIONS

origins and evolution of cognitive psychology

sensation and attention

memory and mental representation of knowledge

problem solving and decision making

TU2. ABOUT EMOTIONS

origin and evolution of the study and theories of the emotions

what is an emotion?

positive and negative emotions

discrete emotions and emotional dimensions

universality of emotions

TU3. ON THE RELATIONSHIP BETWEEN COGNITIONS AND EMOTIONS

primacy cognition-emotion

cognitive and emotional neuroscience

emotion and cognitive processes

TU4. ABOUT COGNITIONS AND EMOTIONS IN SPORT AND HUMAN DEVELOPMENT CONTEXTS

origin and evolution of the study of emotions in contexts of sport and human development

conceptual frameworks for the study of emotions in sports and human development contexts

discrete emotions in contexts of sport and human development

the evaluation and elicitation of emotions

research: state of knowledge

the intervention: coping and emotional regulation

Mandatory literature

Dias, C., Corte-Real, N., Cruz, J. F., & Fonseca, A. M.; Emoções no desporto: O que sabemos e o (que sentimos) que julgamos saber., Revista de Psicologia del Deporte, 22(2), 473-480., 2013
Carvalho, P. F., & Albuquerque, P. B. ; Anxiety and coping strategies in sport contexts: A look at the psychometric properties of Portuguese instruments for their assessment., The Spanish Journal of Psychology, 12(1), 338-348., 2009
Dias, C., Cruz, J. F., & Fonseca, A. M.; Anxiety and coping strategies in sport contexts: A look at the psychometric properties of Portuguese instruments for their assessment., The Spanish Journal of Psychology, 12(1), 338-348., 2009
Lazarus, R. S.; Cognitive-motivational-relational theory of emotion. In Y. L. Hanin (Ed.), Emotions in sport (pp. 39-63)., Human Kinetics., 2000
Oatley, K., Parrott, W. G., Smith, C., & Watts, F. ; Cognition and emotion over twenty-five years., Cognition and Emotion, 25, 1341-1348., 2011

Teaching methods and learning activities

In this UC, the teaching methods comprise:

1. lectures (exposure of contents); 2. explorative (analysis and reflection about different readings); 3. interactive (promotion of debates and presentations by students); 4. autonomic (student as a learning agent).

Lectures will privilege a strong interaction between the concepts and their practical application, favouring an interactive posture. The transformation of concepts into working tools will be achieved by encouraging personal work.

keywords

Social sciences > Psychological sciences > Cognitive science
Social sciences > Psychological sciences > Psychology > Applied psychology

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Exame	50,00
Trabalho escrito	50,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	15,00
Estudo autónomo	55,00
Frequência das aulas	42,00
Trabalho escrito	50,00
Total:	162,00

Eligibility for exams

In order to access the final exam, students will have to meet the following criteria: 
i) attend at least 75% of the lessons taught, and 
ii) a minimum grade of 47.5% of the corresponding value in the written assignment. 

Students who foresee not being able to be present on the minimum number of classes described above, should contact the responsible of the CU at the latest within 2 classes after the beginning of the CU, in order to define an alternative learning and evaluation plan.

Calculation formula of final grade

50% - written assignment
50% - final exam

The oral presentation of the written assignment is mandatory.

In each component the grade must be at least 47.5% of the corresponding value.

Examinations or Special Assignments

In accordance with the legal provisions in force at the University of Porto and with the Evaluation Rules issued by the Pedagogical Council of the FADEUP.
The student-workers who cannot ensure their presence in a minimum of 75% of the classes given must contact the teacher within a maximum period of 2 classes from the date of the beginning of the CU, in order to discuss their learning and evaluation plan.

Special assessment (TE, DA, ...)

Students covered by legislation on special attendance regimens may be required to perform special examinations to prove the knowledge and skills related to the objectives and contents of the course.
These students should contact the teacher within 2 classes of the start of the CU.