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Lecture 12
Ethics and referral in sport and exercise
Course review and exam information

Lecture Outline
!Professional+Code+of+Ethics+
!Referral+process+
!Course+Review+
!Exam+Informa:on+
+

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Objectives: Ethics and the referral

in sport, exercise and physical

activity

12.1 Identify four (4) general purposes of a Professional Code of Ethics

12.2 State five (5) central ethical assumptions that would be essential when
working with sport and exercise participants.
12.3 Explain the following in relation to making referrals: (1) ethical and
professional constraints, (2) practical limitations, and (3) personal preference
concerns.
12.4 List 5 Dos about making a referral.
12.5 List 5 Donts about making a referral.

Professional Code of Ethics:

General Purposes
! Code%of%ethics%
! Denes%specic%behaviours%that%are%expected%of%members%working%in%
specic%professions%
! e.g.,+??+
! General%purposes+
! Inform+and+protect+the+consumers+(of+your+work/profession)+
! Communica:on+of+values+to+the+public+community+
! Educa:on+of+members+(of+the+profession)+
! Direc:on/selfFregula:on+of+workFrelated+thinking+and+behavior+
! Iden:fy+STANDARDS+of+the+profession++
! i.e.,+specic+dos+&+donts+

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Professional Code of Ethics:

Central Ethical Assumptions
! Do+no+?+
! Help+?+(concern+for+others+welfare)+
! Respect+?+(independence)+of+the+client+
! Golden+rule:+treat+others+in+a+fair,+equitable,+just+way+
! Be+?+
! Respect+dignity+and+?+(of+client)+
! Prac:ce+?+
! Be+responsible+&+?+for+what+you+do+++
! Conden:ality+
(Koocher%&%Keith?Speigel,%1998)

When+do+professionals+fall+
short?++
(Stromberg+&+Dellinger,+1993)+

! Practicing outside of ones area of competence

! Misrepresentation (e.g., qualifications)
! Physical or sexual relationships with clients
! Negligent or improper treatment, misdiagnosis
! Failure to properly supervise trainees or students
! Breach of confidentiality
! Improper advertising

Important:
Take as many steps
as possible to avoid
being placed in
precarious ethical or
legal circumstances.

! Failure to consult another professional or refer out

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Referring%clients%to%others:%Why?%
! Know your limitations/Know when to refer
! ? & ? restraints
! do not have the COMPETENCE to deal with
the issue presented
! ? limitations
! do not have the TIME to work with the
athlete on the issue of concern
! ? preference concerns
! do not want to work with the athlete
regarding a particular issue

! We+some:mes+think+we+can+do+
more+than+we+can+
! We+o[en+really+want+to+be+helpful+
! Refer+clients+out+when+you+are+
out+of+your+league+(your+skills+
and+experience+are+exceeded)+

! NOTE:
! Can refer to various professions
! Psychologists, dieticians, strength &
conditioning trainers, GPs etc

Referral situations in the sport &

exercise setting: What?

Discussed more in 2nd & 3rd

year units of study

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Making referrals: How?

! Generally Do
! Prepare client for the possibility of referral and explain why you are
making the referral
! Describe to the client what is generally involved in working with a
mental health (or other) practitioner
! Be sensitive to the clients concerns in the referral process
! Get written consent from the client to share information
! Give the client necessary information to schedule an appointment or
schedule one at that time
! If the client decides not to follow through, discuss alternate strategies

Discussed again in 2nd & 3rd

year units of study

Making referrals: How?

! Generally Don't
! Oversimplify the situation
! Disguise the expertise and/or function of the other practitioner
! Use referral follow-through as a condition for a favourable report
! Violate the clients confidentiality
! Undermine the treatment of the referral source

Discussed again in 2nd & 3rd

year units of study

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When%in%doubt,%consult%with%others!%
! You%will%encounter%ethically%challenging%situaMons%
! Iden:fy+an+experienced+colleague+who+is+willing+to+help+you+
! Do+this+BEFORE+you+run+into+problems+
! Document+your+consulta:on+
+

Discussed again in 2nd & 3rd

year units of study

EXSC199 Course Review

SPORT PSYCHOLOGY

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Study%of%human%behaviour%in%the%
sporMng%(&%performance)%context

Focus%on%the%behaviours%or%factors%
that%stand%in%the%way%of%peak%
performance%

Disciplines/Professionals%that%use%
SPORT%Psych%research%%
athletes+F+elite+to+beginners,+various+ages+
performers+in+the+arts+
coaches++

Involves%nding%a%mental%approach%
that%suits%the%athlete%and%his/her%
sport%

teachers+
referees+and+ocials+
parents+

EXERCISE PSYCHOLOGY

INTRODUCTION (Week 1)
Study+of+human+behaviour+in+the+exercise+
context%
How+psychology+has+been+used+to+
describe,+explain+and+predict+why+people+
do+or+do+not+exercise%

sport, health, clinical psychologists

The+study+of+psychological+processes+
(e.g.,+mo:va:on)+and+behaviours+related+
to+exercise+par:cipa:on%

health education and promotion

Concern+with+benets+of+exercise+on+
psychological+health+(e.g.,+selfFesteem,+
reduced+depression+&+anxiety)%

How do we measure the

psychology of the athlete?
Personality
consistent
ways in
which the
behaviour of
one person
differs from
that of others.

Disciplines/Professions%that%use%EXERCISE%Psych%
research%%

Personality
theories
Psychodynamic
Situational
Trait
Interaction

Mood &
Emotion
Differences
MoodPerformance
relationships

PSYCHOLOGY OF THE
ATHLETE (Weeks 2 & 3)
What makes up personality?
Psychological
core

exercise science

cardiac rehab
corporate fitness
nursing
general medicine

Questions in personality research

include:
Do specific personality traits
guarantee success?
Do different levels of sport, or
sports type, or team versus
individual sports require different
personality traits for success?

Understanding:
Arousal
Anxiety (state, trait, cognitive,
somatic, facilitative,
debilitative)
Stress and the stress process

Typical
response
Rolerelated
behaviours

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Need
achievement
theory

Interactional

Achievement
goal theory

High & Low achievement

behaviours

Attribution
theory

Stability, Locus of
Causality, & Locus of
Control

Competence
motivation
theory

Feelings of worth

Motivation: Key
theories

15

MOTIVATION (Week 4)
What motivates high and low
achievers?
How do we foster quality
motivations in our athletes?

Intrinsic motivation
Extrinsic motivation
Practical applications
Task & Mastery oriented
environment
Enhance feelings of competency
Focus on approach goals
Monitor attributions

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Behaviour
(performance)

Competition &
Cooperation

Propose a balance
between competition &
cooperation/Role of
coach, teacher etc

Competition: Negative & Positive

SPORT & EXERCISE ENVIRONMENTS (Week 5)

Feedback &
reinforcement

Behaviour modification:
+ vs - approach

Behaviour
(Learning &
performance)

How do we teach sports skills?

How do we use reinforcement
& feedback in the learning
process?
NOTE: Reinforcement impacts
motivation

Types of, when to, what to

reinforce; Benefits & types of
feedback; Punishment

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thoughts, feelings and
behaviours of individuals are
influenced by the actual,
imagined, or implied presence
of others (Allport, 1954)

Generally: How people interact

with each other

SOCIAL PSYCHOLOGY (Weeks 6-8)

In sport & exercise

Consider:
coaches, players, teams, referees, spectators,
parents, etc., & self(!)

Interaction between
who (the others)?

Consider:
Attributions, social pressure, requests, selffulfilling prophecies, choking, audience effects
(tute), home court advantage, social loafing,
group cohesion

Impact performance
& behaviour

Mental Toughness

Performance

Performance

Associated with
control over:
With ideal:

CHARACTERISTICS
OF PEAK
PERFORMANCE
(Weeks 9-11)

Confidence

Arousal

Choking

Peak
Performance

Narrow
Internal

Narrow
External

Broad
Internal

Broad
External

Attention

Generally, theres an
Generally, higher is
Generally, optimal
optimum lvl of arousal
better
sport performance
Inverted-U Hypothesis:
Particularly for males,
requires external
dependent on task
and for high lvl athletes
focus
but too much can be ZOF Hypothesis:"
Anxiety causes
also depends on athlete
problematic
internal ! choking

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How do you influence:

Confidence?

Ellis REBT
promotes effective
self-beliefs
Burton (1984) says
achieving goals
builds confidence
MG-M Imagery

BUT:
Beware exceptions
cultural sensitivities
and with self-talk

Motivation
Through goal
setting, particularly
if its SMARTS

Arousal?
Whelan et al. (1990) found
experienced athletes have
their psych-up strategies;
others benefit from
prescribed techniques
(breathing, imagery, selftalk, etc.)
Manzoni et al. (2008) found
arousal best reduced by
applied relaxation,
meditation, and PMR (in
that order)
TRAINING
PROGRAMS FOR
PERFORMANCE
ENHANCMENT
(Weeks 9-11)

Attention?
Cue words can be
used to shift focus
CS Imagery
Consistent timing of
your routine
PPR using all of the
above
BUT:
Avoid cue words that
cause conscious
processing

Skill Acquisition
Through imagery,
particularly if its
PETTLEP

ETHICAL CONSIDERATIONS &

REFERRAL PROCESS
(Week 12)

10

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What do did we want you to get out

of EXSC199?

Scientifically
Derived

Sport (& exercise)

psychology
knowledge

Professional
Practice
Knowledge
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What do did we want you to get out of

EXSC199?
relationship between arousal
e.g., ?

and performance

Define

Define arousal

Explain

Explain why we expect relaxation to have a

positive effect on creativity performance and
activation to have a positive effect on
strength performance? (theories)

Control

Similar conditions; same tasks creativity

(word game) + strength (hand
dynamometer); PMR; Act energetically,
increase breathing rate, watch People are
awesome

Predict

Performance is impacted by arousal but

dependent on the task and individuals
zone of optimal functioning

Scientifically
Derived

11

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What do did we want you to get out of

EXSC199?

Professional
Practice
Knowledge

Scientific
method

Assessment 1
Lecture + tutorial content + readings
Participating in tutorial experiments

Observation

Assessment 2: Presentations
Experiments run in tutorials

Single case
study
Shared public
experiences

Introspection

Intuition

Assessment 2: Presentations

Discussions with classmates and tutors/

lecturers

Reflect on how psychology will be relevant

to your future profession

Link theories etc with your own experiences

as sport and exercise participants

EXSC199 Exam
! Overall the exam is worth 50% of the final mark for EXSC199
! Structure
! Part A
! 40 MCQs
! 1 mark each ~ total 80 marks
! Computer answer sheet
! Tips: clearly mark your answer and erase if you make a mistake; if the
computer cannot read your answer then you will receive 0
! Part B
! 4 short answer questions
! Each question is worth 15 marks ~ total 60 marks
! Maximum 1 page per question to be written in the answer booklet
! Each short answer question will have more than 1 part
! TIPS: plan your answer, write neatly, clearly mark which question, and part,
you are answering

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EXSC199 Exam
! Content
! Lectures
! Tutorials
! Textbook readings
! Use objectives to guide your study
! Practice Short Answer Questions in Week 12
tutorial
! Practice MCQ
! Quizzes

Success with Exams

! ACU Academic Skills Unit
! Tips for both before and during the exam

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Sport Exam Routine/s

Pre game Pre-Exam
! Training Study
Plan your revision
! Start now (if you have not started already!)
! Plan both long (1 hour+) and short (15 30 minutes)
study periods.
! Organise your subject material: gather all your notes,
study materials, and readings.
! Set goals for your study time: measure your success
by goals you have met (perhaps objectives
reviewed), not by time you have spent.

Training Study tips

! Make summaries of your notes, condensing an entire
section into its most important main points.
! Use the objectives as a guide for this!
! Next, form a study group with people you are happy
to work with!
! With your summarised objective notes, drill each
other with questions (just like a game show)
! Get each other to expand on answers to link
concepts!
! Your strengths and weaknesses often complement
each other (teach each other)

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Training Study tips

! Stop, revive, survive!
! Take a break every hour,
! Swap subjects every two hours
! Break you study up with fun activities!
! e.g., do an hour then kick a footy for 15 minutes, go
for a run
! Once you know your stuff, kick a footy while asking
each other questions (or some other enjoyable
activity)

Match prep Exam prep

! What is the date, time, and room of the exam?
! Check the exam timetable
! How will I get to the exam?
! Problems with transport is not an appropriate
excuse
! More than 30 minutes late (game over)
! Maintain important non-Uni activities (e.g.,
exercise, time for family etc)
! Keep doing things that have a calming effect
and balance your life (sometimes more study is
not necessarily better)

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Game day Exam Day

! Get to the ground Uni at least 30 minutes
prior to the start of the exam.
! For nerves
! Talk to some of the other students
! Avoid last minute cramming (noneffective)
! Breath awareness, PMR, self-talk or
Imagery
! Morning exercise (moderate) can help
! Make sure you have eaten
! Low blood sugar = low intelligence
(vague and irritable)

Game plan Exam Plan

! 2 hours
! Section A - MCQ (questions 1 - 40) is worth 40 marks
! Allocate approx. 1 minute per MCQ ~ 40 minutes
! 20 minutes left over to
! Check the MCQ you had a guess on and others you want to recheck
! Spend more time on the short answer questions
! Section B Short Answers (questions 41 - 45) is worth 60 marks.
! 10 15 minutes for each question should be sufficient ~ 60 minute
! Up to you whether you do Part A or Part B first
! Stay for the full 2 hours and check your work!
! Use pencil and bring an eraser!!

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Post Match Exam

! Evaluate!
! You want to be an expert at sitting exams ASAP
! Which study activities were the most helpful? Which were
less helpful?
! How realistic was your study schedule? Were you able to
complete tasks in the time you allocated?
! What kinds of emotions did you feel during the exam? How
helpful were your stress management techniques?
! LET IT GO!!
! Its done now! You need to prepare and back up for your
next one!

Over to you!
!Any questions related to the exam
!Check EXSC199 Forum on LEO first
!Email your LIC - Justine Stynes
!Make an appointment
!Good luck in your exam!
!Aim high

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