{"product_id":"foundations-of-sport-and-exercise-psychology-9th-edition-epub","title":"Foundations of Sport and Exercise Psychology 9th Edition epub","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003eFoundations of Sport and Exercise Psychology, Ninth Edition,\u003c\/i\u003e is a leading textbook that offers a comprehensive view of sport and exercise psychology. It draws connections between research and practice, and it captures the excitement of the world of sport and exercise.\u003c\/p\u003e\n\u003cp\u003eWidely respected authors Robert Weinberg and Daniel Gould have built a text that addresses emerging trends and remains relevant with each new edition. A new coauthor, David Fletcher, brings experience and an international perspective from sport and performance research and practice. Every chapter of the ninth edition has been updated with the latest research and practice while highlighting classic studies that have shaped the field. Significant advances and their relevance to students are highlighted throughout the text. These include areas such as the growing role of AI in the field, the importance of emotional intelligence, athlete mental health, value-based leadership, the impact of legalized gambling, the effects of social media, doping as a moral issue, and strategies for reducing aggression.\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eFoundations of Sport and Exercise Psychology \u003c\/i\u003ebegins with an exploration of the field’s origins, key concepts, research development, and career options available. After this introduction, the text shifts to personal factors that affect performance and behavior in sport, physical education, and exercise settings. It augments those concepts by factoring in situational circumstances that influence behavior, group interaction and processes, and the use of psychological techniques to help people perform more effectively. Students will gain critical insights into the role psychological factors play in health and exercise and the psychological consequences of participation in sport and physical activity.\u003c\/p\u003e\n\u003cp\u003eIn-depth learning aids such as sidebars and key points feature relevant research, provide practical examples, and highlight crucial information. At the end of each chapter, a summary, list of key terms, review questions, and critical thinking questions are provided. Additionally, students have access to over 175 online learning activities to apply their understanding in HKPropel. Flash cards, guided notes, key term quizzes, scenarios, and activity ideas are all provided in one user-friendly, interactive platform. Many of the activities offer compelling audio and video clips that reveal how sport psychology consultants communicate with athletes and coaches to improve athletic experiences. These clips feature esteemed experts from the field discussing concepts that they have studied and refined during their professional careers.\u003c\/p\u003e\n\u003cp\u003eThe updated ninth edition of \u003ci\u003eFoundations of Sport and Exercise Psychology\u003c\/i\u003e continues to ensure that students are well equipped to enter the field of sport and exercise psychology, fully prepared for the challenges they may encounter as well as the possibilities.\u003c\/p\u003e\n\u003cp\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with this ebook.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003e\n\u003cp\u003eIntroductory textbook for sport and exercise psychology courses; ideal for students pursuing a career as a sport psychologist, coach, physical educator, fitness instructor, athletic trainer, physical therapist, or sports medicine professional. Also a reference for libraries and sport psychologists.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003e\u003cb\u003ePart I. Beginning Your Journey\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Welcome to Sport and Exercise Psychology\u003cbr\u003eDefining Sport and Exercise Psychology\u003cbr\u003eSpecializing in Sport and Exercise Psychology\u003cbr\u003eDistinguishing Between Two Specialties\u003cbr\u003eReviewing the History of Sport and Exercise Psychology\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Science and Professional Practice of Sport and Exercise Psychology\u003cbr\u003eScientifically Derived Knowledge\u003cbr\u003eProfessional Practice Knowledge\u003cbr\u003eIntegration of Scientific and Professional Practice Knowledge\u003cbr\u003eChoosing From Many Sport and Exercise Psychology Orientations\u003cbr\u003eUnderstanding Present and Future Trends\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart II. Learning About Participants\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3. \u003c\/b\u003ePersonality and Sport\u003cbr\u003eDefining Personality\u003cbr\u003eUnderstanding Personality Structure\u003cbr\u003eStudying Personality From Six Viewpoints\u003cbr\u003eMeasuring Personality\u003cbr\u003eUsing Psychological Measures\u003cbr\u003eFocusing on Personality Research\u003cbr\u003eExamining Cognitive Strategies and Success\u003cbr\u003eIdentifying Your Role in Understanding Personality\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4. \u003c\/b\u003eMotivation\u003cbr\u003eDefining Motivation\u003cbr\u003eReviewing Three Approaches to Motivation\u003cbr\u003eBuilding Motivation With Five Guidelines\u003cbr\u003eDeveloping a Realistic View of Motivation\u003cbr\u003eTypes of Motivation\u003cbr\u003eUnderstanding Achievement Motivation and Competitiveness\u003cbr\u003eIdentifying Four Theories of Achievement Motivation\u003cbr\u003eDeveloping Achievement Motivation and Competitiveness\u003cbr\u003eSelf-Determination Theory\u003cbr\u003eUsing Motivational Theories to Guide Practice\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5. \u003c\/b\u003eArousal, Stress, and Anxiety\u003cbr\u003eDefining Arousal and Anxiety\u003cbr\u003eMeasuring Arousal and Anxiety\u003cbr\u003eDefining Stress and Understanding the Stress Process\u003cbr\u003eIdentifying Sources of Stress and Anxiety\u003cbr\u003eConnecting Arousal and Anxiety to Performance\u003cbr\u003eApplying Knowledge to Professional Practice\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart III. Understanding Sport and Exercise Environments\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6. \u003c\/b\u003eCompetition and Cooperation\u003cbr\u003eDefining Competition and Cooperation\u003cbr\u003eViewing Competition as a Process\u003cbr\u003eReviewing Studies of Competition and Cooperation\u003cbr\u003eDetermining Whether Competition Is Good or Bad\u003cbr\u003eEnhancing Cooperation\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7. \u003c\/b\u003eFeedback, Reinforcement, and Intrinsic Motivation\u003cbr\u003ePrinciples of Reinforcement\u003cbr\u003eApproaches to Influencing Behavior\u003cbr\u003eGuidelines for Using Positive Reinforcement\u003cbr\u003eGuidelines for Using Punishment\u003cbr\u003eBehavior Modification in Sport\u003cbr\u003eExtrinsic Rewards and Intrinsic Motivation\u003cbr\u003eCognitive Evaluation Theory\u003cbr\u003eHow Extrinsic Rewards Affect Intrinsic Motivation in Sport\u003cbr\u003eStrategies for Increasing Intrinsic Motivation\u003cbr\u003eFlow—A Special Case of Intrinsic Motivation\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Cultural Sport and Exercise Psychology\u003cbr\u003eDefinition of Culture, Diversity, Equity, Inclusion, and Cultural Competence\u003cbr\u003eCultural Sport and Exercise Psychology Research\u003cbr\u003eBenefits of Diversity and Inclusion\u003cbr\u003eStrategies for Diversifying Sport and Physical Activity and Creating Inclusive Environments\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart IV. Focusing on Group Processes\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Team Dynamics and Cohesion\u003cbr\u003eRecognizing the Difference Between Groups and Teams\u003cbr\u003eIdentifying Three Theories of Group Development\u003cbr\u003eUnderstanding Group Structure\u003cbr\u003eCreating an Effective Team Climate\u003cbr\u003eMaximizing Individual Performance in Team Sports\u003cbr\u003eDefinition of Cohesion\u003cbr\u003eConceptual Model of Cohesion\u003cbr\u003eTools for Measuring Cohesion\u003cbr\u003eRelationship Between Cohesion and Performance\u003cbr\u003eOther Factors Associated With Cohesion\u003cbr\u003eStrategies for Enhancing Cohesion\u003cbr\u003eGuidelines for Building Team Cohesion\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10. \u003c\/b\u003eLeadership\u003cbr\u003eDefinition of Leadership\u003cbr\u003eApproaches to Studying Leadership\u003cbr\u003eSport-Oriented Interactional Approaches to Leadership\u003cbr\u003eResearch on the Multidimensional Model of Sport Leadership\u003cbr\u003eLeadership Training Interventions\u003cbr\u003eFour Components of Effective Leadership\u003cbr\u003eThe Art of Leadership\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Communication\u003cbr\u003eUnderstanding the Communication Process\u003cbr\u003eSending Messages Effectively\u003cbr\u003eReceiving Messages Effectively\u003cbr\u003eRecognizing Breakdowns in Communication\u003cbr\u003eImproving Communication\u003cbr\u003eDealing With Confrontation and Conflict\u003cbr\u003eDelivering Constructive Criticism\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart V. Improving Performance\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12. \u003c\/b\u003eIntroduction to Psychological Skills Training\u003cbr\u003eWhy Sport and Exercise Participants Neglect PST\u003cbr\u003eMyths About PST\u003cbr\u003ePST Knowledge Base\u003cbr\u003ePST Effectiveness\u003cbr\u003eThree Phases of PST Programs\u003cbr\u003eSelf-Regulation: The Ultimate Goal of PST\u003cbr\u003eWho Should Conduct PST Programs\u003cbr\u003eWhen to Implement a PST Program\u003cbr\u003ePST Program Development\u003cbr\u003eCommon Problems in Implementing PST Programs\u003cbr\u003ePractical Pointers for Teaching Mental Skills\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13.\u003c\/b\u003e Arousal Regulation\u003cbr\u003eIncreasing Self-Awareness of Arousal\u003cbr\u003eUsing Anxiety Reduction Techniques\u003cbr\u003eExploring the Matching Hypothesis\u003cbr\u003eCoping With Adversity\u003cbr\u003eUsing Arousal-Inducing Techniques\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14.\u003c\/b\u003e Imagery\u003cbr\u003eDefining Imagery\u003cbr\u003eUses of Imagery\u003cbr\u003eEvidence of Imagery’s Effectiveness\u003cbr\u003eImagery in Sport: Where, When, Why, and What\u003cbr\u003eFactors Affecting the Effectiveness of Imagery\u003cbr\u003eHow Imagery Works\u003cbr\u003eKeys to Effective Imagery\u003cbr\u003eHow to Develop an Imagery Training Program\u003cbr\u003eWhen to Use Imagery\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 15.\u003c\/b\u003e Self-Confidence\u003cbr\u003eDefining Self-Confidence\u003cbr\u003eUnderstanding How Expectations Influence Performance\u003cbr\u003eExamining Self-Efficacy Theory\u003cbr\u003eAssessing Self-Confidence\u003cbr\u003eBuilding Self-Confidence\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 16. \u003c\/b\u003eGoal Setting\u003cbr\u003eDefinition of Goals\u003cbr\u003eEffectiveness of Goal Setting\u003cbr\u003ePrinciples of Goal Setting\u003cbr\u003eDevelopment of Group Goals\u003cbr\u003eDesign of a Goal-Setting System\u003cbr\u003eCommon Problems in Goal Setting\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 17. \u003c\/b\u003eConcentration\u003cbr\u003eDefining Concentration\u003cbr\u003eExplaining Attentional Focus: Three Processes\u003cbr\u003eConnecting Concentration to Optimal Performance\u003cbr\u003eIdentifying Types of Attentional Focus\u003cbr\u003eRecognizing Attentional Problems\u003cbr\u003eMindfulness\u003cbr\u003eUsing Self-Talk to Enhance Concentration\u003cbr\u003eAssessing Attentional Skills\u003cbr\u003eImproving Concentration\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart VI. Enhancing Health and Well-Being\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 18.\u003c\/b\u003e Exercise and Psychological Well-Being\u003cbr\u003eMental Health\u003cbr\u003eReducing Anxiety and Depression With Exercise\u003cbr\u003eUnderstanding the Effect of Exercise on Psychological Well-Being\u003cbr\u003eChanging Personality and Cognitive Functioning With Exercise\u003cbr\u003eEnhancing Quality of Life With Exercise\u003cbr\u003eExamining the Runner’s High\u003cbr\u003eUsing Exercise as an Adjunct to Therapy\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 19. \u003c\/b\u003eExercise Behavior and Adherence\u003cbr\u003eReasons to Exercise\u003cbr\u003eReasons for Not Exercising\u003cbr\u003eProblem of Exercise Adherence\u003cbr\u003eTheories and Models of Exercise Behavior\u003cbr\u003eDeterminants of Exercise Adherence\u003cbr\u003eSettings for Exercise Interventions\u003cbr\u003eStrategies for Enhancing Adherence to Exercise\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 20. \u003c\/b\u003eAthletic Injuries and Psychology\u003cbr\u003eWhat Is Injury?\u003cbr\u003eCauses and Predictors of Injury\u003cbr\u003eRelationship Between Stress and Injury\u003cbr\u003eOther Psychologically Based Explanations for Injury\u003cbr\u003ePsychological Reactions to Exercise and Athletic Injuries\u003cbr\u003eRole of Sport Psychology in Injury Rehabilitation\u003cbr\u003eStrategies for Rehabilitation and Predictors of Risk\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 21.\u003c\/b\u003e Addictive and Unhealthy Behaviors\u003cbr\u003eEating Disorders\u003cbr\u003eBigorexia\u003cbr\u003eSubstance Abuse\u003cbr\u003eAddiction to Exercise\u003cbr\u003eCompulsive Gambling\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 22. \u003c\/b\u003eBurnout and Overtraining\u003cbr\u003eDefinitions of Overtraining, Staleness, and Burnout\u003cbr\u003eFrequency of Overtraining, Staleness, and Burnout\u003cbr\u003eModels of Burnout\u003cbr\u003eFactors Leading to Athlete Overtraining and Burnout\u003cbr\u003eSymptoms of Overtraining and Burnout\u003cbr\u003eWays to Measure Burnout\u003cbr\u003eBurnout in Sport Professionals\u003cbr\u003eTreatment and Prevention of Overtraining and Burnout\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003e\u003cb\u003ePart VII. Facilitating Psychological Growth and Development\u003c\/b\u003e\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 23.\u003c\/b\u003e Children and Sport Psychology\u003cbr\u003eImportance of Studying the Psychology of Young Athletes\u003cbr\u003eUnderstanding the Youth Sports System\u003cbr\u003eChildren’s Reasons for Participation and Nonparticipation\u003cbr\u003eRole of Friends in Youth Sport\u003cbr\u003eStress and Burnout in Children’s Competitive Sport\u003cbr\u003eEffective Coaching Practices for Young Athletes\u003cbr\u003eRole of Parents\u003cbr\u003eAthlete Talent Development and the Young Athlete\u003cbr\u003eThe Professionalization of Children’s Sports\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 24. \u003c\/b\u003eAggression in Sport\u003cbr\u003eDefining Aggression\u003cbr\u003eHow Aggression Develops\u003cbr\u003eUnderstanding the Causes of Aggression\u003cbr\u003eExamining Aggression in Sport\u003cbr\u003eAggression Reduction Research\u003cbr\u003eApplying Knowledge to Professional Practice\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 25. \u003c\/b\u003eCharacter Development and Good Sporting Behavior\u003cbr\u003eDefining Character, Fair Play, and Good Sporting Behavior\u003cbr\u003eDeveloping Character and Good Sporting Behavior\u003cbr\u003eExamining Moral Development Research\u003cbr\u003eUnderstanding the Connection Between Moral Reasoning and Moral Behavior\u003cbr\u003eHazing, Bullying, and Abusive Behavior in Sport\u003cbr\u003eStudying the Connection Between Character Development and Physical Activity\u003cbr\u003eGuiding Practice in Character Development\u003cbr\u003eLearning Aids\u003c\/p\u003e\n\u003cp\u003eContinuing Your Journey\u003cbr\u003eReferences\u003cbr\u003eIndex\u003cbr\u003e \u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cp\u003e\u003cb\u003eRobert S. Weinberg, PhD,\u003c\/b\u003e is a professor emeritus of the department of sport leadership and management at Miami University in Oxford, Ohio. He has more than 40 years of experience in both the scholarly and applied aspects of sport psychology. He has written numerous research articles, including more than 175 refereed articles in scholarly journals, as well as books, book chapters, and applied articles for coaches, athletes, and exercisers.\u003c\/p\u003e\n\u003cp\u003eWeinberg was voted one of the top 10 sport psychologists in North America by his peers. He is past president of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA) and of the Association for Applied Sport Psychology (AASP). He is also a certified AASP consultant, consulting with athletes of all sports and ages.\u003c\/p\u003e\n\u003cp\u003eWeinberg was named a Distinguished Scholar at Miami University in 2005. In addition, he was the editor of \u003ci\u003eJournal of Applied Sport Psychology\u003c\/i\u003e and was voted Outstanding Faculty Member in the School of Education and Allied Professions at Miami University in 1998. In his leisure time, he enjoys playing tennis, traveling, and gardening.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eDaniel Gould, PhD,\u003c\/b\u003e is the former director of the Institute for the Study of Youth Sports and the emeritus Gwendolyn Norrell Professor of Youth Sport and Student Athlete Development in the department of kinesiology at Michigan State University. He has taught sport psychology for more than 40 years. An active researcher, Gould was the founding coeditor of \u003ci\u003eThe Sport Psychologist \u003c\/i\u003eand has published more than 200 articles on sport psychology. He is best known for conducting applied research that links research and practice.\u003c\/p\u003e\n\u003cp\u003eGould was voted one of the top 10 sport psychology specialists in North America and is internationally known, having presented his work in more than 30 countries. When on the faculty of the University of North Carolina at Greensboro, he received the university’s coveted Alumni Teaching Excellence Award, an all-campus teaching honor. He has earned the Association for Applied Sport Psychology (AASP) certified consult emeritus status.\u003c\/p\u003e\n\u003cp\u003eGould is the former president of AASP and SHAPE America’s Sport Psychology Academy. In addition to teaching sport psychology, he is extensively involved in coaching education, from youth sports to Olympic competition. He also serves as a mental skills training consultant for professional, Olympic, and world-class athletes. In recent years he has served as an executive coach for business leaders interested in enhancing their organizations’ performance.\u003c\/p\u003e\n\u003cp\u003eHe lives in Okemos, Michigan, with his wife, Deb. He is a proud father of two sons, Kevin and Brian. In his leisure time, he enjoys swimming, doing fitness activities, and spending time with his family.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eDavid Fletcher, PhD,\u003c\/b\u003e is a professor at Loughborough University whose expertise in human performance and health is grounded in scientific disciplines and professional services relating to psychology, leadership, management, and coaching. He is among the most distinguished, cited, and impactful performance psychologists in the world. As a former associate pro-vice-chancellor and member of the University Leadership Group, Fletcher co-led sport, health, and well-being strategy at the university. He currently acts as a performance and health specialist advisor to senior leaders and their teams across the university’s academic, professional, and athletic services.\u003c\/p\u003e\n\u003cp\u003eFletcher’s consultancy, research, and teaching focus on human excellence and well-being in sport, business, military, and other performance domains. His work addresses how high achievers develop, succeed, and thrive in demanding environments. Fletcher’s experience in consulting with high-level performers spans the past 27 years and includes working closely with Olympic and world champions from a variety of sports, senior business executives and their leadership teams in Fortune 500 and FTSE 100 companies, and special forces and military personnel.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp class=\"MsoNormal\"\u003e\u003cspan style=\"font-size:12.0pt;mso-bidi-font-weight:bold\"\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003c\/a\u003e\u003ci\u003e\u003ca href=\"https:\/\/us.humankinetics.com\/pages\/ancillary-materials\" target=\"_blank\"\u003ePropel\u003c\/a\u003e\u003c\/i\u003e.\u003co:p\u003e\u003c\/o:p\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003eInstructor guide.\u003c\/b\u003e Includes a sample course outline and reading schedule, a sample syllabus, class project assignments, feedback for selected online activities, and a list of instructional resources.\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003eTest package.\u003c\/b\u003e Significantly revised for the ninth edition, with a heavier focus on question variety and practical application for students. Contains more than 1,000 multiple-choice questions. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests.\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003eChapter quizzes.\u003c\/b\u003e Contains ready-made quizzes (10 questions each) to assess student comprehension of the most important concepts in each chapter. Each quiz may be downloaded or assigned to students directly through HKPropel. The chapter assessments are automatically graded, and student scores can be reviewed by instructors in the platform.\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003ePresentation package. \u003c\/b\u003eFeatures more than 1,200 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003eImage bank.\u003c\/b\u003e Includes most of the figures, content photos, and tables from the text, sorted by chapter. These can be used in developing a customized presentation based on specific course requirements.\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003c\/p\u003e\n\u003cp class=\"MsoNormal\"\u003e\u003cb\u003eInstructors also receive access to all student materials in HK\u003ci\u003ePropel\u003c\/i\u003e. \u003c\/b\u003eFor \u003ci\u003eFoundations of Sport and Exercise Psychology, Ninth Edition,\u003c\/i\u003e this includes flash cards, guided notes, key term quizzes, scenario activities, and activity ideas. These interactive activities allow students to apply the concepts from the text. Many of the activities offer compelling audio and video clips from esteemed experts that reveal how sport psychology consultants communicate with athletes and coaches to improve athletic experiences. In addition, chapter quizzes may also be assigned; these are automatically graded to test comprehension of critical concepts.\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Robert S. Weinberg,Daniel Gould,David Fletcher","offers":[{"title":"Ebook With Online Resource","offer_id":44107747065930,"sku":null,"price":119.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/comingsoon_94df47dc-bae9-4f75-b1cb-77d5a2428ea1.jpg?v=1787675639","url":"https:\/\/us.humankinetics.com\/products\/foundations-of-sport-and-exercise-psychology-9th-edition-epub","provider":"Human Kinetics","version":"1.0","type":"link"}