At the end of this course, the students; 1) Explain the relationship between group dynamics and performance 2) Learn the way to improve group dynamics 3) Apply the methods of improving group dynamics in the field 4) Develop personal skills, techniques, styles, and qualities needed for successful leadership in a variety of leisure settings and with a variety of populations.
MODE OF DELIVERY
Face to face
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
None
COURSE DEFINITION
It includes the theories of leadership, structure of group cohesion and process and methods of
building group dynamics.
COURSE CONTENTS
WEEK
TOPICS
1st Week
Group and Its Meaning
2nd Week
Stages of Group
3rd Week
Theories of Leadership and Style
4th Week
Theories of Leadership and Style
5th Week
Midterm I
6th Week
Group Dynamics
7th Week
Strategies for Group Cohension
8th Week
Strategies for Group Cohension
9th Week
Group Cohesion and Performance
10th Week
Midterm II
11th Week
Short Group Experiences
12th Week
Short Group Experiences
13th Week
Leading Community Groups
14th Week
Leading Community Groups
RECOMENDED OR REQUIRED READING
Carron, A. V., & Hausenblas, H. A. (1998). Group dynamics in sport. (2nd ed.). Morgantown, WV: Fitness Information Technology. Etzel, E. F., Ferrante, A. P., & Pinkney, J.W. (1997). Counseling college student-athletes: Issues and interventions. (2nd ed.). Morgantown, WV: Fitness Information Technology. Janssen, J. (1999). Championship team building: What every coach needs to know to build a motivated, committed and cohesive team. Tucson, AZ: Winning the Mental game. Paskevich, D. M., Estabrooks, P. A., Brawley, L. R., & Carron, A. V. (2001). Group cohesion in sport and exercise. In R. N. Singer, H. Hausenblas, & C. Janelle (Eds.). Handbook of sport psychology. (pp. 472-496). New York: John Wiley & Sons. Singer, R.N., Hausenblas, H. A., & Janelle, C. M. (2001). Handbook of sport psychology. (2nd ed.). New York: John Wiley & Sons. Smoll, F. L., & Smith, R. E. (2002). Children and youth in sport: A biopsychological perspective. (2nd ed.). Dubuque, IA: Brown & Benchmark.
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
Lecture,Project
ASSESSMENT METHODS AND CRITERIA
Quantity
Percentage(%)
Mid-term
1
40
Assignment
1
10
Project
1
10
Total(%)
60
Contribution of In-term Studies to Overall Grade(%)
60
Contribution of Final Examination to Overall Grade(%)
40
Total(%)
100
ECTS WORKLOAD
Activities
Number
Hours
Workload
Midterm exam
2
2
4
Preparation for Quiz
Individual or group work
Preparation for Final exam
1
30
30
Course hours
14
3
42
Preparation for Midterm exam
2
15
30
Laboratory (including preparation)
Final exam
1
1
1
Homework
2
7
14
Total Workload
121
Total Workload / 30
4,03
ECTS Credits of the Course
4
LANGUAGE OF INSTRUCTION
Turkish
WORK PLACEMENT(S)
No
KEY LEARNING OUTCOMES (KLO) / MATRIX OF LEARNING OUTCOMES (LO)
