Studying Sport and Exercise Psychology – Center for Performance Excellence

Sport and Exercise Psychology (SEP) Academic Programs at Western

WWU is one of a small number of universities that offers all three of the following:

A graduate program (M.S.) in sport and exercise psychology (link: https://chss.wwu.edu/hhd/sport-and-exercise-psychology-option)
An undergraduate major in kinesiology with a specialization in sport psychology (B.S.) (link: https://chss.wwu.edu/hhd/kinesiology)
A minor in sport psychology (link: https://chss.wwu.edu/hhd/sport-psychology-minor )

Please contact Jen Leita about the sport psychology undergraduate academic options and either Dr. Arthur-Cameselle or Dr. Keeler with questions about the graduate program.

Undergraduate Studies in Sport Psychology

An undergraduate major or minor in sport psychology provides students with the behavioral knowledge and educational techniques to enhance performance, development, and satisfaction in recreational, exercise, and athletic settings. The major provides a concentrated study of human movement from mechanical, physiological, and pathological perspectives. Sport psychology is appropriate for students who plan to work in the fitness/exercise industry or any other field such as coaching or rehabilitation, where human movement and exercise prescription are the focus. Additionally, this degree can serve as the gateway degree to the allied health professions (physical therapy, occupational therapy, physician assistant) or preparation for post-baccalaureate study in other areas such as exercise physiology, health and fitness, biomechanics, physical therapy, sport and exercise psychology, nutrition, and human growth, and motor development.

Graduate Study in Sport and Exercise Psychology

Directed toward educational, behavioral, and applied orientations, the sport and exercise psychology graduate program in Kinesiology is designed to prepare students to serve as performance consultants for athletic teams, and health- and fitness-oriented businesses, as well as community organizations which sponsor organized recreational and youth sport programs. Students can also design this specialization to emphasize the psychology of coaching or to prepare themselves for continuing graduate studies in sport and exercise psychology.

FREQUENTLY ASKED QUESTIONS ABOUT THE GRADUATE PROGRAM IN SEP

When can I apply to the graduate program?

WWU is a two year M.S. program that runs on a cohort basis, meaning students get accepted in a cohort (small group) and proceed through a series of classes, internship, and thesis work on (nearly) the same schedule until graduation. After one group finishes, a new cohort arrives. Program applications are due January 15th of odd years (2023, 2025, 2027, etc.) with the start date of Fall quarters in odd years. The next application due date will be January 15, 2025 for the cohort that begins in September 2025. Applications for graduate/teaching assistantships are due at the same time.

Is the GRE required and is there a minimum GPA?

**UPDATE Future Admissions Cycles – The GRE requirement for the Kinesiology Sport and Exercise Psychology option is in the process of being permanently deleted for admissions for students. Applicants do not have to submit GRE scores with their application. Please inform the professors who are writing your letters of recommendation that they should specifically comment on your writing ability within their letter on your behalf.** There is a graduate school minimum of a 3.0 GPA over all post-secondary coursework for full admission to any WWU program, however, occasionally strong candidates who do not have a 3.0 or greater GPA can be given a provisional admissions status.

What classes need to be taken before I submit my application?

While there are no classes that need to be taken prior to submitting an application, one sport psychology course and three psychology courses are preferred at the time of application to assist the selection process. If a student is accepted into the program without these courses prior to application, one undergraduate sport psychology course is required prior to starting the graduate program in the Fall. Students who are admitted and do not have three undergraduate psychology courses by the time of starting the program may have to take pre-requisite undergraduate psychology courses before they are permitted to take required graduate psychology courses as part of the graduate degree. Further, students who are admitted without one statistics course are required to take one course prior to the end of the first year of the graduate program (one is available at WWU). Finally, any student without at least two undergraduate kinesiology: exercise science-based courses (e.g., biomechanics, strength and conditioning, motor learning, exercise physiology) and two undergraduate physical activity courses (e.g., beginning yoga), will be required to make up those deficiencies while in the graduate program in Kinesiology by accessing our undergraduate major courses. These additional psychology, kinesiology: exercise science, and statistic courses will be listed as deficiencies when entering the program and students will take these courses in addition to the full course load of the graduate degree, therefore, students are encouraged to consider fulfilling some or all deficiencies prior to enrolling if accessible.

What aspects about the WWU graduate program can be applied towards becoming a Certified Mental Performance Consultant^®(CMPC)?

Working with clients: Graduate students complete their internship hours on campus in the Center for Performance Excellence (CPE) working with athletes, exercisers, and performers from Western’s campus and the local community. The sport and exercise psychology suite includes a consulting room for meeting with clients that is equipped with technology for direct supervision and observation as well as a small team meeting room for team sessions.
Internship Hours: Most students complete the 2-year program with about 200-250 hours that contribute to the 400 hours required for CMPC certification.
Direct Supervision: Because the program is kept to a small number of students, professors have the time to frequently directly supervise students’ work with clients. Therefore, students generally leave the program with more hours than required for direct supervision needed for certification. We have visual and audio recording equipment, so client sessions can be recorded to be watched later for direct supervision.
Courses: The program has been adapted to adhere to the most recent course requirements to fulfill CMPC certification. Western offers all of the classes students need in order to sit for the CMPC exam, including individual counseling skills, multicultural counseling, and ethics in sport and exercise psychology.

What Funding Options or Graduate Assistantships are Available?

There are two opportunities for graduate assistantships to serve as a teaching assistant within the Kinesiology and Physical Education Program in the Health and Human Development Department. One of these opportunities involves being the TA for KIN 306, an introductory research class, and KIN 422, a professional writing class. The other position serves as the TA for the sport and exercise psychology program. The SEP TA position involves assisting with KIN 320 (Psychology of Sport), KIN 321 (Sociology of Sport), KIN 420 (Seminar in Sport Psychology), and KIN 421 (Psychology of Exercise). This TA also serves as the graduate coordinator for both the Center for Performance Excellence and the Western Wellcat program. Other graduate assistantships exist in the athletic training room, the campus recreation center, and writing center. Occasionally, students are employed by the athletic department as graduate level assistant coaches (please contact teams directly to inquire about these opportunities).

What’s unique about the WWU SEP graduate program?

There are several unique features of the program, including the following:

The program is very small with often a 2:1 student to faculty ratio, therefore students are closely advised and supervised by two full-time professors who are CMPCs.
There is equal weight of applied and research focus in the program, with students training to be consultants while simultaneously completing a master’s thesis; therefore, students are prepared to enter the applied workforce or doctoral programs after graduation.
Students receive many hours of internship supervision, both direct and indirect.
Our facility is state-of-the-art, with video capture technology and high quality audio recording equipment; this audio equipment allows students to create custom audio tapes for clients of imagery scripts, relaxation exercises, and other mental training interventions.
At Western, students are able to choose the topic of their own thesis and it is not determined based on current professors’ research and areas of interest.
Because of the small program size, students have a fast turn-around time with getting thesis edits and feedback and receive ample direction during the research and the writing process.

What Type of Consulting and Research Equipment is Available?

Our facility is full of high-tech equipment for audio and video recording one-on-one sessions with clients as well as a one-way mirror for direct observation. We also have Tobii eye-tracking equipment that can be utilized for research. We have a group meeting room in which interns can provide group workshops or hold team-building sessions.

What are the odds that I will get into the program?

Our acceptance rates depend on the application pool. Because we only take applications every other year, our applications in the past ranged typically from 12-15 students. In the past two cycles, our applications have increased to an average of 20-25 students. In a given year, we may accept 6-8 students and 4-5 students typically accept their offers and enroll in the program.

Past Thesis Topics

An Examination of the Mental Health Symptoms of Former Adolescent Athletes Who Experienced Either Forced or Expected Athletic Retirement (Ahmann, 2023)
The Effects of an Imagery Intervention on Self-Efficacy during Athletic Injury Rehabilitation (Bilo, 2023)
An Exploration of How Peer Servant Leadership and Basic Psychological Needs Relate to the Intrinsic Motivation and Athletic Coping Skills of Intercollegiate Athletes (Henninger, 2023)
Stress and Flourishing During First Year College Transition: A Comparison of Former High School Athletes, Recreational Athletes, and Non-Athletes (Pierce, 2023)
Exploration of Dancers’ Post-Injury Psychological Experiences (Fernandez, 2021)
Qualitative Analysis of the Career Transition Experiences of Intercollegiate Athletes with High Athletic Identity: A Comparison of Athletes with High or Low Religiosity (Willis, 2021)
Exploring Social Physique Anxiety, Ethnic Identity, and Gender Identity in Exercisers (Zwicker, 2021)
Exploring the Relationship Between Stress-Related Growth and Self-Determination Theory in Athletic Injury (MacDonald, 2019)
The Effect of a Brief Mindfulness Intervention on Free-Throw Shooting Performance Under Pressure (Wolch, 2019)
Comparing Aggressive and Impulsive Behavior in Concussed and Non-Concussed Athletes (Haddix, 2017)
A Qualitative Investigation of the Peer Mentor Experience in a Physical Activity Intervention for Mental Health (Leenstra, 2017)
An Exploration of the Relationship between Burnout and Depression in Intercollegiate Athletes (Martignetti, 2017)
Effects of a Single Diaphragmatic Breath on Anxiety, Gaze, and Performance (Nichols, 2017)
A Qualitative Analysis of Superstitious Behavior and Performance: How it Starts, Why it Works, and How it Works (Farley, 2015)
The “Squat-N-Swap”: A Pilot Exercise Intervention to Promote Increased Physical Activity Among Mothers of Young Children (Skidmore, 2015)
Hardiness: An Examination of Psychological Characteristics of Participating in High Intensity Interval Training (Vezzani, 2015)
The Effects of a Goal Setting Program on the Exercise Commitment and Fitness Levels of University Students (Buckman, 2011)
The Influence of Mental Toughness on the Performance of Elite Intercollegiate Athletes (Jones, 2011)
The Effects of a Life Skills Program on the Social and Academic Performance of Freshman Student Athletes (Rasnack, 2011)
Leadership Characteristics of Successful NCAA Division I Track and Field Head Coaches (Zuleger, 2011)
The Effects of Imagery and Positive Self-Review of the Performance of Intercollegiate Basketball Players (Rylaarsdam, 2010)
Psychological and Emotional Aspects of Injury: Rehabilitation Among Female Intercollegiate Basketball Players (Wierzba, 2009)
Motherhood and Coaching Burnout (Sweeney, 2009)
The Effects of a Mental Skills Training Program on the Physical Activity Levels of University Employees (Huang, 2007)
The Relationship of Age, Anxiety, and Experience to Effective Basketball Officiating (Hanson, 2005)
The Effects of a Mental Skills Training Program on Confidence and Race Performances of High School Cross-Country Runners (Leita, 2003)
The Effects of a Peak Performance Seminar on the Adjustment Outcomes of University Student-Athletes (Kingston, 2003)
Spirituality and the Athletic Experiences of Elite Track Athletes (Veit-Hartley, 2002)
The Influence of Mental Skills Training on High Jump Performance (Vann, 2002)
The Effects of Life Stress Management Techniques on the Occurrence of Injuries in Baseball Players (Torgerson, 2001)
Excessive Exercise: Psychological Characteristics and Behavioral Components (Rohlena, 2001)
The Effects of a Mental Training Program on the Performance of Offensive Soccer Skills (Perry, 2001)
The Effect of a Task-Goal Oriented Exercise Environment on Intrinsic Motivation (Pearson, 2001)
The Effect of Relaxation Training, Video-Observation, and Mental Imagery Upon the Reduction of Freestyle Swimming Errors of Youth Competitive Female Swimmers (Nagel, 2001)
The Effect of Mental Skills Training on Performance of a Basketball Skill (Malroy, 2000)
The Effect of Mental Practice on Pistol Shooting Performance (Jones, 2000)
The Influence of Mental Training and Self-Initiated Verbal Cues on Competitive Free-Throw Shooting Performance (Swagerty, 1999)
The Influence of Heights on Body Image, Self-Confidence, and Performance of Female Basketball Players (Aardahl, 1999)
The Effect of Stress Management, Biofeedback, and Mental Skills Training on the Composure and Performance of Intercollegiate Track and Field Athletes (Courage, 1998)
Using Cueing Strategies in Golf to Induce Trust of a Motor Program (Long, 1997)
The Effect of Forearm Position on Electromyography of the Elbow Flexors during Rowing (Bosworth, 1997)
A Retrospective Study of Psychological and Emotional Responses During Athletic Injury Rehabilitation (Wagner, 1996)
The Effect of a Mental Skills Training Program on the Confidence and Performance of Intercollegiate Volleyball Players (Snider, 1996)
The Effect of Three Different Intervention Programs on the Fitness Scores of Fourth and Fifth Grade Students (Blair, 1996)
The Effect of Two Methods of Teaching Tennis on the Achievement of Novice Players (Reimer, 1996)
A Study of the Relationships Among Self-Concept, Attitudes Toward Physical Activity, and Physical Fitness Levels of Fourth and Fifth Grade Students (Nelsen, 1994)
Cognitive Practice and Motor Skill Performance: The Use and Effects of Guided Mastery Audio Rehearsal Tapes in an Applied Sport Setting (Neubauer, 1992)
The Effect of a Goal-Setting Program on the Performance of High-School High-Jumpers (Grambo, 1992)
Competitive Anxiety Level Differences Among Male and Female Athletes and Non-Athletes (Lewis, 1986)
The Effect of Mental Practice on the Competitive Free Throw Performance of Intercollegiate Basketball Players (Grisham, 1986)
The Role of Self-Motivation in Exercise Adherence (Clark, 1986)
The Effect of Mental Practice on the Retention of a Gross Motor Skill (McGIll, 1982)