If you’re interested in learning how to help athletes achieve optimal athletic performance at the high school, collegiate, or professional levels, the UF online M.S. in Sport Management with a specialization in High Performance Coaching (HPC) may be the right fit for you. The specialization is designed to enhance the efficacy of active coaches and to better prepare students for managerial coaching positions or careers in athletic administration. Individuals who will benefit from this training path include those pursuing career trajectories leading to these positions: head coach; associate head coach or coordinator; strength and conditioning coordinator; or sport administrator (working directly with coaching staffs).
The HPC specialization includes 15 credit hours of coursework that can be used to satisfy the elective requirement for the M.S. in Sport Management degree program. Courses from this specialization’s curriculum may also be taken as individual electives by students not pursuing a specialization.
Focusing on both the psychological and social elements of athlete performance training, the required courses are designed to offer theoretical and practical insight into creating an effective performance evaluation and development program. Drawing from the latest research, you’ll learn to work with athletes to assess their abilities and develop programs to foster skill development and enhance performance. You’ll also acquire a deeper understanding of how coaches can apply sport management principles to team management.
To learn more about the University of Florida’s online master’s in sport management and download a free brochure, fill out the fields below. You can also call (877) 665-3860 to speak to one of our Academic Coordinators about the program.
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APK 5404 Sport Psychology examines the cognitive, social, behavioral, and neurophysiological factors that influence performance in sport and other athletic endeavors. APK 5404 emphasizes the theory and science informing the applied field of sport psychology. Examples of general topics covered include confidence, motivation, emotion, attention, performance attributions, mental imagery, the injured and over-trained athlete, burnout, career transition, youth sport, group/team dynamics, and the development of the elite performer.
The field of sport psychology actively promotes the scientist-practitioner model. Utilization of the scientist-practitioner model involves the ability to consume and appropriately apply contemporary theory and scientific findings to the practice of applied sport psychology. Accordingly, APK 5404 will lightly explore how sport psychology science and theory inform practical application of psychological skills interventions. Successful completion of APK 5404 (through deliberate, genuine,and persistent engagement with the course) will prepare students for APK 6408 Performance Enhancement. APK 6408 provides in-depth coverage of applied sport psychology.
APK 6408 Performance Enhancement emphasizes applied perspectives on the science and practice of sport psychology by examining the psychological techniques and strategies utilized to maximize performance in sport and other athletic endeavors. APK 6408 builds upon theoretical foundations (amassed in APK 5404 Sport Psychology) that describe cognitive, social, behavioral, and neurophysiological factors influencing sport and athletic performance.
Examples of general topics covered include consulting skills, goal setting, emotion regulation, attention training, mental imagery, attribution training, confidence building, practice structures, team interventions, leadership training, and career transition programs. The field of sport psychology actively promotes the scientist-practitioner model. Utilization of the scientist-practitioner model involves the ability to consume and appropriately apply contemporary theory and scientific findings to the practice of applied sport psychology. Accordingly, APK 6408 will explore how sport psychology science and theory inform practical application of psychological skills interventions.
This course is designed to encourage sport managers to think about the moral and ethical dilemmas typically encountered by managers in the sport industry. The course will better acquaint and refine sport managers’ understandings of sport relative to issues such as sportsmanship, violence, performance enhancing drugs, race, gender, and media. This will better prepare students in this class to be agents of change within the sport industry to help it strengthen and prosper. This will be accomplished through student discussions, case studies analyses, formal debates, and the development of position papers on particular topics, which will be supplemented with lectures and readings.
After successfully completing this course, students should be able to:
This course overviews the theory and practice of sport training methodologies for enhancing the athlete’s physiological capacity. We begin by examining how to configure a sport-specific physical work capacity from the five foundational motor performance abilities of endurance, strength, speed, coordination and flexibility. The impact of growth, maturation and genetics is factored into the discussion. Other broad topics include:
The importance of a balanced approach to sport and life is emphasized throughout the course, with specific emphasis on the principle encompassed in the Hippocratic Oath of “doing no harm.”
This course overviews the theory and practice of sport training methodologies for enhancing, analyzing and assessing the athlete’s skill and performance development.
This course will be built around answering the question: “Can you take character development into the paid-to-win world of athletics and/or high performance?” Focusing on the development of the person first can help mitigate the pressures of high performance. This course will focus on the fundamentals of character development on the individual level and repurposing the sport experience to create a Person>Player environment.
This course is designed around the question, “How do I build an environment where people can do their best work?” The course will be built around discovering and creating systems to help define your team standards, catch above-the-line behavior, convert below-the-line behavior and model your expectations within a team environment.
This course will be built around the question, “What are the top 3 things that get in the way of a team maximizing its abilities?” The goal of this course is to delve into the human-related issues that can get in the way and create structure, systems and organize content to provide teams the platforms for dealing with those issues. Using a sport example, the course will follow two teams, Oregon women’s basketball and Gonzaga men’s basketball, over the course of a season and provide real-world examples of how human-related issues were addressed.
This course will be built around the question, “Is there a way to pursue greatness without collateral damage?” This course presents conversations with high achievers showing the paradox of achievement and strategies to navigate the undermining forces of society. The goal of the course will be to help you find perspective, create priority alignment and answer the very personal question: “What’s really important?”
Coaching sports is usually viewed from a perspective of the pursuit of performance excellence. However, studies have shown that performance excellence is, actually, dependent upon personal wellbeing. A thriving, happy individual will achieve the best performances. The Athlete-Centered Sport model provides for the creation of best performances by placing equal emphasis on the personal development of the performer.
This course is designed to explore the Athlete-Centered coaching model, what it is and how to apply its elements in daily coaching and team-building. The model apples to developing a team, a school program, a recreational program or an individual athlete. Leadership in sports is emphasized but correlation is made to business leadership and other high-performing cultures. Assignments are, largely, personally based, allowing the student to create a personal coaching plan that outline the student’s own values and goals as a coach and a useful, step-by-step model for impacting those they lead.