PhD in Psychology - Performance Psychology - Qualitative
What Is Performance Psychology?
Performance psychology focuses on human psychology during professional performance, often psychomotor performance. Grand Canyon University’s qualitative Doctor of Philosophy (PhD) in General Psychology with an Emphasis in Performance Psychology is designed for learners who want to apply research about emotion, cognition and motivation to the study of peak performance. Graduates of the performance psychology PhD program look to use psychology to improve and enhance all kinds of performance.
The College of Doctoral Studies designed this performance psychology graduate degree program around the following aspects of the field:
- Theoretical foundations of emotion, cognition and behavior in performance settings
- Constructs and theories of psychomotor skill and motor control to improve learning and performance
- Principles of behavior modification to enhance individual performance
- Psychological theories to promote effective leadership
- Applications of psychological theories and principles underlying performance
What Is a Qualitative Performance Psychology PhD?
Students pursuing their qualitative PhD in performance psychology will focus on expanding their skillset, developing a research study and gaining insight into how and why people think, believe and behave a certain way. This differs from GCU’s quantitative PhD in performance psychology, which focuses on developing expertise in the creation of a sampling plan and in the collection of data. This differs from GCU’s quantitative PhD in performance psychology, which focuses on developing expertise in the creation of a sampling plan and in the collection of data
The Benefits of a PhD in Performance Psychology Program
Those looking to advance their careers in sports, medicine, business, sales and marketing will benefit from this general performance psychology doctoral degree. The online PhD in psychology programs at GCU integrate the research and hands-on methodology needed to complete a dissertation.
In addition, this qualitative performance psychology PhD program includes two or three hands-on doctoral residencies
Study the Psychology of Motivation and Human Performance
When performance psychology is applied outside of the realm of sports and physical performance, it is closely related to industrial and organizational psychology. Both practices intend to improve employee performance. The disciplines even use some similar strategies, such as goal setting, to enhance work output. However, performance psychology digs deeper into the principles of behavior modification to determine how to improve work and leadership. Additionally, it studies traits of high achieving leaders to learn how to motivate and change work habits from the top down.
GCU’s online qualitative performance psychology PhD prepares learners to conduct empirical, research and learn theories related to mental and thought processes. In addition, graduates examine:
- Factors affecting individual behavior
- Mass communication’s impact on social awareness and control
- The construction, analysis and interpretation of psychological tests
- Measurement of learning outcomes
- How to improve learning and performance conditions
- The dimensions that impact information processing, decision making and regulating emotions
Performance Psychology Careers
GCU’s online qualitative PhD performance psychology can lead learners into many different fields. Our graduates become those who are capable of consulting on or leading change in an organization. Graduates may find work in fields such as:
- Training
- Higher Education
- Research
- Fitness and Nutrition
Time to Completion and Dissertation Process
To learn more about time to completion and the dissertation process at GCU, visit our doctoral page.
Core Courses
Course Description
This course introduces doctoral learners to the principle elements of research, scholarly writing, and effective argumentation. Learners are made aware of the dispositions and expectations of doctoral researchers as well as the University’s overarching values and beliefs regarding research and the responsibility of scholars to contribute new knowledge to their respective fields of study. Learners begin the process of identifying a researchable dissertation topic and are acquainted with appropriate scholarly resources that support the development of the dissertation.
Course Description
In this course, learners are introduced to the critical reading of scholarly qualitative and quantitative literature at the doctoral level. Learners also explore the concept of synthesizing the scholarly literature to identify problems and problem spaces that emerge to form a researchable topic of study. The application of scholarly argumentation from the extant literature to defend the need for a research study is discussed.
Course Description
This course is designed to familiarize the graduate student with the major schools of thought in psychology and their philosophical origins. The individuals and their personal experiences are examined in depth. The social, economic, and political forces that have influenced the developing discipline of psychology are also examined.
Course Description
This course is an introduction to the nature, origins, and history of psychoanalysis and psychotherapy. Although not a clinically based course, the course does address the psychoanalytic and psychotherapeutic strategies used to assist individuals with managing personal and inter-personal issues leading to improved mental health.
Course Description
In this course, learners are introduced to key components of qualitative and quantitative research designs and the means to critically appraise the application of research designs as observed in the scholarly literature. The University's core research designs are presented. Consideration is given to the initial selection and defense of a research design to address a problem that emerged from the extant literature.
Course Description
This residency allows learners to continue developing their skills as academic researchers. Learners will have hands-on experience applying quantitative and qualitative design principals to develop the foundational elements for their potential dissertation studies. Prerequisite: RES-850, RES-825, RES-831, or RCS-831.
Course Description
This course provides an introduction to the sampling, data collection, and data analysis methods employed in qualitative and quantitative research designs. Learners explore the alignment of sampling, data collection, and data analysis methods to the research topic, research questions, and research design. The course positions learners to select qualitative or quantitative designs for their dissertation studies. Prerequisite: RES-831.
Course Description
This course examines the historical and theoretical background of the behavioristic movement and its major works. The course also examines methods and techniques to help teach and learn new behaviors as well as the concepts and strategies to diminish or eliminate unwanted behaviors.
Course Description
This course is designed to apply theories of emotion, cognition, and motivation to performance and explore the variables related to performance excellence. Application of performance psychology principles to applied settings is also addressed.
Course Description
This course explores the historical roots, theoretical foundations, major works, and guiding philosophy of Humanistic, Transpersonal and Existential (HTE) psychology. This course also examines the different approaches to studying HTE as it relates to human motivation, needs, will, love, and existence in a contemporary world.
Course Description
In this course, learners explore the basic components of GCU qualitative core research designs including descriptive, case study, and phenomenology. The nature of epistemological foundations and the structure of problem statements, purpose statements, research questions, data sources, collection and analysis approaches are discussed in the context of each design.
Course Description
In this course, learners differentiate the epistemological foundations and explore the data trustworthiness, research ethics, and potential for bias in descriptive, case study, and phenomenology research designs. The process of building a rationale for design choice and aligning the research questions, interview questions, problem statement, and purpose statement is addressed. Sources of qualitative data are introduced for each design, and ethical aspects of research are discussed. Prerequisite: RES-841.
Course Description
This course introduces motor learning and control principles, constructs, laws, and theories, and their application to individual skill learning.
Course Description
In this residency, learners orally present and defend an expanded design of their preliminary dissertation research from RSD-851. Emphasis is placed on developing the qualitative dissertation. Prerequisite: RES-843.
Course Description
The purpose of this course is to apply psychological theories and principles. The learner completes an applied project utilizing a case study.
Course Description
In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design independent research under the guidance of the dissertation committee. Prerequisite: RES-871, PSY-885, RSD-883, or RSD-884.
Course Description
In this course, learners explore qualitative data collection techniques and sources of qualitative data in the context of answering the research questions posed by a study. Consideration is given to the recognition of data saturation and the management of data. Learners continue to work with their respective dissertation chairs to prepare a written statement of data collection, and management activities. Prerequisite: RES-843.
Course Description
In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design and/or conduct independent research under the guidance of the dissertation committee. Prerequisite: PSY-955.
Course Description
In this course, learners focus on the interpretation of qualitative data to produce written research findings, results, and implications. Learners continue to work with their respective dissertation chairs and apply information from this course to move ahead in the dissertation process. Prerequisite: RES-873.
Course Description
In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design and/or conduct independent research under the guidance of the dissertation committee. Prerequisite: PSY-960.
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