Chicago State University

Department of Health, Physical Education and Recreation

PE 5090 – Psychology of Sport
Spring 2010

Instructor: Sarah Buck, Ph.D. Office: JDC 220

Office Phone: 773-995-3651 E-mail: sbuck@csu.edu (preferred communication)
Office Hours: MW 1-3, TR 9-11 am, or by appointment
Class Time & Location: Online using Blackboard (BB)

Required/Recommended Texts and Readings:

1. (Required) Weinberg, R.S., & Gould, D. (2007). Foundations of sport and exercise psychology (4th
Edition). Champaign, IL: Human Kinetics. I suggest trying to find it used online (e.g., Amazon.com).
2. (Required) LiveText Courseware Account [http://c1.livetext.com] {LiveText Assistance:
livetext@csu.edu}. This is a one time purchase that is good for three years.
3. (Required) American Psychological Association. (2001). Publication manual of the American
Psychological Association, (5th ed.), Washington, DC: American Psychological Association. ISBN:
1557987912 Available at: www.apa.org/books or on amazon.com.
4. There will be Lecture Slides (or Handouts) available for all topics covered throughout the course – see BB
Course Documents for more information.

Computer & Software requirements: You are required to have access to a reliable computer with internet
connection. You will need Microsoft Powerpoint for the chapter lecture slides. If you do not have the
Microsoft Powerpoint software, there are websites where you can access plug-ins to make it work, such as
http://www.beaufortccc.edu/Plugins/plugins.htm Also, you must activate your CSU e-mail account, if you
have not already done so. For help with email, please contact the IT department at 773-995-3963. For help
with Blackboard, please contact Dr. Julian Scheinbuks at jscheinb@csu.edu or 773-995-2983.
You must have access to CSU email. All announcements and emails will be initiated through CSU
email. You can forward your CSU email to another account (e.g., gmail) by changing your preferences
in CSU Webmail. It is also essential to know how to access your CSU email because you will use the
same logon and password to access databases off-campus for the CSU library. Questions? Go to
http://library.csu.edu/eresources/remoteaccess.html

Course description: This course is designed to acquaint students with the relationship between
psychological factors and sport, exercise, and physical activity. We will address how these factors influence
participation patterns in sport and exercise and how, in turn, participation in physical activity affects the
psychological makeup of the individual. This course is designed to examine theory, research, and
professional practice related to psychological interventions in sport and exercise.

Physical Education Graduate Program Objectives

1. To articulate the underlying sub-disciplines of physical education (e.g., pedagogy, exercise science,
biomechanics, psychology), integrating appropriate concepts into the physical education program.
2. To provide an opportunity for graduate students to acquire knowledge through a prescribed set of
courses that result in a command of the content of physical education that reflects breadth and depth
of understanding.
3. To articulate a basis for selecting, planning, and evaluating their curriculum to meet their students’
needs and promote student learning.
4. To comprehend the basic goals of physical education, and blend relevant principles of pedagogy with
the complexity of teaching physical education content.

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 5. To be able to use a variety of authentic assessments aligned with state and national standards, as well
as state and local program goals, in order to provide relevant feedback to students and shape
instruction.
6. To design and implement a theoretically sound program that clarifies the purpose of school physical
education, articulates the physical educator’s role in the student’s overall education, and seeks to
answer important questions concerning program direction, delivery, and validity.

Physical Education Graduate Program Student Outcomes

1. Students will be able to examine and apply research on teaching and learning in physical education.
2. Students will be able to develop content knowledge by acquiring depth of knowledge in an area of
concentration.
3. Students will be able to develop and apply effective teaching and planning strategies.
4. Students will be able to create learning environments for a diverse group of students that promote
interest and foster persistence in a variety of physical activities.
5. Students will be able to use authentic assessments regularly, interpret the results, and communicate those
results effectively.
6. Students will be able to demonstrate consistent commitment to learning and reflection that will inform
their practice.

American Disability Act (ADA) Policy:

The College of Education is strongly committed to taking all reasonable steps to ensure that our students are
able to work to their fullest potential. The Abilities Office provides services for all students in attendance at
Chicago State University with verified disabilities. Please direct all requests for accommodations related to a
disability to the Abilities Office. Information is available online at [http://www.csu.edu/abilities/].

Background Check Policy Statement:

Effective Fall 2009, the College of Education requires that all students participating in field placement
experiences with individuals under the age of 21, either on or off campus, provide proof of “cleared”
fingerprint criminal background check results before beginning the first field experience, and prior to
admission to the College of Education. This is consistent with the state law that requires Illinois school
districts to conduct criminal background investigations of applicants for certified and non-certified positions.

Additional University, College, and Departmental Policy Statements:

Note: It is the student’s responsibility to drop the course. As per the CSU Graduate Student handbook,
simply ceasing to attend class or notifying the instructor is not sufficient and will result in a final grade of an
F. Other policy statements that may impact education majors and students in this course, in particular, can be
found online at [http://www.csu.edu/CollegeOfEducation/policy.htm]. Please note: It is the student’s
responsibility to review these published policies.

Conceptual Framework
All activities in the College are guided by the belief that we Prepare All Candidates To Succeed, which
translates into the PACTS acronym. The PACTS acronym also represents the strands for the College of
Education’s Conceptual Framework which serves as a model for how the College of Education prepares all
candidates to succeed in helping urban children learn. This preparation is characterized and distinguished by
five core themes: (P) Professionalism, (A) Assessment, (C) Content knowledge, (T) Technology, and (S)
Standards. The PACTS Conceptual Framework supports the mission statement of the College of Education
[http://www.csu.edu/CollegeOfEducation/] and the mission statement of the university
[http://www.csu.edu/strategicplanningresources/missionstatement.htm].

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Internet assignments require students to access websites that assist in identifying successful behavior
management strategies. This course addresses standards established for physical education teacher education
programs established by the Illinois State Board of Education and the National Association for Sport and
Physical Education.

Professional Standards: National Council for Accreditation of Teacher Education (NCATE)

<http://www.ncate.org>
National Association for Sport and Physical Education (NASPE) <http://www.aahperd.org/Naspe/>

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 Key/Program/ Experience in Program Student Key Student Standards Met
Class Assessment Course Objectives Outcomes Assessment Performance Criteria
Instruments Indicators
Assessed
COE 2: Content Article Reviews 1, 2 1, 2 1, 2, 6 2.1-2.3; 2.5- * Students must perform at NASPE 1A, 1C
Knowledge 2.6 or above the acceptable PACTS
level

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Course Evaluation Grading Scale Points

Quizzes (12) 180 points A 100-90% (498-554)

Laboratory Experiences (2) 50 points B 89-80% (443-497)
Research Article Review (2) 50 points C 79-70% (387-442)
Exercises (15) 75 points D 69-60% (332-386)
Discussion Board Participation (14) 164 points F 59-00% (< 331)
Elluminate Meetings 15 points
PST Program 20 points
TOTAL 554 points I (See I Grade Policy)

Attachments:
A. Course objectives
B. General instructions for assignments
C. Supplemental course policies
D. Class schedule
E. Bibliography (suggested readings)
F. Additional notes for students taking online courses

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Attachment A: Course Objectives

Course objectives:
1. To acquire information regarding the roles and responsibilities in the field of Sport Psychology.
2. To review theories explaining the interaction between participation in physical activity and/or sport and
one’s own personality.
3. To review theories and applications of motivational aspects (e.g., concentration, attributions, and self-
confidence) in order to develop strategies that will benefit student-athletes.
4. To understand the relationship between anxiety, arousal and performance.
5. To understand the basic intervention strategies, such as relaxation and mental rehearsal, in order to
enhance one’s mental well-being and performance.
6. To understand the role of confidence and concentration in sport performance.
7. To obtain a better understanding of team dynamics and their effect on sport performance.
8. To understand and demonstrate the tools needed to be an effective coach.
9. To explore psychological factors associated with exercise behavior.

Objective # Assessment NASPE Standard

1 Quizzes, Exercise 2, PST program, Elluminate 1A
2 Article Review 1, Exercise 3, Quizzes 1B; 2C
3 Article Review 1, Exercise 4, 9, 12, Quizzes, PST program 2B
4 Lab Option 2, Exercise 4-5, Quizzes, Exercise 14 2D
5 Article Review 2, Quizzes, PST program, Elluminate, Exercise 11 1A; 1C
6 Quizzes, Discussion Board 1A
7 Exercise 6-8, Discussion Board, Quizzes, Exercise 13 2A; 2C
8 Exercises 1-8, Lab Option 1, Quizzes, Discussion Boards, PST 1A-1C
program
9 Discussion Board, Lab Option 3, Quizzes, Exercise 10 1C; 2A; 2C

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Attachment B: General instructions for assignments

All of your assignments are due on Fridays by midnight. No late assignments are accepted.

Quizzes (12 quizzes - 15 points each) – See Bb Assignments

Quizzes will be given on a regular basis. They will cover material from the assigned readings and class
lecture slides/materials. There are “closing” dates for each quiz listed in the tentative course schedule - this is
the date that the quiz is due and is no longer available on Bb. You will submit quizzes directly to Blackboard,
where they will be scored automatically. No late quizzes will be accepted.

Laboratory Experience Options (2 labs – 25 points each) – See Bb Assignments

Each student must complete 2 out of 3* of the laboratory experience options listed below designed to give
you a better understanding of the concepts presented in both the readings and lectures. You must upload –
that is, save the document to your hard drive or other floppy disk/flash drive), complete, and submit a typed,
double-spaced report for each laboratory experience to me by the due date listed in the tentative course
schedule. Labs will be graded electronically and returned online. The specifics of the laboratory experiences
are outlined in separate handouts – see Blackboard Assignments for more information. No late lab options
will be accepted.

Option 1 – Social Reinforcement Observation

Option 2 - Arousal Field Observation
Option 3 - Exercise Habits Interviews with the Transtheoretical Model

*Students only have to complete 2 of the 3 laboratory experiences. But, each of the 2 completed lab reports
must be submitted by their respective due dates. That is, there are unique due dates for each of the 3
Laboratory Experience Options outlined in the Course Schedule.

Research Article Reviews (2– 25 points each) – See Bb Assignments; Submit to Bb and Livetext*
Each student must locate 2 peer-reviewed journal articles related to topics covered in this course and submit
a typed, double-spaced, 3-page minimum summary in APA format according to the 5th edition for each
article review online by the due dates listed in the tentative course schedule. The reviews will be graded
electronically and returned online. The specifics of the research article reviews are outlined in a separate
handout – see Blackboard Assignments for more information. No late article reviews will be accepted.

Below are the topic assignments for the research article reviews. Each article should be related to the
information presented in the class readings, discussions, or lecture slides. All of the articles must be
approved by me before you begin your review. Each student must submit an abstract of their
article request to me in advance and include the author’s name(s), year of publication (must not be
older than 2000), title of article, name of source (for example, JOPERD, JASP), and abstract. Please
do not email a link; copy and paste the abstract directly into the email.

Review #1 – Personality & Performance OR Motivation & Sport OR Emotion/Anxiety & Sport
Performance

Review #2 – Intervention & Performance Enhancement OR Psychological Aspects of Coaching OR

Psychological Aspects of Exercise

*The article reviews must be submitted to Livetext for purposes of assessment and accreditation for NASPE
and NCATE. Failure to submit to Livetext will result in a zero for the assignment.

Exercises (15 Exercises - 5 points each) – See Bb Assignments

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There are a number of exercises that students must complete throughout the semester. The majority of the
exercises are brief. The purpose of these exercises is to help the students understand how psychological
constructs are examined in sport and physical activity settings. These exercises correspond with the topics
covered in assigned readings and lecture slides so they should be completed according to the tentative course
schedule. Some of the exercises are paper-and-pencil questionnaires. You must upload – that is, save the
document to your hard drive or other floppy disk/flash drive), complete, and return each exercise to me
online. Exercises will be graded electronically and returned online. Late Exercises will not be accepted.

Discussion Board Participation (14 discussions – 10-12 points each) – See Bb Discussion Board*
One of the richest experiences from this class is the interaction among students. In an effort to maintain that
in a virtual classroom setting, there will be one discussion topic held each week using the Bb Discussion
Board. To earn full credit, each student must 1) post their own unique response of at least 100 words and 2)
respond in at least 50 words to at least two other students’ postings for each discussion. As with all written
information in this class, proper grammar is essential. Although you are only technically required to post
three times per discussion board, I encourage you to revisit the boards to read what your classmates or
myself have added. Your initial posting must occur on Tuesday’s by midnight. You are required to utilize
one outside source (other than your textbook) in your original posting, and this source must be cited. A
scoring rubric can be found in Course Documents. Please read it carefully. Discussion Board postings past
the Friday midnight deadline will not be accepted for a grade. Please put your name in the subject
heading of your posting.

In addition to the required discussion boards, there is also a “Please Help!” board set up if and when you
have general questions regarding the class. Responses will be provided with 24 hours. For matters of a
personal nature, please utilize email.

Elluminate Meetings- 5- 10 points each

We will meet online two times this semester using Elluminate. To attend these meetings, you will login
through BB and must have a computer with speakers. Although it is helpful to purchase a headset with
microphone to enable you to speak directly, it is not necessary since you can type questions in the chat room.
The first Elluminate meeting will occur Sunday, January 31 at 7pm. Attendance is mandatory and worth 5
points. The second Elluminate meeting will occur Sunday, March 21 at noon. You are required to attend an
online meeting with Dr. Aimee Kimball, a sport psychologist working in the Pittsburgh area. You will be
able to ask her questions relating to real-world issues in sport psychology. To earn full credit of 10 points,
you must attend the online session and come prepared with at least one question to ask our guest.

IMPORTANT: Prior to our first Elluminate session, please visit http://elluminate.com/support/ to test your
system.

*Instructions for Assignment Submission

All assignments will be submitted using the Assignment feature of Blackboard. We are NOT using the
digital dropbox. Assignments must be downloaded to your computer and saved as a Word document (.doc
or .rtf). When you submit your assignment, you will receive a “success receipt” from BB if it worked. You
can also double-check by going into your gradebook: there should be an exclamation point under the
assignment you submitted. If it is blank or if there is any other symbol, it did not work. However, please be
advised that you can only submit to BB one time so be sure you are submitting the version of the assignment
you want me to grade. Assignments are due by midnight.

When checking your grades, go into your gradebook and if you lost points, click on your score to retrieve the
graded document I uploaded.

*Instructions for Discussion Board Assignments

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1. To post your response to the Discussion -
Log onto our Bb course website > click on the Discussion Board link found on the left-hand margin > read

the instructions for the respective discussion > click on the Discussion > click on the Thread icon >
type your name in the subject line and type your response in the Message window > click Submit.

2. To respond to another student’s posting -

Review other students’ responses by clicking on their postings and choose at least one to respond to by
clicking on Reply from inside their posting > type your name in the subject line and type your response in the
Message window > click Submit.

For all Discussion Board assignments, please be honest and respectful of your classmates (and me) when
posting a response. Sharing your honest responses will promote a more interesting discussion - in most
cases, there are no absolute right or wrong answers and you are graded mainly on your involvement in the
discussion. Being respectful will promote a safe environment where students feel that their input is valued
even if it differs from the perspective of others. Here is a link to a website that discusses “netiquette”:
http://www.albion.com/netiquette/corerules.html

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Attachment C: Supplemental course policies

ADDITIONAL NOTES: The following are additional details regarding this class that will help things
operate more smoothly.

• Academic Misconduct - CSU’s policy states that cheating is a violation of the Student Judicial Code.
Academic Misconduct includes, but is not limited to, receipt or transmission of unauthorized aid on
assignments or examinations, plagiarism, unauthorized use of examination materials, encouraging
academic dishonesty, or other forms of dishonesty in academic matters. Academic misconduct in any
portion of the academic work for this course shall be grounds for awarding a zero for that work and
many include assigning a grade of F for the entire course.

• Please speak with the instructor individually regarding any specific concerns or circumstances you are
facing. If possible, do so before any major problems develop with your progress in this course.

• Policy statements that may impact education majors and students in this course, in particular, can be
found online at [http://www.csu.edu/CollegeOfEducation/policy.htm]. Please note: It is the student’s
responsibility to review these published policies.

INCOMPLETE GRADE POLICY

The grade of I (Incomplete) may be given if course requirements remain incomplete at the end of instruction.
In such cases the instructor will designate a period of one calendar year or less for completion of work. If the
work is completed at the end of the designated period, the instructor will change the incomplete to a letter
grade. If the student fails to complete the required course work by one calendar year, the I grade will
automatically change to a grade of F unless the instructor requests the registrar to extend the I for another
semester. However, there are strict guidelines of when a grade of I can be given. Do not rely on an
incomplete as a way out.

*A W/P will be assigned if the student has a passing grade at the time of withdrawal and a W/F will be
assigned if the student has a failing grade at the time of withdrawal.

Instructor’s Disclaimer: Because all classes are different, the instructor reserves the right to make necessary
changes in the syllabus, at any time during this course, to reflect the learning patterns of the students. All
changes in the syllabus will be announced in class. As mentioned earlier, it is essential you have access to
your csu email as all announcements will be posted to BB and emailed to your csu address.

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Attachment D: Tentative Class schedule
Topic
Course Overview
Introduction to Sport Psychology
Elluminate Meeting 1
Personality & Performance
Motivation & Sport
Group dynamics
Arousal and Anxiety
Psychological Skills Training
Elluminate Meeting 2
PST cont.
Understanding Individual
Differences
Assigned Reading Assignments
Course Syllabus (see Bb) Intro Exercise due Jan. 22
Exercise 1 due Jan. 22
Discussion 1 due Jan. 22
Ch. 1 Quiz #1 due Jan. 29
Lecture slides Exercise 2 due Jan. 29
www.aaasponline.org Discussion 2 due Jan. 29
www.naspspa.org
http://www.apa.org/divisions/div47/
www.acsm.org
APA Sunday, January 31 7:00pm
Ch. 2 Quiz #2 due Feb. 5
Lecture slides Exercise 3 due Feb. 5
Discussion 3 due Feb. 5
Chs. 3, 6 Quiz #3 due Feb. 12
Lecture slides Exercise 4 due Feb. 12
Discussion 4 due Feb. 12
Pre-approval of article 1 due Feb. 12
Lab Option 1 due Feb. 19
*Article Review 1 due Feb. 19
Chs. 7-9 Quiz #4 due Feb. 26
Exercise 5-7 due Feb. 26
Discussion 5 due Feb. 26
Ch. 4 Quiz #5 due Mar. 5
Lecture slides Exercise 8 due Mar. 5
Discussion 6 due Mar. 5
Ch. 11 Quiz #6 due Mar. 12
Lecture slides Discussion 7 due Mar. 12
Lab Option 2 due Mar. 12
CSU Spring Break
PST with Dr. Kimball Sunday, March 21 at 12:00
Chs. 12-13 Discussion 8 due Mar. 26
Lecture slides PST program due Mar. 26
Chs. 14-16 Quiz #7 due Apr. 2
Lecture slides Exercise 9 due Apr. 2
Discussion 9 due Apr. 2
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Psychological Aspects Ch. 17-18 Quiz #8 due Apr. 9
of Exercise Lecture slides Exercise 10 due Apr. 9
Discussion 10 due Apr. 9
Lab Option 3 due Apr. 9

Athletic Injuries and Burnout Chs. 19, 21 Quiz #9 due Apr. 16

Lecture slides Exercise 11 due Apr. 16
Discussion 11 due Apr. 16

Addictive/unhealthy Behaviors Ch. 20 Quiz #10 due Apr. 23

Lecture slides Exercise 12 due Apr. 23
Discussion 12 due Apr. 23

Aggression/violence Ch. 23 Quiz #11 due Apr. 30

Lecture slides Exercise 13 due Apr. 30
Discussion 13 due Apr. 30

Character Development Ch. 22, 24 Quiz #12 due May 7

Lecture slides Exercise 14 due May 7
Discussion 14 due May 7

Pre-approval of article 2 due May 7

*Article Review 2 due May 14

*Indicates submission to Livetext and BB

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Attachment E: Bibliography (suggested readings)

Bar-Eli, M., Avugos, S., & Raab, M. (2006). Twenty years of “hot hand” research: Review and critique.

Psychology of Sport and Exercise, 7, 525-553.

Brecton, J. (2002). Motivational interviewing and exercise prescription. In D. Lavellee & I. Cockerill (Eds.).

Counseling in sport and exercise contexts (pp. 48-60). Leicester, England: The British Psychological

Society.

Burke, S. M., Carron, A. V., & Shapcott, K. M. (2008). Cohesion in exercise groups: An overview.

International Review of Sport and Exercise Psychology, 1, 107-123.

Dunn, J. G., H. & Holt, N. L. (2003). Collegiate ice hockey players’ perceptions of the delivery of an applied

sport psychology program. The Sport Psychologist, 17, 351-368.

Ericsson, K. A. (2007). Deliberate practice and the modifiability of body and mind: Toward a science of the

structure and acquisition of expert and elite performance. International Journal of Sport Psychology,

38, 4-34.

Gould, D. & Carson, S. (2008). Life skills development through sport: Current status and future directions.

International Review of Sport and Exercise Psychology, 1, 58-78.

Horn, T. (2008). Coaching effectiveness in the sport domain. In T. Horn (Ed.), Advances in sport psychology

(pp.238-268). Champaign, IL: Human Kinetics.

Jones, G., Hanton, S., & Connaughton, D. (2007). A framework of mental toughness in the world’s best

performers. The Sport Psychologist, 21, 243-264.

Jowett, S. (2007). Independence analysis and the 3 +1 Cs in the coach-athlete relationship. In S. Jowett & D.

Lavallee (Eds.), Social psychology in sport (pp.15-28). Champaign, IL: Human Kinetics.

Orlick, T. (2007). In pursuit of excellence (4th ed.). Champaign, IL: Human Kinetics.

Schack, T., Whitmarsh, B., Pike, R., & Redden, C. (2005). Routine. In J. Taylor & G. S. Wilson (Eds.),

Applying sport psychology: Four perspectives (pp137-150). Champaign, IL: Human Kinetics.

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Attachment F: Additional notes for students taking online courses

The decision to take a class online as opposed to in a traditional classroom should be carefully considered. It
is true that online courses allow a student to be free of time and place. Class occurs when the student logs on
to the computer at his or her convenience. It doesn’t matter if it’s 6:00pm in the computer lab, Sunday
afternoon at the local library, or 3am at home. The class will be there when the student is ready. This is great
for those with full time jobs, families, transportation issues, or other special needs. However advantageous
online courses might be, please consider the following:
• Online courses require extreme self-discipline. One must log on and be prepared to read through
many pages and comments, regularly, spending approximately 4-6 hours per week reading,
preparing, and submitting assignments.
• A great deal of time is spent visiting web sites, reading articles, dealing with technical problems, etc.
Technology is unreliable. The plan to submit homework at the last moment can be defeated with a
busy or down server.
• Sometimes the cyberdog eats your homework. That is no excuse for not submitting homework. You
should always have a copy saved to a disk so you can resubmit. Failure to do so is very risky and
may result in more work and lower grades.
• Most people who have taken online courses will tell you that it is more “labor intensive” than
traditional classes.
• You may find that online courses tend to be accelerated. That is, material is covered at a faster pace.
It is your job to keep up with deadlines.
• If you are not highly motivated, disciplined, and patient, online courses are not the best option. There
are other forms of distance learning that may be more appropriate for you.

*taken from Ko and Rossen (2004).

(continued below)

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 Advantages and Disadvantages of Taking Online Courses

Advantages

• The majority of students (79%) take fully online courses because of the convenience of not coming
to campus. Fully online courses consistently have more females.

• You work from home, avoid heavy traffic at rush hours, and save money for childcare.

• On the average, students who enroll in fully online courses are older than those who enroll in web-
enhanced or comparable face-to-face courses. Ageism is not a concern at all. The salience of age is
minimized and older learners can enjoy an equality norm by contributing their experiences to the
community learning.

• Roughly half of students who take fully online courses are working full-time.

• Those who choose fully online courses are not those independent learners, but the high energy
students who succeed in all modalities. A significant and necessary demographic attribute of learners
who can make it in online courses is high energy. If you are highly energetic in learning, chances are
high for you to succeed.

• The majority of faculty indicate that more interaction occurs in their web and web-enhanced courses
than in their comparable face-to-face sections. They also indicate that they feel this interaction is of
higher quality than what they typically see. Take an online course and enjoy more interaction of high
quality than other types of class delivery.

Disadvantages

• On the average, fully online courses have slightly lower success rates and higher withdrawal rates
than either their face-to-face or web-enhanced counterparts.

• Students withdraw from web courses for a variety of reasons with the most reported including
technology issues, an underestimation of the amount of work required for course completion, and
personal conflicts.

• Having considered technology issues, an understanding of the amount of work required for course
completion and personal conflicts, fully online courses have somewhat lower success rates and
higher withdrawal rates than others.

Source: http://pegasus.cc.ucf.edu/~rite/

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