Rafer S. Lutz, Ph.D.

Associate Professor, Health, Human Performance, & Recreation
Chair, Department of Health, Human Performance and Recreation 

Baylor University
School of Education, HHPR
One Bear Place #97313
Waco, Texas 76798-7313
Office: Rena Marrs McLean Gymnasium 216
Phone: 254-710-4003
Fax: 254-710-3527
Email: Rafer_Lutz@baylor.edu

Degrees:
B.A., Psychology, University of Washington, 1993
M.S., Exercise Science (Sport & Exercise Psychology Emphasis), Arizona State University, 1997
Ph.D., Exercise Science (Sport & Exercise Psychology Emphasis), Arizona State University, 2001

Principal Publications:

Okun, M., Karoly, P., & Lutz, R. S. (2002). Clarifying the contribution of subjective norm to predicting leisure-time exercise. American Journal of Health Behavior, 26, 296-305.

Lutz, R. S. (2003). EMG activation during motor imagery is outflow from its central generation. Behavioural Brain Research, 140, 149-163.

Lutz, R. S., Lochbaum, M., & Turnbull, K. (2003). The role of autonomy in post-exercise affect responding. Journal of Sport Behavior, 26, 137-154.

Lochbaum, M., Lutz, R., Sell, S., Ready, A., & Carson, T. (2004). Perceived Stress and Health Complaints: An Examination of the Moderating Roles of Personality and Physical Activity. Perceptual and Motor Skills, 99, 909-912.

McMahan, S., & Lutz, R. (2004). Alternative therapy use among the young old (ages 65 to 74): An evaluation of the MIDUS database. Journal of Applied Gerontology, 23, 91-103.

Karoly, P., Ruehlman, L. S., Okun, M. A., Lutz, R. S., Newton, C., & Fairholme, C. (2005). Perceived Self-Regulation of Exercise Goals and Interfering Goals Among Regular and Irregular Exercisers: A Life Space Analysis. Psychology of Sport and Exercise, 6, 427-442.

Lochbaum, M. R., & Lutz, R. (2005). Exercise enjoyment and psychological response to acute exercise: The role of personality and goal cognitions. Individual Difference Research, 1, 4-12.

Miller, G., Lutz, R., Fredenburg, K., Shim, J., & Miller, J. (2006). To coach or not to coach? A national study of dismissals among high school coaches. Journal of Physical Education, Recreation, and Dance, 77, 40-45.

Lutz, R., Lochbaum, M., Lanning, B., Stinson, L., & Brewer, R. (2007). An Examination of the Cross-Lagged Relationships among Leisure-Time Exercise and Perceived Stress in a Sample of Blue Collar Workers. Journal of Sport and Exercise Psychology, 29, 687-705.

Lutz, R., Karoly, P., & Okun, M. (2008). The Why and the How of Exercise Goal Pursuit: Self-Determination, Goal Process Cognition, and Exercise Participation. Psychology of Sport and Exercise, 9, 559-575.

Crews, D. & Lutz, R. (Eds.) (2008). Science and Golf V: Proceedings of the Fifth World Scientific Congress of Golf. Ironwood; Phoenix, AZ.

Philosophy of Teaching:
K. Patricia Cross, a well-known leader in educational psychology, once stated, "The task of the excellent teacher is to stimulate 'apparently ordinary' people to unusual effort. The tough problem is not in identifying winners: it is in making winners out of ordinary people." I have always felt that a teacher's goal should be to inspire and motivate all of the students he or she encounters - not just the "A" students. There are numerous studies in psychology that show people are strongly influenced by others' expectations, and often students have been saddled with low expectations from their peers, parents, and previous teachers. Exceptional teachers are able to convince "ordinary" students that they are capable of much more than most people expect. To achieve this end and to inspire the widest range of students possible in the classroom, I attempt to balance challenge with fun, objectivity with compassion, and intellect with enthusiasm.

I feel that I have a body of knowledge to teach, and I feel that I have experience that should be passed on to the students. If I am effective in doing this, I am partially successful. If my students do not use the knowledge and skills they gained in my classes beyond the boundaries of the university, however, to some extent I have failed. I believe the "ordinary" students I encounter should go forth from my class to see the world in a different manner as a result of my teaching. They should have knowledge and skills that will allow them to prosper in their chosen life paths, and an increased thirst for knowledge. To achieve these goals, I try to force students to think critically about the application of class material to their present situation and future vocation. Using case studies, carefully constructed thought questions, pertinent examples, guest speakers, and other techniques, I try to infuse the classroom with real-world meaning and life so that students better understand the importance of the theories we discuss.

Research Interests:
motivation in sport and exercise
psychological stress
physical activity participation

Courses Taught:
HP 3301, Pedagogy of Individual and Dual Sports
HP 4369, Sport Psychology
HP 4370, Successful Coaching
HP 5370, Sport Psychology
STA 5300, Research Statistics