Flashcards and Answers – PSYCH460-Exam 3
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1. Psychological Skills Ideally, a PST program should be planned, implemented, and supervised by a a. coach b. general manager c. AASP-certified sport psychology consultant d. coach and athlete e. NASPSPA-certified sport psychology consultant
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*c. AASP-certified sport psychology consultant
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4. Psychological Skills 4 Which of the following explain(s) why players and coaches often neglect psychological skills training? a. lack of knowledge b. lack of time c. viewing psychological skills as unchangeable d. all of the above e. a and c
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*d. all of the above
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6. Psychological Skills 6 From a psychological perspective, the ultimate goal of psychological skills training is a. self-efficacy b. self-regulation c. self-esteem d. mental preparation e. self-concept
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*b. self-regulation
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7. Psychological Skills 7 Results of a study focusing on successful versus unsuccessful athletes showed that more successful athletes are characterized by a. higher self-confidence b. higher anxiety c. more task-oriented thoughts d. a and b e. a and c
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*e. a and c
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10. Psychological Skills10 The PST knowledge base has come from what sources? a. research on elite athletes b. athlete-coach experiences c. research on youth sport d. a and b
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*d. a and b
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12. Psychological Skills12 Sport psychology topics that form the basis for PST programs include which of the following? a. confidence building b. imagery c. group cohesion d. a and b e. a and c
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*d. a and b
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14. Psychological Skills14 The studies investigating the effectiveness of PST in enhancing performance have generally found a. that PST enhances the performance of elite but not recreational athletes b. that PST enhances the performance of collegiate athletes c. that PST enhances performance in older and younger athletes d. b and c e. a and b
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*d. b and c
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15. Psychological Skills15 Which of the following demonstrate(s) psychological skills training? a. A fitness instructor suggests using positive self-statements to enhance self-esteem with an overweight client. b. A physical education teacher uses relaxation training to help students calm down before going on to their next class. c. A therapist uses behavior modification techniques to help a person quit smoking. d. a and c e. a and b
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*e. a and b
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16. Psychological Skills16 When is it generally best to implement a PST program? a. anytime b. during the off-season or preseason c. after a problem is identified d. before important competitions e. before easy competitions
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*b. during the off-season or preseason
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17. Psychological Skills17 When new psychological skills are being learned, how long should they generally be practiced? a. 5 days a week, 60 minutes a day b. 3 to 5 days a week, 15 to 30 minutes a day c. twice a week, 30 minutes a day d. 5 days a week, 45 to 60 minutes a day e. 3 days a week, 60 minutes a day
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*b. 3 to 5 days a week, 15 to 30 minutes a day
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18. Psychological Skills18 After a PST program has been put in place, how long do athletes need to continue practicing their mental skills? a. as long as they continue to participate in their sports b. 3 months c. 6 months d. 1 year e. 1 month
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*a. as long as they continue to participate in their sports
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19. Psychological Skills19 PST takes what type of approach to mental training? a. clinical b. counseling c. educational d. philosophical e. pragmatic
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*c. educational
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20. Psychological Skills20 A baseball player's slump can be caused by what kind(s) of problems? a. psychological b. biomechanical c. physiological d. all of the above e. a and c
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*d. all of the above
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21. Psychological Skills21 What is the best way to get information concerning an athlete's psychological strengths and weaknesses? a. psychological inventories b. an oral interview c. an oral interview and psychological inventories d. projective and objective psychological inventories
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*c. an oral interview and psychological inventories
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26. Psychological Skills26 Which of the following is (are) characteristic of EFFECTIVE consultants that athletes note in interviews with sport psychologists? a. They only conduct one follow-up session with athletes. b. They are accessible and establish rapport with the athletes. c. They are flexible in meeting individual athletes' needs. d. b and c e. a and b
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*d. b and c
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27. Psychological Skills27 Performance profiling as a means of assessing athletes' mental skills works by asking athletes to a. observe other elite athletes who have excellent psychological skills b. identify, assess, and compare their own mental skills against those of other elite athletes in their sport c. take a series of personality tests to determine their strengths and weaknesses regarding mental skills d. observe themselves for several weeks and keep a log regarding their mental skills
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*b. identify, assess, and compare their own mental skills against those of other elite athletes in their sport
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33. Psychological Skills33 According to recent research on mental toughness, which of the following is (are) a way(s) to increase mental toughness? a. Create intense competitive practices simulating game situations. b. Have high expectations of athletes. c. Create a negative mental environment because athletes react positively to threats of punishment. d. a and c e. a and b
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*e. a and b
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35. Psychological Skills35 A recent study found that coaches particularly use the mental skills of a. self-talk and imagery b. self-talk and anxiety management c. imagery and anxiety management d. routines and imagery e. routines and self-talk
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*a. self-talk and imagery
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38. Psychological Skills38 Experts compared to non-experts a. anticipated opponents' intentions quicker b. had shorter "quiet eye" periods c. are equal in terms of visual function and visual acuity d. a and c e. a and b
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*a. anticipated opponents' intentions quicker
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2. Arousal Regulation 2 A good starting point for increasing awareness of arousal states is to a. visualize your best and worst performances b. visualize only your best performance c. develop relaxation skills d. learn transcendental meditation e. learn autogenic training
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*a. visualize your best and worst performances
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3. Arousal Regulation 3 Which of the following is (are) NOT a stage(s) in autogenic training? a. regulation of breathing b. regulation of cardiac activity c. cooling of the extremities d. a and c e. b and c
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*c. cooling of the extremities
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4. Arousal Regulation 4 The two sensations that are emphasized in autogenic training are a. warmth and cold b. warmth and heaviness c. kinesthetic and heaviness d. warmth and kinesthetic e. cold and kinesthetic
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*b. warmth and heaviness
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7. Arousal Regulation 7 The premise of stress inoculation training is to a. expose the person to increasing amounts of stress, thereby enhancing the person's immunity to stress b. teach both somatic and cognitive anxiety skills c. teach people that stress is predominantly in their minds d. teach people to appraise stressful situations
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*a. expose the person to increasing amounts of stress, thereby enhancing the person's immunity to stress
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9. Arousal Regulation 9 Using an electronic monitoring device that can detect and amplify internal responses not ordinarily available to us is known as a. systematic desensitization b. classical conditioning c. biological mapping d. biofeedback e. biological conditioning
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*d. biofeedback
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10. Arousal Regulation10 Effective breathing occurs from the a. diaphragm b. central chest c. upper chest d. throat
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*a. diaphragm
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11. Arousal Regulation11 Athletes should make sure that when they are performing a skill under pressure, they a. breathe out during execution of the skill b. breathe in during execution of the skill c. hold their breath during execution of the skill d. breathe shallowly during execution of the skill
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*a. breathe out during execution of the skill
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15. Arousal Regulation15 Which of the following is (are) NOT a tenet(s) of progressive relaxation? a. Tension and relaxation can occur simultaneously. b. A decrease in muscle tension will lead to a decrease in mental tension. c. Progressively contract and relax the major muscle groups in the body. d. a and b e. b and c
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*a. Tension and relaxation can occur simultaneously.
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16. Arousal Regulation16 Excess anxiety can produce a. inappropriate muscle tension b. inappropriate thoughts c. somatic (physiological) reactions d. all of the above e. a and c
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*d. all of the above
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17. Arousal Regulation17 A good way to increase awareness of psychological states in sport is to a. monitor and record your psychological states immediately after practice and competition b. talk to teammates c. practice relaxation techniques d. practice cognitive restructuring
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*a. monitor and record your psychological states immediately after practice and competition
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19. Arousal Regulation19 The matching hypothesis refers to a. matching athletes with coaches to reduce anxiety levels b. matching athletes with other athletes of similar anxiety levels c. matching the type of anxiety management technique to the specific anxiety problem of each athlete d. matching athletes to the sport that is least anxiety provoking to them
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*c. matching the type of anxiety management technique to the specific anxiety problem of each athlete
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21. Arousal Regulation21 According to research with elite athletes by Gould and colleagues, athletes a. prepared for unexpected events b. usually overtrained c. placed a great deal of importance on mental training d. a and c
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*d. a and c
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22. Arousal Regulation22 Which of the following is NOT a phase in the hypnosis process? a. induction phase b. hypnotic phase c. autogenic phase d. waking phase e. posthypnotic phase
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*c. autogenic phase
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23. Arousal Regulation23 According to the study by Eubank and Collins, individuals perceiving their anxiety as facilitative (as opposed to debilitative) use more a. emotion-focused coping b. problem-focused coping c. imagery d. a and b e. a and c
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*d. a and b
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24. Arousal Regulation24 Which of the following statements regarding hypnosis is (are) true? a. The more open individuals are to receiving suggestions, the more likely they will benefit from hypnosis. b. Negative suggestions almost always result in a decrease in performance. c. The deeper the trance, the less likely the hypnosis will be effective. d. a and b e. a and c
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*d. a and b
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25. Arousal Regulation25 Which of the following levels of effort produced the fastest running times of 400-meter runners? a. 110% b. 100% c. 75% d. 95%
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*d. 95%
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27. Arousal Regulation27 The two most widely accepted coping categories are known as a. problem-focused and cognitive-focused coping b. problem-focused and emotion-focused coping c. cognitive-focused and somatic-focused coping d. emotion-focused and somatic-focused coping e. emotion-focused and cognitive-focused coping
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*b. problem-focused and emotion-focused coping
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29. Arousal Regulation29 Which of the following can increase activation? a. using positive mood words b. slowing down the breathing rate c. listening to energizing music d. a and c e. b and c
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*d. a and c
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30. Arousal Regulation30 An athlete who is underactivated commonly experiences which of the following? a. heavy feeling in the legs b. mind wandering c. feelings of anxiety d. a and b e. b and c
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*d. a and b
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31. Arousal Regulation31 Which of the following can be useful as an on-site strategy to help reduce tension? a. Smile when the pressure is coming on. b. Slow down. c. Stay focused in the present. d. all of the above e. a and c
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*d. all of the above
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32. Arousal regulation Which of the following is (are) true in terms of resiliency? a. Sociocultural influences such as social support are not related to being resilient. b. The essence of resiliency is the use of different coping strategies to deal with unpleasant emotions. c. Mental toughness is seen as critical to being resilient. d. b and c e. a and b
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*d. b and c
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33. Arousal Regulation32 Cognitive restructuring attempts to a. identify and modify stress-inducing self-statements b. improve problem-solving ability c. improve attentional focus d. identify different strategies for mental preparation
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*a. identify and modify stress-inducing self-statements
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37. Arousal Regulation36 Which of the following statements is (are) true regarding research findings on coping in sport? a. Athletes use both adaptive and nonadaptive coping strategies. b. Athletes usually stick with one coping strategy. c. Athletes who had more adaptive coping strategies had higher performance. d. a and b e. a and c
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*e. a and c
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40. Arousal Regulation39 For long-term coping, research indicates that the most effective strategy is a. active-problem-focused coping b. avoidance coping c. emotion-focused coping d. cognitive appraisal coping e. active-avoidance coping
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*a. active-problem-focused coping
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41. Arousal Regulation40 Which of the following is (are) a strategy(ies) for coping with different emotions in sport? a. vicarious learning b. self-analysis c. reframing d. all of the above e. a and c
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*d. all of the above
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42. Arousal Regulation41 The "yips" refers to a. a condition most often associated with golf that includes involuntary tremors and jerking of the hands caused by excessive anxiety b. a condition associated with losing confidence when sailing c. an entire team feeling the pressure and thus "choking" d. a condition usually seen in individual sports characterized by a loss of attentional focus and an increase in physiological arousal
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*a. a condition most often associated with golf that includes involuntary tremors and jerking of the hands caused by excessive anxiety
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44. Arousal Regulation43 Which of the following is (are) a guideline(s) for giving a pep-talk? a. Give players a plan. b. Use humor. c. Stress effort. d. a and b e. a and c
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*d. a and b
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1. Imagery Basic imagery training involves a. controllability and awareness b. controllability and vividness c. vividness and relaxation d. relaxation and awareness e. relaxation and controllability
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*b. controllability and vividness
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2. Imagery 2 Imagery involves which of the following senses? a. visual b. auditory c. kinesthetic d. all of the above e. a and b
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*d. all of the above
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4. Imagery 4 Research using U.S. and Canadian Olympic athletes has shown that approximately what percent of athletes use imagery? a. 50% b. 75% c. 95% d. 85% e. 60%
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*c. 95%
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5. Imagery 5 Vividly imagined events produce an innervation in muscles that is similar to the innervation produced by physically practicing the movement. This is an illustration of a. symbolic learning theory b. psychoneuromuscular theory c. muscular contraction theory d. innervation theory e. psychodynamic theory
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*b. psychoneuromuscular theory
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6. Imagery 6 Which of the following is (are) true? a. Imagery is used most often prior to competition. b. Imagery has both motivational and affective roles in changing behavior. c. The most often-used imagery is known as cognitive general imagery. d. a and c
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*a. Imagery is used most often prior to competition.
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13. Imagery13 Which of the following athletes use(s) imagery as part of preparation for competition? a. Dwight Stones b. Jean-Claude Killy c. Jack Nicklaus d. all of the above e. a and c
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*d. all of the above
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14. Imagery14 Internal imagery (as compared to external imagery) makes it easier for an athlete to experience which of the following senses? a. kinesthetic b. auditory c. visual d. olfactory
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*a. kinesthetic
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15. Imagery15 Triple code theory refers to what three parts of the image? a. image itself, image meaning, somatic response to the image b. image itself, image meaning, cognitive response to the image c. image itself, image timing, somatic response to the image d. image meaning, image timing, cognitive response to the image e. image consistency, image meaning, image timing
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*a. image itself, image meaning, somatic response to the image
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16. Imagery16 An athlete tries to image shooting a free throw under pressure, but the ball keeps hitting the rim and bouncing off. This is an example of a lack of a. vividness b. coordination c. controllability d. experimental control e. emotionality
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*c. controllability
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18. Imagery18 Athletes who incorporate all the senses into their image will score high on what aspect of imagery? a. controllability b. coordination c. vividness d. motivation e. simplicity
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*c. vividness
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19. Imagery19 Which of the following is (are) basic to a successful imagery training program? a. realistic expectations b. relaxed concentration c. image in slow motion d. a and b
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*d. a and b
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20. Imagery20 Which of the following statements is (are) true? a. Imagery can't help performance; only hard physical practice can. b. Imagery can make an average athlete great. c. Imagery can improve performance if it is done systematically. d. a and c e. b and c
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*c. Imagery can improve performance if it is done systematically.
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21. Imagery21 An optimal time to use imagery is a. before and after practice b. before and after competition c. during breaks in the action d. all of the above e. a and b
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*d. all of the above
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22. Imagery22 Which of the following statements is (are) true? a. Individuals should image only successful events. b. Individuals should image mostly unsuccessful events. c. Individuals should image mostly successful events but also learn to cope with an occasional failure. d. a and c
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*c. Individuals should image mostly successful events but also learn to cope with an occasional failure.
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23. Imagery23 In terms of the timing of imagery, it is best to image in a. real time b. slow motion c. fast motion d. a combination of slow and fast motion
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*a. real time
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25. Imagery25 Which of the following statements is (are) true? a. A combination of physical and mental practice is better than physical practice alone, given the same time frame. b. Mental practice can be employed as a substitute for physical practice if an athlete is injured. c. Mental practice should be used as a supplement to physical practice rather than as a replacement for physical practice. d. a and b e. b and c
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*e. b and c
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29. Imagery29 Which of the following statements is (are) true? a. According to Mahoney and Avener's study, gymnasts who qualified for the 1976 Olympic team tended to use external imagery. b. External imagery refers to viewing yourself from the perspective of an external observer. c. External imagery produces significantly better performance than internal imagery. d. a and b e. b and c
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*b. External imagery refers to viewing yourself from the perspective of an external observer.
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30. Imagery30 Which of the following situations involving the use of imagery might result in negative consequences or outcomes? a. imagery creating too much anxiety b. imagery directing attention to irrelevant cues c. imagery that makes a performer overconfident d. all of the above e. a and b
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*d. all of the above
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32. Imagery32 Psychological explanations for the effectiveness of imagery include a focus on a. perfectionism b. enhancing motivation c. achieving optimal arousal and focus on task-relevant cues d. b and c e. a and c
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*d. b and c
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1. Self-Confidence Which of the following statements regarding self-efficacy is (are) true? a. Efficacy affects behavior change but behavior change does not affect efficacy. b. Efficacy changes are related to changes in exercise adherence. c. Exercise behavior can influence feelings of efficacy. d. b and c e. a and c
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*d. b and c
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2. Self-Confidence 2 One's confidence can change as the situation changes. This is known as a. trait self-confidence b. state self-confidence c. situational self-confidence d. cognitive self-confidence e. naturally occurring self-confidence
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*b. state self-confidence
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3. Self-Confidence 3 Sport self-confidence is currently viewed as a. a trait variable b. a state variable c. statelike or traitlike depending on the situation d. an affective variable e. a cognitive variable
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*c. statelike or traitlike
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4. Self-Confidence 4 The probable reason that approximately a dozen runners broke the 4-minute barrier within one year after Roger Bannister originally did was their a. enhanced training procedures b. improved equipment c. faster tracks d. expectations that it could be done e. superior coaching
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*d. expectations that it could be done
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5. Self-Confidence 5 Confidence is seen as multidimensional, consisting of confidence in a. one's ability to execute physical skills b. one's level of fitness c. one's psychological skills d. all of the above e. a and c
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*d. all of the above
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8. Self-Confidence 8 Coaches often form expectations of athletes based on a. performance information and media reports b. performance information and person cues c. person cues and media reports d. scouting and media reports e. person cues and scouting reports
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*b. performance information and person cues
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9. Self-Confidence 9 Which of the following is (are) true? a. Coaches spend more time with high-expectancy athletes. b. Coaches show more positive affect to high-expectancy athletes. c. Coaches spend more time with low-expectancy athletes. d. a and b e. b and c
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*d. a and b
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13. Self-Confidence13 Self-efficacy theory was originated by a. Charley Hardy b. Tara Scanlan c. Albert Bandura d. Larry Brawley e. Joseph Wolpe
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*c. Albert Bandura
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15. Self-Confidence15 Self-efficacy has been used interchangeably with a. self-esteem b. self-confidence c. self-motivation d. self-concept e. self-fulfilling prophecy
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*b. self-confidence
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16. Self-Confidence16 Confidence can be improved by a. judgmental thinking b. acting confidently c. using imagery d. b and c e. a and b
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*d. b and c
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17. Self-Confidence17 If you want to avoid breaking down an individual's self-confidence, a. don't criticize people for inconsequential errors b. don't criticize the behavior; criticize the person c. don't use sarcasm to motivate people d. a and c
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*d. a and c
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19. Self-Confidence19 Collective efficacy refers to a. each individual's perception of the efficacy of the team as a whole b. the aggregate of each individual's own self-efficacy c. the coach's view of the efficacy of the team as a whole d. the belief that the team can win the championship
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*a. each individual's perception of the efficacy of the team as a whole
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20. Self-Confidence20 Recent research has identified nine sources of sport self-confidence. These fit into which of the following categories? a. climate (environment) b. self-regulation c. arousal d. a and b e. b and c
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*d. a and b
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21. Self-Confidence21 According to the latest thinking, self-efficacy is now called a. self-regulatory efficacy b. self-improvement c. self-esteem d. self-worth e. self-monitoring
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*a. self-regulatory efficacy
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24. Self-Confidence24 The relationship between confidence and performance is a. positive linear b. negative linear c. curvilinear d. negatively accelerated e. positively accelerated
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*c. curvilinear
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25. Self-Confidence25 Research has indicated that live and filmed modeling increases self-efficacy in muscular-endurance tasks. This is an example of a. verbal persuasion b. vicarious experiences c. performance accomplishments d. emotional arousal e. parental expectations
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*b. vicarious experiences
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27. Self-Confidence27 The strongest and most dependable information on which to base self-efficacy judgments comes from a. vicarious experiences b. performance accomplishments c. emotional states d. verbal persuasion e. physiological states
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*b. performance accomplishments
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30. Self-Confidence29 Which of the following points about self-efficacy theory is (are) true? a. Self-efficacy affects effort expenditure and persistence. b. Self-efficacy plus ability are enough for success. c. Self-efficacy is task specific. d. a and c
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*d. a and c
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35. Self-Confidence34 The key psychological variable regarding psychological momentum is a. anxiety b. motivation c. confidence d. attentional focus e. perfectionism
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*c. confidence
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37. Self-Confidence36 According to research on coaching efficacy, coaches higher in self efficacy (compared to those lower in self-efficacy) a. were better able to control their emotions b. were lower in emotional intelligence c. had higher winning percentages d. a and c
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*d. a and c
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1. Goal Setting It is recommended that appropriate goals be a. short-term only b. long-term only c. a combination of short- and long-term d. short-term early in the season, then long-term midway through the season e. either short-term or long-term depending on the way you phrase your generalized goals
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*c. a combination of short- and long-term
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2. Goal Setting 2 Focusing on performance (as opposed to outcome goals) during competition has been shown to be associated with _____ anxiety and _____ performance. a. more; poorer b. less; superior c. more; superior d. less; poorer e. none of the above
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*b. less; superior
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. Goal Setting 4 Studies of goal setting in business have concluded that a. although goals work in some situations, more often than not, specific goals are not better than "do your best" goals b. it does not matter how difficult your goals are—any goal will be effective c. goal setting works very well d. goal setting is effective but only when the goals are easy
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*c. goal setting works very well
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6. Goal Setting 6 Directing a performer's attention to important elements of a skill is a. one way in which goal setting can influence performance b. one indirect thought process that explains goal setting's impact on athletes c. not really a part of a systematic goal-setting program because most athletes can direct their own attention appropriately d. the same thing as mobilizing the athlete's effort e. b and c
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*a. one way in which goal setting can influence performance
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7. Goal Setting 7 The mechanistic explanation for the effectiveness of goal setting includes a. directing the performer's attention to important elements of a skill b. mobilizing effort and increasing persistence by providing incentives c. the development and employment of new learning strategies d. all of the above e. a and b
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*d. all of the above
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10. Goal Setting10 Having a goal to win the race is an example of a(n) _____ goal, whereas having a goal to "improve my best time" is an example of a(n) ______ goal. a. outcome; performance b. process; outcome c. outcome; ego-oriented d. subjective; objective e. a and c
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*a. outcome; performance
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11. Goal Setting11 According to the text, goals should be a. extremely difficult so that only 10% of your players can reach them b. easy enough to achieve so that self-esteem is enhanced c. difficult enough to be a challenge, yet realistic enough to achieve d. set to the same value (e.g., the same score, the same time) for everyone on the same team so that no one is singled out as a favorite e. c and d
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*c. difficult enough to be a challenge, yet realistic enough to achieve
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12. Goal Setting12 Which of the following is NOT a common obstacle in setting goals? a. It is too time consuming. b. There are previous negative experiences in setting goals. c. Goals are too unstructured. d. a and c e. b and c
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*c. Goals are too unstructured.
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13. Goal Setting13 The phrase "out of sight, out of mind" is a reminder to a. write your goals down and place them where they can be easily seen b. write your goals down and put them secretly away, only to be reread at the end of the season c. use visualization when you set your performance goals d. sign a behavioral contract with your coach or parents, which should be placed in a drawer (or some safe place) and reevaluated once a year e. constantly use self-talk while competing to refresh your memory of your goal
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*a. write your goals down and place them where they can be easily seen
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15. Goal Setting15 Which of the following is (are) a common problem(s) when setting goals? a. setting too few goals b. failing to adjust goals c. failing to recognize individual differences d. b and c
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*d. b and c
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16. Goal Setting16 A formal assessment of an athlete's current ability or needs is a. part of the instructor's or leader's preparation stage of implementing a goal-setting program b. great for identifying what areas you think the athlete needs to improve c. part of the education and acquisition stage of implementing a goal-setting program d. a and b
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*d. a and b
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17. Goal Setting17 When formulating a goal-setting program with a novice goal setter, it is best to a. help the person set multiple goals, such as skill goals, concentration goals, and technique goals b. help the person select one goal from a list of multiple goals she would like to pursue c. let the person choose the top two goals from a list of possible goals that you create for her d. let the person decide on the type and number of goals to pursue
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*b. help the person select one goal from a list of multiple goals she would like to pursue
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18. Goal Setting18 It is important to _____ throughout the entire goal-setting process. a. provide feedback b. provide support c. provide encouragement d. reevaluate goals e. all of the above
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*e. all of the above
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19. Goal Setting19 In developing a goal-setting program, it is important for individuals to set a. only performance goals b. performance and process goals c. process and outcome goals d. process, performance, and outcome goals e. performance and outcome goals
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*d. process, performance, and outcome goals
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20. Goal Setting20 Which of the following is (are) useful for setting team goals? a. establishing short-term goals first b. monitoring progress toward team goals c. fostering team confidence concerning team goals d. b and c
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*d. b and c
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21. Goal Setting21 Which of the following is (are) true regarding goal-setting practices of high school and collegiate coaches? a. The most important part of goal commitment is goal specificity. b. Coaches were consistent in writing down their goals. c. The only disadvantage noted was setting goals unrealistically high. d. a and b e. a and c
answer
*c. The only disadvantage noted was setting goals unrealistically high.
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22. Goal Setting22 "Chip a bucket of golf balls onto a practice green three days a week" is an example of a. a goal that is much too general to be effective b. a performance goal that is both specific and realistic c. a strategy for attaining the goal of "lower my handicap by three strokes" d. an inflexible strategy for attaining a goal because it leaves no room for possible interruptions in your schedule e. a and d
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*c. a strategy for attaining the goal of "lower my handicap by three strokes"
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23. Goal Setting23 Simply telling an athlete to "do your best" is a. fine for younger kids b. effective when the sport is well learned c. not specific enough d. effective for developing an athlete's commitment
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*c. not specific enough
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1. Concentration Which of the following would NOT be classified as an internal distracter? a. attending to past events b. attending to future events c. overly analyzing body mechanics d. crowd noise e. fatigue
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*d. crowd noise
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2. Concentration 2 Which of the following is NOT a key element included in most definitions of concentration? a. the ability to focus attention on the relevant cues b. maintaining attentional focus for the duration of the competition c. the ability to narrow attentional focus in all situations d. having the proper attentional focus depending on the situation
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*c. the ability to narrow attentional focus in all situations
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5. Concentration 5 The narrowing and internal focus associated with choking can result in a. impaired timing b. increased coordination c. poor judgment and decision making d. a and c e. a and b
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*d. a and c
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6. Concentration 6 According to the text, "choking" should be defined as a. a bad performance at a critical time of competition b. a process that leads to impaired performance c. making a mistake that costs you or your team a victory d. making a mistake that is emotionally important to an athlete
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*b. a process that leads to impaired performance
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8. Concentration 8 Athletes with a preference for a broad-external focus a. are seldom distracted by an audience b. rarely try too hard to please others c. seem to notice everything that is happening around them d. are well prepared to act as a coach or informal leader e. b and c
answer
*c. seem to notice everything that is happening around them
question
9. Concentration 9 "Cue" words are often effective because a. they can help trigger a particular response b. they can be motivational or emotionally stimulating c. they broaden attentional focus d. a and b e. b and c
answer
*d. a and b
question
10. Concentration10 Future-oriented thinking (attending to events in the future) a. is common among younger athletes b. involves seeing a past mistake while focusing on the present c. often takes the form of "what about me" statements d. a and c
answer
*a. is common among younger athletes
question
11. Concentration11 "No-look" passes in basketball are accomplished by using a. a narrow-internal attentional focus b. advanced cues to predict teammates' future movements c. several different types of attentional strategies d. a narrow-external attentional focus
answer
*b. advanced cues to predict teammates' future movements
question
12. Concentration12 Research investigating differences between experts and novices concludes that these differences are in large part due to experts' ability to a. attend more to advance information to make faster decisions b. predict the flight pattern of a ball c. use "tunnel vision" d. a and b
answer
*d. a and b
question
13. Concentration13 Top athletes seem to be able to do just the right thing at just the right time. From an attentional perspective, research has shown that this is mostly due to their ability to a. analyze situations more quickly and use more anticipatory cues b. use a narrow-external focus c. use a broad-external focus d. use a narrow-internal focus e. analyze situations by using imagery and positive self-talk
answer
*a. analyze situations more quickly and use more anticipatory cues
question
15. Concentration15 If a golfer shifts attention just before a tee shot, from the length of the fairway and the direction of the wind to focusing only on the ball, her attention has shifted from _____ to _____. a. broad-internal; narrow-external b. broad-internal; narrow-internal c. broad-external; narrow-internal d. broad-external; narrow-external
answer
*d. broad-external; narrow-external
question
16. Concentration16 An example of Nideffer's broad-external type of attentional focus is a. a basketball point guard's rapidly assessing the positioning of the defense while on a fast break b. a coach's analyzing the game plan prior to the start of the competition c. a baseball pitcher's focusing on the catcher's mitt just before beginning his pitch d. a wrestler's practicing mental imagery on the bus ride to a meet e. a basketball player's sighting the rim while on the free-throw line
answer
*a. a basketball point guard's rapidly assessing the positioning of the defense while on a fast break
question
17. Concentration17 Which of the following best represents William James' classic description of attention? a. It involves the ability to pay attention to several things at once. b. It implies withdrawal from some things in order to deal effectively with others. c. It involves components of both width and direction. d. It involves the components of both internality and stability.
answer
*b. It implies withdrawal from some things in order to deal effectively with others.
question
18. Concentration18 Entirely focusing on body mechanics and movements a. usually helps perform a skill during competition b. may be inappropriate once a skill becomes automatic c. may be detrimental to performance because the mind gets in the way of the body d. a and b e. b and c
answer
*e. b and c
question
19. Concentration19 Using a trigger word to stop negative self-statements is called a. thought stopping b. attentional narrowing c. external attentional focus d. peripheral narrowing e. tunnel vision
answer
*a. thought stopping
question
20. Concentration20 Tennis and baseball players are able to successfully hit balls traveling toward them at high speeds because a. they have learned to watch the ball hit their racket (or bat) b. they have learned to predict the flight of the ball by using advanced attentional cues c. they have learned to use a narrow-external focus d. they have learned to rapidly shift their attentional focus e. they have learned to use a broad-external focus
answer
*b. they have learned to predict the flight of the ball by using advanced attentional cues
question
21. Concentration21 From an attentional perspective, overlearning of skills a. makes the skills more automatic, thus requiring less attention b. allows for attentional selectivity c. produces higher amounts of internal attentional control d. allows for higher amounts of external attentional control
answer
*a. makes the skills more automatic, thus requiring less attention
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22. Concentration22 Developing competitive plans should focus on what type of goals? a. outcome goals b. technical goals c. performance goals d. process goals e. product goals
answer
*d. process goals
question
23. Concentration23 In preparing for a major competition, many elite athletes structure training to put themselves under the same sort of pressure encountered during the actual competition. This is an example of a. mental rehearsal b. precompetitive routines c. precompetitive plans d. simulation training e. cognitive-behavioral interventions
answer
*d. simulation training
question
25. Concentration25 Psychophysiological research on attentional processes in archers and pistol shooters has revealed that accuracy is increased when performers' brain waves are in which frequency? a. beta b. alpha c. delta d. gamma e. creatine
answer
*b. alpha
question
26. Concentration26 According to Nideffer, effective attenders indicate that they can a. deal well with a multitude of stimuli from both external and internal sources b. effectively switch their attention from broad to narrow focus when necessary c. attend to many stimuli (both internally and externally) while often becoming overloaded with too much information d. a and b e. a and c
answer
*d. a and b
question
28. Concentration28 Just before shooting, elite pistol shooters display a. increased galvanic skin responses b. cardiac acceleration c. cardiac deceleration d. acceleration of the autonomic nervous system e. reduced blood pressure
answer
*c. cardiac deceleration
question
31. Concentration31 Why would you want to have a friend wave his arms around you while you are focusing on a basketball? a. to assist you in shifting your attention from the ball to the waving arms b. to help you in your search for irrelevant cues c. to force you to maintain concentration on the ball d. a and c
answer
*c. to force you to maintain concentration on the ball
question
34. Concentration34 Telling yourself to focus is probably best defined as a. establishing a routine to be used primarily during "down" times b. a method to keep attention focused through the use of eye control c. a cue word for bringing you back into a present focus d. an exercise that enables you to practice shifting attentional focus e. the opposite of "stop!" as an attention-focusing tool
answer
*c. a cue word for bringing you back into a present focus
question
35. Concentration Ironic processes in sport refers to a. ironically performing movement b. the idea that trying not to perform an action can trigger its occurrence accidentally c. doing something an athlete is not trained to do d. performing well even with little experience
answer
*b. the idea that trying not to perform an action can trigger its occurrence accidentally
question
36. Concentration35 A response to either good or bad performances that causes a personal, ego-involved reaction during competition is known as a. judgmental thinking b. nonjudgmental thinking c. ego thought d. paralysis by analysis
answer
*a. judgmental thinking
question
37. Concentration36 To improve concentration, an athlete should a. practice without distractions present b. establish routines c. practice eye control d. b and c
answer
*d. b and c
question
38. Concentration37 Which of the following is (are) a major process(es) involved in explaining the attention-performance relationship? a. attentional selectivity b. attentional capacity c. attentional reciprocity d. a and c e. a and b
answer
*e. a and b
question
39. Concentration38 Most theories investigating the role of attention in performance have used what type of approach? a. information-processing b. attentional control c. conscious control process d. attentional-arousal e. limited-capacity
answer
*a. information-processing
question
40. Concentration39 The concept of attentional alertness operates under the assumption that increases in arousal a. narrows attention b. broadens attention c. enhances attention d. disrupts attention
answer
*a. narrows attention
question
41. Concentration40 Research has indicated that paying attention to step-by-step instructions is most helpful a. for elite performers b. for new learners c. for closed skills d. for open skills e. continuous skills
answer
*b. for new learners
question
42. Concentration41 Which of the following is (are) a principle(s) of effective concentration? a. A focused state of mind requires intentional mental effort. b. Athletes can consciously focus on more than one thought at a time. c. During peak performance there is no difference between an athlete's thoughts and actions. d. a and c e. b and c
answer
*d. a and c
question
43. Concentration42 The risk of trying to maintain concentration throughout a competition is a. losing concentration due to fatigue b. too many thoughts c. attentional selectivity d. past-oriented thinking e. future-oriented thinking
answer
*a. losing concentration due to fatigue
question
44. Concentration43 Controlled processing is mental processing that requires a. selective attention b. conscious attention c. no attention d. external attention e. internal attention
answer
*b. conscious attention
question
45. Concentration44 Skilled performers should focus on a. internal factors b. external factors c. body mechanics d. intrinsic cues e. mental representations of the skill
answer
*b. external factors
question
46. Concentration45 Inattentional blindness means a. narrowing attentional focus resulting in missing important cues b. being too broad in attention and missing internal cues c. becoming blind to cues due to listening to other players d. not having sufficient motivation, resulting in inappropriate focus e. having an external focus thus becoming blind to internal cues
answer
*a. narrowing attentional focus resulting in missing important cues
