Applied Sport Psychology Personal Growth to Peak Performance 7Th Edition By Jean Williams –Test Bank

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Sample Test Chapter 3 A Positive Approach to Coaching Effectiveness and Performance Enhancement

Multiple Choice Items 1. The priority of most coaches is to: 2. Create a good learning situation where athletes can acquire the technical skills needed to succeed as individuals and as a team 3. Build a team which will be successful working together


4. Create a social environment where participants can experience positive interactions 5. all of the above (pages 40 right, 41 left) 6. a and c Answer: d 2. Operant conditioning deals with all of the following EXCEPT: 3. positive reinforcement 4. operant conditioning 5. punishment 6. antecedents 7. Pavlov conditioning (page 41 left, 41 right) Answer: e 3. Every time Julia forgets to follow through on her shot she has to do 10 extra ladder runs after practice. This is an example of: 4. negative reinforcement 5. avoidance 6. punishment (page 42 right) 7. all of the above


Answer: c 4. Attempting to eliminate unwanted behaviors through punishment and criticism describes: 5. aversive control 6. positive control 7. negative control (page 42 left) 8. negative reinforcement 9. b and d Answer: c 5. Punishment works by arousing: 6. resentment 7. fear (page 43 left) 8. resentment 9. desire to succeed Answer: b 6. All of the following answers make this statement true with the EXCEPTION of: Those who succeed through aversive control usually do so because:


7. they are able to communicate caring for their players as people, so that the abuse is not “taken personally” 8. they have very talented athletes 9. they are such skilled teachers and strategists that these abilities overshadow their negative approach 10.

all of the above (page 44 left)

Answer: d 7. The positive approach is aimed at: 8. measuring improvement by avoidance of mistakes 9. fostering a more positive learning environment (page 44 right) 10.

giving feedback only when needed (during a positive occurrence)

11.

a and b

Answer: b 8. The relationship between behaviors and their consequences is termed: 9. behavioral­effect relationships

10.

operant conditioning

11.

reinforcement contingencies (page 45 left)

12.

reinforcers


Answer: c 9. All of the following are a type of positive reinforcement EXCEPT: 10.

verbal praise

11.

smiles

12.

random feedback (page 45 left)

13.

applause

Answer: c 10.

The removal of a positive stimulus is called: 1. aversive control 2. extinction (page 42 right) 3. response cost 4. positive reinforcement

Answer: b 11.

The most effective use of “reward power” is

12. to give attention to particular athletes that the coach feels has the most potential 13. left)

to strengthen skills an athlete is just beginning to master (page 45


14.

reinforce everything an athlete does correctly

15.

show the coaches influence over the team

Answer: b 12.

The following in an example of a positive reinforcement program

13.

ignoring athletes who have bad attitudes

14.

punishment for cheating in strength work

15.

progression chart system for off season practice (page 51 right)

16. taking away rewards for the progression chart if athlete fails to maintain goals Answer: c 13. refers to the pattern and frequency in which reinforcement is administered 14.

pattern reinforcement

15.

schedule of reinforcement (page 46 left)

16.

antecedent frequency

17.

schedule of operant conditioning

Answer: b


14.

Feedback motivates in the following ways EXCEPT:

15.

corrects misconceptions

16. creates internal consequences by stimulating athletes to experience positive/negative feelings about themselves 17. confuses athletes when feedback is inconsistent and/or infrequent (page 50 right) 18.

results in increase self­efficacy

Answer: c 15. The sources of extrinsic motivation and intrinsic motivation are respectively: 16.

from coaches, from athlete

17.

winning medals, achieving personal goals (page 48 right)

18.

closed skills, open skills

19.

none of the above

Answer: b 16.

The following is a measurable behavior in sports

17.

improved attitude

18.

improved strength (page 51 right)

19.

improved idea of one’s own performance


20.

better teamwork

Answer: b

True­False Items 17.

Punishment is never necessary.

Answer: False 44 left 18.

Extrinsic motivation always undermines intrinsic motivation.

Answer: False 49 left 19. In the positive approach, a coach would focus on measuring desired behavior vs. undesirable behavior. Answer: True 51 right 20. It is important to make sure an athlete knows which behavior is being reinforced. Answer: True 45 left 21. A negative reinforcer has the effect of decreasing the probability of repeating the behavior that preceded it. Answer: False 42 left


Chapter 5 The Self­Fulfilling Prophecy Theory: When Coaches’ Expectations Become Reality Multiple Choice Items 1. Rosenthal and Jacobson’s (1968) teacher expectations research showed that: 2. teachers’ expectations were higher for children that were the brightest 3. teachers held higher expectations for children labeled as “late bloomers” 4. children for whom the teachers had the highest expectations performed better 5. both a and c 6. both b and c (page 78 left, 78 right) Answer: e 2. ________ describes when the coach’s expectations regarding the ability of an athlete serve as a predictor that dictates or determines the level of achievement for the athlete: 3. intuitive coaching 4. self­fulfilling prophecy (page 79 right) 5. efficacy coaching 6. none of the above


Answer: b 3. Early in the athletic season, coaches form performance expectations on an athlete based on: 4. racial or ethnic background 5. style of dress 6. past performance achievements 7. what other coaches/teachers have to say 8. all of the above (page 80 left) Answer: e 4. These are the ways that a coach’s expectations can affect an athlete’s behavior with the exception of: 5. quantity and quality of instruction 6. frequency and type of performance feedback given to the athlete 7. coaches discussing with each other who they think will excel in season and in which positions (page 82 left, 82 right) 8. frequency and quality of interactions between coach and athlete Answer: c


5. According to the expectation­performance process, when a coach does not believe a given athlete has the athletic competencies to be successful, the coach will: 6. establish a lower standard of performance 7. require more practice drill time 8. be less persistent in helping the player learn a skill 9. all of the above 10.

both a and c (pages 82 left, 82 right)

Answer: e 6. Michael made the shot of the day for his soccer team. His coach attributed his surprising success to poor defense from the opposing team. This is an example of: 7. negative attribution for low­expectancy athlete (page 83 right) 8. negative attribution for high­expectancy athlete 9. positive attribution 10.

redirected attribution

Answer: a 7. Which statement, if any, is FALSE regarding the Pygmalion­prone coach’s behavior: 8. provide high­expectancy athletes informational and corrective feedback


9. provide positive communication to low­expectancy athletes 10. attribute success for the low­expectancy athletes to external factors 11.

attribute failure for low­expectancy athletes to lack of ability

12.

all the statements are true (pages 82 left, 82 right)

Answer: e 8. A Pygmalion­prone coach will do all of the following EXCEPT: 1. believe that people’s traits and abilities are fixed 2. believe that success comes from having good athletes, not improvements 3. hold stereotypic beliefs 4. have flexible pre­season expectations (pages 93 left) Answer: d 9. What kind of individual is least likely to be affected by a coach’s expectations? 1. adolescent athletes 2. athletes who play for coaches who are astute judges of skill 3. athletes who are high acheiving (page 86 right) 4. athletes who set low standards for themselves


Answer: c 10. All of the following groups may experience expectation­bias behavior EXCEPT: 11.

African Americans

12.

females

13.

early maturing males (pages 88 right, 89 left)

14.

early maturing females

Answer: c 11. A characteristic(s) of coaches that may be linked to tendencies to exhibit expectancy­based behavior: 12.

homophobic

13.

autocratic coaching style

14.

prejudiced

15.

all of the above (pages 91 left, 91 right)

16.

both a and c

Answer: d 12.

Entity theorists believe that:


13.

people’s traits and abilities are fixed (page 91 right)

14.

skills and behavior are learned

15.

personalities are the result of experiences

16. those who concentrate on changing their behavior will be successful Answer: a

True­False Items 13. The coach’s expectations formed on initial judgment are mostly accurate. Answer: False 94 left 14. It is beneficial to have young, low­expectancy athletes participate in non­sport tasks during practice because they should have a sense of belonging and success in other areas to compensate for their lack of success in sport drills. Answer: False 82 right 15. A Pygmalion­prone coach will maximize athletic progress of high expectancy athletes, while limiting achievements of low expectancy teammates. Answer: True 84 right


16. Expectancy­biased behavior may have significant adverse effects on the low­expectancy athlete’s self­esteem and competitive trait anxiety. Answer: True 85 left, 85 right 17. A recommended behavior for coaches is to design instructional activities or drills that provide all athletes with an opportunity to improve their skill. Answer: True 94 right 18. A Pygmalion­prone coach tends to give low­expectancy athletes less frequent reinforcement and less appropriate and beneficial feedback after successful performance. Answer: True 83 left 19. For the Pygmalion­prone coach, when an African­American athlete performs equivalent to his Euro­American peers, his performance will be perceived as more effective. Answer: False 88 right 20. Psychological characteristics are one of the categories that influence the expectancies made by coaches. Answer: True 80 right

Matching Items 21. mastery­oriented team climate

a) Coaches expectations for t


achievement each athlete will ult 22. Pygmalion­prone coaching

b) An experiment to determin affected by teachers’ expectation

23. type and frequency of feedback

c) A coach credits the succes the generosity of a judge

24. attribution in low­expectancy

d) Place greatest emphasis on

25. “Pygmalion in the Classroom”

e) Feedback can be reinforce each athlete depending on the co

Answers 21­25: d, a, e, c, b Pages 92 left, 79 right, 81 right – 82 left, 83 right, 78 left


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