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. behavioral-effect
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.
to strengthen skills an athlete is just beginning to master
(page 45 left)
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 self-efficacy
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
True-False 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 Self-Fulfilling 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. self-fulfilling
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 expectation-performance 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 low-expectancy athlete (page 83 right)
8. negative
attribution for high-expectancy athlete
9. positive
attribution
10.
redirected attribution
Answer: a
7. Which
statement, if any, is FALSE regarding the Pygmalion-prone coach’s behavior:
8. provide
high-expectancy athletes informational and corrective feedback
9. provide
positive communication to low-expectancy athletes
10.
attribute success for the low-expectancy athletes to external
factors
11.
attribute failure for low-expectancy athletes to lack of ability
12.
all the statements are true (pages 82 left, 82 right)
Answer: e
8. A
Pygmalion-prone 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 pre-season 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 expectation-bias
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 expectancy-based 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
True-False Items
13.
The coach’s expectations formed on initial judgment are mostly
accurate.
Answer: False 94 left
14.
It is beneficial to have young, low-expectancy athletes
participate in non-sport 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 Pygmalion-prone coach will maximize athletic progress of high
expectancy athletes, while limiting achievements of low expectancy teammates.
Answer: True 84 right
16.
Expectancy-biased behavior may have significant adverse effects
on the low-expectancy athlete’s self-esteem 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 Pygmalion-prone coach tends to give low-expectancy athletes
less frequent reinforcement and less appropriate and beneficial feedback after
successful performance. Answer: True 83 left
19.
For the Pygmalion-prone coach, when an African-American athlete
performs equivalent to his Euro-American 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. mastery-oriented team
climate |
a)
Coaches expectations for the ability of each individual dictate the level of
achievement each athlete will ultimately reach |
|
22. Pygmalion-prone coaching |
b) An
experiment to determine whether student’s academic progress was affected by
teachers’ expectations |
|
23. type and frequency of
feedback |
c) A
coach credits the success of an athlete to the weakness of another team or
the generosity of a judge |
|
24. attribution in low-expectancy |
d) Place
greatest emphasis on the development of individual players’ skills |
|
25. “Pygmalion in the Classroom” |
e)
Feedback can be reinforcement, punishment, etc., and differ in frequency to
each athlete depending on the coach |
Answers 21-25: d, a, e, c, b
Pages 92 left, 79 right, 81 right – 82 left, 83 right, 78 left
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