Applied Sport Psychology Personal Growth To Peak Performance 8th Edition Jean M. Williams Professor , Vikki Krane - Solutions

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How might someone create an exercise identity using the theories and constructs discussed in the chapter?
What are the three components of constructive self-belief formation?
List the social and cognitive factors that contribute to identity formation.
Summarize the two theories of identity described in the chapter, providing the points of agreement across the two theories.
What is the evidence for the link between identity and physical activity?
What are some of the limitations and gaps in the research on mental health and exercise/physical activity?
Why do researchers use meta-analyses to explain the effect of exercise on mental health?
According the research, how does exercise and physical activity affect mental health issues like depression, anxiety, and stress?
Describe two major perspectives in and related taxonomy of career transition interventions.Reflect on how different types of interventions might complement each other.
Discuss the major principles of career assistance professional philosophy and their relevance to career topic foundations, research, and context-driven practice.
Describe existing taxonomies of career transitions and provide examples.
Reflect on shared features and differences between career development and career transition frameworks and research. Why should stage frameworks be used with caution?
What are the major tenets of the cultural praxis of athletes’ careers?
Define an athlete as a whole person. Discuss why this conceptualization is important for career research and assistance.
Describe what other psychological strategies might be used to hasten rehabilitation and to prepare for returning to competition.
Explain the differences between mastery imagery, emotive imagery, and healing imagery.
Diagram the cognitive appraisal model of psychological adjustment to athletic injury and discuss the different components.
List five problematic results of an athlete returning to competition following an injury if not psychologically prepared.
How and why might personal growth possibilities become an important part of the psychological rehabilitation of the injured athlete?
List five responses that may occur as a result of anxiety and tension associated with an injury on an athlete’s initial return to competition.
Describe interventions that can be used to modify risk factors and enhance buffering factors, thereby reducing injury risk.
What are key factors that may predispose some athletes to injury, and how does this occur?
Your initial intervention for an adolescent track athlete experiencing burnout is not working well. You originally suggested a brief (two-week) break from training and competition.However, after returning from this break he is still feeling “burned out.” What will you recommend next? What
A coach you work with believes that burnout is a sign of weakness in an athlete. How would you respond to this coach? What information could you provide her?
What three steps should sport psychology consultants consider when designing and implementing athlete burnout prevention or treatment interventions?
What is individual–organization fit? How can lack of congruence between the athlete and the team promote burnout and prevent engagement in sport?
How does a sport entrapment perspective describe the development of burnout in athletes?Why don’t “burned-out” athletes always just leave sport altogether?
What three psychological needs are showcased in self-determination theory? Describe an example athlete burnout intervention strategy tied to each of these three needs.
How does a psychosocial sport stress perspective differ from an overtraining perspective on the causes of burnout?
What key burnout antecedents are highlighted by an overtraining perspective? Can an athlete experience burnout without being overtrained? Why or why not?
A coach mentions that burnout does not seem to be a very important issue in sport because it is rare. How would you respond?
How is burnout distinct from depression and sport dropout?
How is athlete burnout defined? What are its three dimensions?
What strategies can parents of athletes use to reduce the chance their child athlete will use anabolic steroids and other banned substances and behaviors?
Discuss the components of an effective antidoping educational program and how to help ensure an effective testing program.
If you were the team’s head coach, describe the cognitive and behavioral strategies you would use with your team to prevent and respond to the use of anabolic steroids.
Distinguish between cognitive and behavioral strategies in controlling doping in athletes.Provide examples of both types of interventions.
What are the best predictors and deterrents of doping intentions and behaviors?
Discuss the physical, psychological and emotional, and social causes of doping in sport.
Using both anecdotal reports and evidence from scientific studies, give some indication of the extensiveness of doping in sport. How does methodology (e.g., self-report surveys versus indirect methods) influence the findings?
Develop a rationale for an antidoping policy in sport. Consider if the policy should be different for high school versus professional sport versus other competitive levels.
Identify the different health concerns for different forms of doping.
Give examples of doping that athletes may use to enhance their performance, and discus when and why the substance or method might enhance performance.
What is doping, and why does it occur?
What might you do if an athlete currently does not want to take your referral advice?
How might a coach or sport psychology consultant find professionals to refer athletes for counseling or psychotherapy?
What factors related to sport can cause or exacerbate relationship problems for athletes?
What are some signs that aggressiveness in an athlete has become problematic? Is it likely that an athlete who has been driven by anger will become less successful if underlying conflicts are resolved?
What can sport psychology consultants do to prepare themselves for making referrals?
How might a concern with food or weight gain reflect a serious eating disorder problem?
How does homophobia in society and in the sport world contribute to problems for athletes who may manifest in mental and behavioral disorders?
What are some reasons why the hammer thrower presented at the beginning of this chapter may not meet with a mental health practitioner?
What are three patterns someone might note as indicating other serious problems when working with an athlete on performance enhancement?
From the dialogue in the chapter, what are some important issues to be sensitive to when making a referral?
Identify the steps or levels on the cultural competence continuum. Give two specific things a sport psychology professional could do to move up to a higher level of cultural competence.Describe how sport psychology professionals might promote organizational change and social justice in sport.
Define cultural competence and identify the three general areas of multicultural competencies.
Describe the research on stereotypes and biases related to obesity, and explain how such bias might affect participants and professionals in physical activity programs.
Define stereotype threat and explain how stereotype threat might operate in sport.
Define the terms sexual prejudice and heterosexism, and explain how sexual prejudice might affect sport participants.
Explain the terms invisible whiteness and white privilege. Give two specific examples to demonstrate white privilege in sport.
Describe the impact of Title IX on girls’ and women’s participation in athletics and in coaching and administration positions.
Identify and briefly explain the three themes in the multicultural framework for this chapter.
Describe the procedures that can be utilized to increase coaches’ self-awareness and their compliance with coaching guidelines.
With respect to changing coaches’ attitudes during a training program, explain how the following aspects of the persuasion process might be taken into account: (a) credibility (expertise and trustworthiness) of the trainer, (b) perceived similarity between the trainer and the coaches, (c)
Discuss the key points associated with the following recommendations for making effective presentations: (a) prepare, prepare, prepare; (b) find your style; (c) spice it up; (d) cover less, not more; and (e) make improvements.
What are the advantages of conducting coach-training programs with an interactive format, and how might this be accomplished?
In conducting a MAC workshop, what is the rationale/justification for presenting empirical results to coaches?
Describe the components of the healthy philosophy of winning that is taught in MAC, and indicate how this orientation is designed to combat competitive anxiety.
In implementing sport psychology workshops for coaches, the trainer should create a positive learning environment. What are some ways to foster a receptive and cooperative attitude on the part of coaches? What approaches should be avoided?
For the outcome research that was conducted to assess the efficacy of the CET/MAC intervention, what were the results with respect to (a) observed and athlete-perceived behavior differences between trained and untrained coaches, (b) differences between the motivational climates created by trained
Briefly describe the (a) major behavioral guidelines (i.e., coaching do’s and don’ts) and(b) mastery-oriented philosophy of winning that are emphasized in the MAC program.
With respect to achievement goal theory, what are the distinctions between (a) mastery and ego goal orientations and (b) mastery and ego motivational climates?
Describe the research design and methodology incorporated in the studies that tested the efficacy of CET. What were the results with respect to (a) behavioral differences between trained and untrained coaches, (b) win-loss records, (c) players’ evaluative reactions to trained and untrained
Following development of the CBAS, field studies were conducted to establish relations between coaching behaviors and children’s evaluative reactions. Describe the basic research procedures, and discuss the major findings with respect to (a) the role of winning relative to athletes’
What are the two major classes of behaviors included in the CBAS, and what is the difference between them?
Describe the three basic elements of the mediational model of coach–athlete interactions that served to guide the coaching-behavior research.
Explain why evidence based coach-training programs are superior to interventions that are primarily founded on experiential knowledge.
Discuss five practical pointers that may help make a psychological skills program more effective. Cite specific practical examples and research to support your points.
Discuss how a psychological skills program might be evaluated.
John, a diver, goes toa, SPC because his performance is “erratic.” One of the SPC’s observations is that he has no consistent predive readying procedure. How might the SPC help John develop a predive routine, what might it include, and why should this intervention improve John’s performance?
Discuss Vealey’s distinction between psychological methods and psychological skills. What are the different categories of psychological skills? What impact does this distinction between methods and skills have on the implementation of a psychological skills training program?
How is performance profiling done, and what are its benefits from an SPC’s and an athlete’s point of view?
Discuss the use of psychological inventories to help assess athletes’ psychological skills.
Discuss what would be covered in a first interview with an athlete.
When is the best time to implement a psychological skills training program?
When is the best time to practice psychological skills?
How much time should be spent in mental training?
What are some advantages and disadvantages of a coach or SPC conducting a mental training program?
Discuss who will benefit most from psychological skills training.
Based on research, discuss three things a consultant can do to enhance his or her effectiveness.
Are psychological skills intervention programs effective in enhancing performance?Provide evidence to support your answer.
Discuss three different models of sport psychology practice/intervention.
Identify two resources for further study of using mindfulness in sport.
Identify components of intrapersonal mindfulness than can benefit relationships among athletes.
What is presence, attunement, and resonance, and how may they affect sport psychology consultants’ work with athletes?
Distinguish between intrapersonal and interpersonal mindfulness.
Summarize the various formal mindfulness-based modalities used in sport psychology.
What are six well-being benefits of mindfulness?
How may mindfulness enhance sport performance?
How might you integrate mindfulness meditation into sport practice?

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Applied Sport Psychology Personal Growth To Peak Performance 8th Edition Jean M. Williams Professor , Vikki Krane - Solutions

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