Sport Psychology Concepts And Applications 1st Edition Richard H, COX - Solutions

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Operant conditioning occurs when children associate a behavior with a consequence in the environment.
Classical conditioning occurs when children associate two stimuli together in time.Behaviors acquired through classical conditioning can be extinguished using graded exposure or flooding?
Learning theory posits that behaviors are acquired through classical conditioning, operant conditioning, or modeling.
2. The American Academy of Pediatrics has urged parents to monitor young children’s access to television and to limit infants’ exposure to electronic media altogether. Their recommendation is based on the understanding that the infant and toddler brain is developing rapidly. What is the
3. Savannah is a 12-year-old girl who is extremely shy in social situations. She loves computer programming and graphic design and wants to take a class this summer to develop her skills. However, she is afraid to go. How might you use graded exposure or flooding to help Savannah overcome her
4. Bruno is a 14-month-old infant who participates in the strange situation. When left alone, Bruno becomes greatly upset and cries considerably. However, when his mother returns to the room, he runs to her, motions to be picked up, and sinks into her arms. An observer comments, “Bruno doesn’t
4.1. Identify some common medications used to treat childhood disorders and the neurotransmitters they affect.
5. The proposed RDoC emphasize the genetic, neurological, and biobehavioral causes of mental disorders.What might be one limitation of classifying childhood disorders based chiefly on these underlying causes?
4. Terry is a 9-year-old boy diagnosed with a learning disability. His guidance counselor explained to his teacher, “Terry has trouble with reading because he has a learning disability.” Is the guidance counselor correct? Does Terry’s diagnosis actually explain his learning problems? What
3. Can a psychological test be reliable but not valid? Can a test be valid but not reliable?
2. How might a psychologist use naturalistic observation to assess an 8-year-old boy suspected of ADHD?
1. Imagine that you are a psychologist who wants to assess an 8-year-old boy for ADHD. From whom might you gather information about the boy’s behavior?
3.2. Describe the DSM-5 approach to diagnosing mental disorders ?
3.1. Describe the purpose of psychological assessment and the importance of including information from multiple informants and multiple methods.Understand the basic techniques used to assess children and families, such as diagnostic interviewing, behavioral assessment, intellectual assessment, and
5. Diana Baumrind discovered that children from authoritative families often show the best developmental outcomes. However, most research supporting this conclusion has been conducted with middle-class, predominantly White families. How might ethnicity affect the relationship between parenting
10. Discuss physiological and psychological symptoms of burnout. How can burnout be avoided? What can athletes, coaches, and parents do to prevent burnout?
9. In which kind of sports do you think burnout is most likely to occur and why?
8. Discuss the three theories of burnout discussed in this chapter? Which one do you relate to the most? Give examples and reasons.
7. Discuss muscle dysmorphia as it relates to anorexia symptoms. What is the relationship between being victimized by bullying, muscle dysmorphia, and global psychopathology?
6. Describe and discuss the anorexia analogue hypothesis. What evidence can you cite that exercise dependent men and anorexic women share similar global psychopathology?
5. Why are subclinical eating disorders more of a threat to the athlete than actual clinical eating disorders? Discuss the relationship between type of sport and incidence of eating disorder.
4. Do you know anybody who is addicted to exercise? Describe this person’s behavior when they are unable to exercise. Do you think exercise dependence is a serious abnormality?Why?
3. Discuss the biological and psychological effects of anabolic steroid use.
2. What is the psychological expectancy effect?How much of this effect do you think is involved in drug use and performance?
1. Discuss the psychology of illegal drug use by athletes. Why do they use illegal drugs when they know it is cheating and they know there are health risks?
11. How does an injury to a teammate affect the team? What can be done about it?
10. Discuss the potential benefits associated with suffering an athletic injury and making a full recovery from it.
9. Differentiate between the distributed and specialist approaches to building a SIRP team.Which approach do you favor and why? Can you think of a third approach? Explain.
8. Is having a strong athletic identity good or bad relative to early retirement from sport?Justify your answer.
7. Discuss the conceptual model of career termination and make suggestions for application and improvement in the model.
6. Once the injury rehabilitation process has run it course, the athlete’s goal is a successful return to competition. Discuss the challenges associated with this ultimate goal.
5. What is meant by pain catastrophizing?How does it relate to pain perception, sex, or whether a person is an athlete or not?
4. Why do you think different athletes have different tolerances to pain?
3. Develop a detailed nonpharmacological plan for pain reduction in the injured athlete.
2. Now that you have studied the integrated sport injury rehabilitation model, do you think it provides an adequate explanation of the complexities of the rehabilitation process? How would you suggest that the model be revised?
1. Research links personality of the athlete, history of stressors, and coping mechanisms with athletic injury. The Williams and Andersen stress injury model provides one way of conceptualizing the actual mechanism, or connection between these factors and injury. See if you can think of an
13. Differentiate among the terms social physique anxiety, physical self-concept, and body image.
12. What is the relationship between social physique anxiety and exercise self-presentation efficacy?How is social physique anxiety counterproductive to a physically active lifestyle?
11. Based on the literature, would you recommend an exercise program for an individual who has the HIV virus? What sort of program would you recommend? How about if the person had AIDS symptoms?
10. A number of theories have been proposed and tested to help explain why people do or do not adopt a physically active lifestyle (theories of exercise behavior). Identify and briefly explain these theories and include your own assessment of their explanatory power.
9. Discuss exercise, adoption, adherence, and determinants as related to the natural history of exercise. Provide some summarizing concepts associated with transitions from the various phases involved in the history.
8. Six different explanations were given for why exercise has a positive effect on psychological well-being. Which explanation do you think is most viable and why? Compose your own eclectic theory based on these explanations.
7. What does the research tell us about the positive effects of exercise on cognitive function?What are some of the specific effects that exercise can have upon cognition? Include a discussion of information processing speed, executive function, and cortex stimulation.
6. Discuss and explain the application of the circumplex model to exercise and psychological affect. What are the strengths and weaknesses of this model?
5. Discuss and explain the Ekkekakis dualmode hypothesis as it relates to exercise intensity and psychological affect. How does this model help us understand exercise intensity and psychological affect?
4. Provide some clarification of differences and similarities among the following terms: acute exercise, chronic exercise, aerobic exercise, anaerobic exercise, resistance exercise. Discuss these terms in terms of exercise intensity and the lactate threshold.
3. Relatively speaking, why do mentally ill individuals benefit more from exercise than mentally healthy individuals?
2. Following an acute bout of exercise, a decrease in anxiety below baseline does not occur until 30 minutes or even 60 minutes after the cessation of exercise. Can you think of plausible explanations for the delayed anxiolytic effect?
1. Are there alternative explanations for the positive effects of exercise on mental health?Discuss some of these explanations and their viability.
7. Do you think stacking is a problem in youth sports? How about professional sports? Why do you feel this way? Can anything be done about it?
6. What is the difference between Jowett’s 3 ! 1 Cs model and the COMPASS model?Which one do you find to be most useful as a coach or leader?
5. Discuss the Jowett model of coach-athlete dyad relationship. What is meant by the 3 ! 1 Cs model? According to this model how can a good working relationship between coach and athlete be established and maintained?
4. Discuss the importance of communication and compatibility in the coach-athlete dyad.Describe and explain how Miller’s assertive training module can assist in establishing good communication between the coach and her athletes. Identify specific examples of how the module can be applied.
3. What are the coach efficacy dimensions that lead to coach and athlete outcomes? Differentiate between coach efficacy and coach competence dimensions in terms of their meaning and how they are measured. Discuss sources or antecedents that lead to coach efficacy and competence.
2. Identify the three situation-specific sport models of leadership discussed in this chapter. Which of these do you relate to the most? Discuss how your chosen model can assist you in becoming an effective coach or leader.
1. Which of the four basic categories of leadership theories do you relate to best? What role would leadership training play in your leadership theory of choice?
5. Discuss self-handicapping as a strategy for regulating the impression that other people have for an athlete. Give specific examples in yourself and in athletes you have observed who have used self-handicapping to regulate other people’s impression. Discuss the pros and cons of
4. Imagine coaching a basketball team (or sport team of your choice) in front of an abusive and hostile crowd. Consider the fact that you will not be able to communicate with your athletes without shouting. Devise a game strategy for this situation.
3. As a sport psychologist, how would you suggest working with an athlete who suffers from self-attention in front of the home crowd?
2. How can the visiting team best prepare for an away contest when playing a team of equal quality and ability? Devise a game plan in your favorite team sport.
1. How can the home team best take advantage of the home court advantage when playing a team of equal quality and ability?Devise a game plan in your favorite team sport.
7. Why do you think that there is a general belief that athletes are more likely to commit acts of aggression than non-athletes? What can be done to dispel this myth?
6. Add to the list of strategies for curtailing aggression among athletes and violence among fans.
5. Discuss situational factors associated with athlete aggression. Can you add to test list?How can this information assist in reducing athlete aggression?
4. Can a researcher differentiate between aggressive behavior and assertive behavior when using archival data? Explain.
3. Discuss the concept of catharsis relative to instinct theory, frustration-aggression theory, and social learning theory.
2. Which theory of aggression do you think provides the best explanation of aggressive behavior in sport? Explain.
1. The discussion in this chapter has focused upon aggression and physical harm. How could the operational definition of aggression be revised to include psychological harm?
9. What is superstitious behavior and how does it relate to preperformance routines?
8. Develop and present in writing proposed preperformance routines for batting in baseball/softball, free-throw shooting in basketball, putting in golf, and high jumping in track and field (or, select four sport situations of your choice).
7. Outline and propose your own psychological skills training program. At each step, explain your reasons and rationale.
6. How does a sport psychologist develop a viable and ethically sound philosophy of consulting with athletes?
5. Why do you think it is important to distinguish between psychological methods and psychological skills?
4. Provide some evidence to support the proposition that psychological intervention programs are effective in facilitating performance excellence.
3. Identify and differentiate among the four models of psychological skill development.
2. Describe the characteristics of the mentally tough athlete. How does an athlete get to be mentally tough?
1. Describe the psychological skill characteristics of the elite athlete. How are they different from those of the nonelite athlete?
11. How do you feel about using hypnosis to assist athletes in anxiety reduction and performance enhancement?
10. If you don’t believe in the reality of the hypnotic trance, can you still believe in the efficacy of hypnosis as a means to change sensations, perceptions, thoughts, and behaviors? Explain your answer.
9. In what ways is hypnosis different from and similar to meditation?
8. Why do you think psychologists disagree on the existence of and meaning of the hypnotic state or trance?
7. Provide some specific examples of how imagery could be used to motivate an athlete to greater arousal and effort.
6. Provide some specific examples of how imagery could be used to learn team strategies and skill development.
5. Discuss Paivio’s two-dimensional model of imagery use in sport. Why are there five types of imagery use if the model is two-dimensional in nature? How is imagery use measured?
4. Differentiate between the what and why of imagery use. Provide some examples of each and some useful clarifications of how they differ.
3. Many sport psychologists have suggested that an internal perspective for imagery use is superior to an external perspective. Why do they claim this, and why might they be wrong? What would be your recommendation to an athlete relative to preferred perspective?
2. Discuss mental practice as an example of applied imagery for enhanced learning and performance. Under what circumstances is mental practice most effective and why?
1. How might imagery be used to help a fumble-prone running back in football?Devise a plan for accomplishing this goal.
8. At this point, what are some conclusions that you can draw about the relationship between goal setting and achievement-goal orientation?
7. What are some of the advantages and disadvantages that you can see for merging the two theories in future research (see question 6)?
6. Why do you think that the goal-setting literature and the goal-orientation literature has emerged relatively independent of each other for so many years?
5. Look at figure 10.3 and see if you can improve on this form. Create separate forms for an individual sport and a team sport that you are familiar with.
4. Should athletes set their own goals or should the coach be involved in this process? What does the research say about this? What are goal attributes? What do you think is the best approach in light of the Fairall and Rodgers (1997) research results?
3. Why was the Bar-Eli et al. (1997) study important relative to controlling for the effect of social comparison? What does this investigation show relative to goal difficulty and performance?
2. If you were limited to just one type of goal, which type would you select, and why?Which type would you not select, and why?What is the wisdom and support for the multiple goal strategy concept?
1. Locke and associates clearly state that a linear relationship exists between goal difficulty and performance, and that difficult goals lead to a higher level of performance. Yet, research in sport and exercise concludes that moderately difficult goals are superior to very difficult goals in
10. In setting goals, consider personality and individual differences.
9. Make sure goals are internalized and accepted by the athlete.
8. Set goals that relate to practice as well as competition.
7. Set team as well as individual performance goals.

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