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social science
psychology 2e
Sport Psychology Concepts And Applications 1st Edition Richard H, COX - Solutions
6. Use short-range goals to assist in achieving long-range goals.
5. In setting goals, use a mix of process, performance, and outcome goals.
4. Write goals down and regularly monitor progress.
3. Use moderately difficult goals; they are superior to either easy or very difficult goals.
2. Clearly identify time constraints.
1. Make goals specific, measurable, and observable. Observable goals are also referred to as being action oriented and behavioral in nature.
14. Develop a brief training manual teaching athletes how to immediately energize themselves in preparation for competition.
13. News coverage given by local newspapers and radio talk shows is not always positive.How do you go about protecting athletes from negative news coverage that is demotivating?
12. Exactly how do you go about matching a relaxation intervention with an athlete’s anxiety and stress symptoms?
11. What is the practical application of biofeedback for a high school football team?
10. Each of the relaxation methods discussed in this chapter takes hours and weeks to master.How, then, can these methods be utilized by an athlete who must be able to bring on the relaxation response in a matter of minutes, or even seconds?
9. Of the five methods of relaxation discussed in this chapter, which one do you like the best? Explain why.
8. Practice your deep breathing skills and explain why you feel deep breathing is effective in helping a person to relax.
7. Little evidence exists to suggest that relaxation procedures by themselves enhance athletic performance. Examine this statement and discuss implications for applied sport psychology?
6. Do you think self-talk can really increase self-confidence and performance? Explain and defend your answer.
5. How does self-talk differ from the “trash talk” used by many athletes today?
4. Identify coping strategies you have used in sport that you also use in real-life nonsport situations.
3. List five stressful situations that you have experienced and identify coping strategies that you have used to address these situations. Classify these coping strategies within the two-dimensional conceptual framework for coping.
2. Using the two-dimensional coping framework, write three specific coping strategy/style examples that would fit into each quadrant of figure 9.2. Which are the most difficult to write and why?
1. Why would an athlete choose to use an avoidance style of coping as opposed to an approach style? Are these good reasons?
8. Explain how you would propose to utilize reversal theory in enhancing athletic performance in the face of alarmingly high precompetitive state anxiety.
7. If an athlete exhibits an alarmingly high level of precompetitive state anxiety, but then indicates that she believes it will facilitate good performance, how would you advise this athlete?
6. Can you teach an athlete to experience flow?Would you want to do this? Why would you want to do this? Explain.
5. Discuss in your own words the process whereby the individual affect-related performance zone (IAPZ) can be formed.What are the strengths and weaknesses of this approach?
4. Describe the evolution of thinking regarding individual zone of optimal functioning theory. Which approach do you favor from an applied perspective and why?
3. What do you like most and least about catastrophe theory? Justify and explain your answers.
2. How would you go about testing Fazey and Hardy’s catastrophe theory in an applied setting?
1. In your opinion, are the alternatives to inverted-U theory really clear alternatives, or are they in fact modifications in the theory’s predictions? Explain.
6. How is mood state measured and how does mood relate to athletic performance?
5. Differentiate between functional and dysfunctional perfectionism and relate perfectionism to anxiety and motivation (e.g., autonomous motivation, goal orientation, attribution).
4. Provide some practical application suggestions about research associated with the time to event nature of precompetitive anxiety.
3. Discuss the stress process, and give examples of each stage of the process. What is the importance of appraisal and coping in the model? What is meant by a balance between the stressful nature of a competitive situation and the athlete’s perceived ability to cope with the situation?
2. Discuss and clarify Selye’s notion of stress relative to your answer to question number one.
1. Differentiate among the terms emotion, anxiety, stress, and mood. Provide examples of each showing differences and why they are different.
11. Why is the research on attentional style important to the coach and the athlete?12. Discuss the two dimensional classification system for conceptualizing attentional strategy as it relates to performance, effort, and environmental application.
10. Develop thought-stopping and centering scenarios for five different sporting situations.Assume you are the coach and you are doing this for your athletes.
9. What are your feelings about using the TAIS to evaluate an athlete’s attentional abilities?
8. Identify and explain the three theories or mechanisms that purport to explain why mental pressure causes a decrement in performance of a well-learned motor skill.Which one do you think provides the best explanation and why?
7. Contrast the constrained action hypothesis with the explicit processing hypothesis as explanations for the debilitating effects of using an internal focus during the execution of a skilled action.
6. What is the difference between an internal attentional focus and an external focus when executing a well-learned motor skill?Give some examples of each. When is it prudent for a skilled performer to focus his attention on the step-by-step internal actions of skill execution? How about the
5. What is the ironic effect in sport? Give some examples of the effect. Explain, in your own words, what causes the ironic effect. Are all unwanted actions ironic effects? Explain.
4. Distinguish between effects, causes, and mechanisms associated with “choking”and “panicking” in human performance.Give examples.
3. What does it mean to you when a sports announcer says that an athlete is in the “zone”?Do you think this term represents an oversimplification of a complex interaction between mind and body? What is an athlete’s mind doing when the athlete is in the “zone”?
2. Can an athlete gate out distracting information while at the same time maintain a broad external focus of attention? If so, give examples in sport where this occurs.
1. What does knowing how to calculate bits of information conveyed in a sports situation have to do with athletic performance? Provide examples to support your arguments.
10. What are the two overarching goals of a youth sport program, and how can each be best realized? Describe your ideal youth sport program for accomplishing this.
9. How do external and internal assets determine youth sport outcomes such as competence, character, connection, confidence, and compassion? What can be done to facilitate positive youth sport outcomes?
8. What is the developmental model of youth sport participation? What stages should the youth sport participant pass through before they invest all of their sport time on a single sport? What are the potential dangers associated with too early sport specialization? What are the dangers associated
7. How can the motivational climate created by the coach affect athletes’ goal orientation? In what ways could this be a good thing, and in what ways could it be detrimental to the youth sport participant?
6. What is the reverse-dependency trap? Why is it a problem associated with parent involvement in youth sports? What steps could you as a program organizer take to minimize the negative effects of this trap?
5. What would you include in a training session for volunteer coaches if you were in charge and why?
4. Other than banning parents, how do you solve the problem of adult violence in youth sports?
3. Discuss ways in which youth sports programs can feature healthy, stimulating competition without focusing upon winning. Is this possible?
2. Some people believe that the only way to have a good nonschool-sponsored youth sports program is to deny parents access to it.What do you think about this argument?Does it make sense? Can there be a volunteer youth sports program without parents?
1. Discuss the sport commitment model as a way to develop sport commitment and persistence and to counter sport withdrawal. What is the most critical aspect of this model and how can it be developed?
7. Discuss antecedents and outcomes of goal orientation. How can you utilize this information to help you understand your athletes(students) better and to get the most from them in terms of motivation? Does it really matter if your athletes are task or ego goal oriented? Explain.
6. Discuss the matching hypothesis relative to goal orientation and motivational climate.Does current research support this hypothesis? Explain. Discuss how an interaction between goal orientation and motivational climate can provide evidence of the matching hypothesis. Why is testing the matching
5. Why would an ego goal orientation or competitive orientation be more associated with poor sportspersonship than a mastery goal orientation? What is there about the ego orientation that causes an athlete to be more willing to break rules and perhaps inflict harm on another athlete?
4. What do you think is the most desirable motivational climate for developing selfconfidence and motivation in children and young athletes? Explain why you think this is so. Provide a detailed description of your ideal motivational climate.
3. In terms of measuring goal orientation, contrast the Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Perceptions of Success Questionnaire (POSQ) with the Achievement Goals Questionnaire for Sport(AGQ-S). How do these inventories differ theoretically? Do you think the AGQ-S is an
2. It seems as though a child moves developmentally from having a task orientation relative to perceived ability to having an ego orientation at about age 12. Yet, a task orientation is often described as being more desirable than an ego orientation in terms of developing self-confidence and
1. Goal orientations are described as being relatively stable personality dispositions.Yet, research suggests that a person’s disposition to be ego involved can be changed over time to be more mastery oriented through long-term exposure to a mastery climate. Critically discuss this paradoxical
9. Discuss and explain the mediational effects of psychological need satisfaction and motivation in the integrated model. Based on research, what, if any, modifications would you recommend in the model?
8. From a practical perspective, discuss steps you as a coach or parent can take to make sure that extrinsic motivation does not have the undesirable effect of reducing an athlete’s intrinsic motivation.
7. What can coaches do to make sure that their athletes develop the characteristic and perception of being autonomous in the way they interact with their environment?
6. Using the integrated theory of motivation as your knowledge base, describe the steps you would follow in making sure that your own child is motivated to succeed in some particular sport or activity.
5. What is gender stereotyping and how does it relate to stereotype threat theory? Relate these concepts to the different kinds of sports that women participate in and their effect upon self-confidence.
4. Do you think the effects of Title IX on sport have completely eliminated the disparity in self-confidence sometimes exhibited by men and women? Explain and defend your answer.
3. Is psychological momentum fact or fiction?How do you feel about the projected performance model of psychological momentum?
2. Do you think that situation-specific selfconfidence developed in one sport situation can be transferred to another situation or even to global self-confidence? Explain and defend your response.
1. How do you think situation-specific selfconfidence can be best developed in athletes?Provide a model and a theory.
6. Discuss the cognitive-affective processing system (CAPS) as a way of understanding the interaction model.
5. Why would the interactional model improve the prediction of athletic performance? Do you think it improves it enough to make the model useful for personnel decisions about athletes?
4. Provide a summary statement about the existence and strength of the relationship between personality and athletic performance.
3. Given that research does not support the use of personality profiles for making athlete personnel decisions, why do you think the practice persists?
2. Now that you have studied the various ways that sport psychologists measure personality, which inventory would you recommend for use? Why?
1. Why do you think the big five personality traits do not agree exactly with Cattell’s five global traits?
7. When a romantic relationship develops between a male coach and a female athlete on his team (above age of consent), is this an example of sexual exploitation? Why or why not? Discuss the implications of such a relationship and how it might affect the team and teammates.
6. What is the root cause of homophobia on sport teams? What steps must be taken to overcome homophobia and heterosexism?
5. What is your opinion of the two approaches for providing multicultural training to minority athletes (universal versus cultural compatibility)?
4. Do you think multicultural training can help members of diverse teams be more accepting of one another? In your opinion, what must be done to accomplish this goal?
3. Do you think the AASP should champion a move to accredit university sport psychology programs? If so, how do you think it should proceed?
2. Do you think that an individual trained in the exercise and sport sciences (physical education) should be able to use the word“psychologist” to describe what he does in sport? How do you think this issue is addressed within the AASP?
1. Considering the roles that physical education(kinesiology) and psychology have played in the development of sport psychology, what roles do you feel these two groups should play in defining sport psychology for the future?
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.
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