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social science
psychology 2e
Sport Psychology Concepts And Applications 1st Edition Richard H, COX - Solutions
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.
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.
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