Essentials Of Psychology 1st Edition Saul Kassin, Gregory J. Privitera, Krisstal D. Clayton - Solutions

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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?
4. Speculate as to the role of culture in the treatment of disorders. In what ways might cultural factors affect the therapeutic relationship? Are all therapies equally effective for all cultures?
3. In many states, people with psychiatric diagnoses are required by law to receive drug therapy (often, but not always, antipsychotic drugs). Discuss the ethics of such court-ordered medication. Do people have the right to be psychotic?
2. Browse your favorite online bookstore, and you will probably find a large section devoted to self-help books. What types of therapies are likely to be addressed in such books? Are particular disorders more amenable to selftreatment?
1. Imagine yourself as a therapist. Which type of therapy do you think you would practice? Why? Now imagine yourself as a client. Which type of therapy would you prefer to experience? Why?
Understand the different types and cost-benefit trade-offs of medical interventions for psychological disorders.
Determine what types of psychotherapy are effective, and list the properties that various types of psychotherapy have in common.
Recognize different forms of psychotherapy and their corresponding goals for treatment.
6. Discuss the controversy surrounding the use of the insanity defense. What is your position on this controversy?
5. Think back to the theories of personality that you learned about in the previous chapter. How would these theories account for dissociative identity disorder (DID)?
4. Use the three perspectives of abnormality to explain the high incidence of comorbidity.
3. The majority of individuals with borderline personality disorder are women, whereas the vast majority of those with antisocial personality disorder are men.Why might this gender difference exist?
2. Is the desire to take one’s own life necessarily a sign of poor mental health?Should individuals be allowed to die by suicide if they so desire? Why or why not?
1. Discuss the major criticisms of psychiatric diagnosis. Why does the psychological community continue to use diagnosis? How can the problems be minimized?
Explain the evidence for the genetic and environmental roots of schizophrenia.
Compare a delusion with a hallucination.
List the five major symptoms of schizophrenia spectrum disorders.
Tell what the word schizophrenia means.
List the functional consequences of PTSD.
Determine if gender differences in PTSD exist.
Define what it means to “dissociate,” and connect that definition with the disorder; appreciate the perspectives of believers and skeptics?
Understand the range of symptoms that persons with schizophrenia experience.
Describe the purpose of a compulsive behavior for persons with obsessive-compulsive disorder. Recognize the differences between a manic phase and a depressed phase.•Recognize the features that personality disorders have in common.
Synthesize the biological and psychological explanations of depressive disorder. Understand the causes of an anxiety disorder. Understand how exposure to a traumatic or stressful event can result in the development of post-traumatic stress disorder (PTSD).
Distinguish among biological, social, and cultural factors that contribute to psychological disorders.
5. Discuss the implications of the research concerning the impact of stress on the immune system, as well as research concerning coping with stress, to current systems of health care. How could you apply this research to improve the quality of care in hospitals, nursing homes, and the like?
4. The Bloomberg Healthiest Country Index is published every year. Using a basic Google search, you can find the most recent rankings in this index. In 2019, Spain was ranked the healthiest country in the world; the U.S. ranked?
3. Identify several specific actions that you could implement in your life right now to help you reduce or cope with stress. Why would these actions work?
2. Distinguish between positive and negative stressors. If both types of life events can result in stress, then why are negative life events, but not positive ones, related to illness?
1. Discuss why it is important to understand health in terms of a continuum from illness to wellness. How might this conception of health help you to live a healthier, higher-quality life? Support your position with empirical evidence.
Define the placebo effect and describe what it tells us.
Outline the health belief model and explain how it is related to health behavior. Outline the health onion and explain how it is applied to understand illness prevention and health promotion.
Differentiate between the biomedical and biopsychosocial models of health and elaborate on how these models relate to the mind-body debate.
Define the illness-wellness continuum and describe how it is applied.
Describe how our thoughts, emotions, physical activity, and social support influence stress, health, and wellness.
Identify the main sources of stress and how it affects health.
Explain how psychologists study health and wellness.
5. Read the most recent rankings for the happiest countries in the world provided in the World Happiness Report. Considering the reasons for happiness described in this chapter, why do you believe many countries reach the top 10 in happiness. Why might some countries be happier than others?
4. Consider what life would be like with limited or no emotions (like Mr. Spock from Star Trek or Sheldon Cooper from The Big Bang Theory). What would be the advantages of not having emotions? What about the disadvantages?
3. In some cultures, being overweight does not have the same negative connotation that it does in American culture. In addition, the desire for extreme thinness is a relatively recent phenomenon. Do you think the incidence of eating disorders would change if the popular image of attractive men and
2. Psychologists have approached the study of human motivation in two ways.Compare and contrast these two approaches. Which approach do you believe is better?
1. Have you ever “people-watched”? Say, watching children interact on a playground or maybe students on your college campus? Try this. What emotions do you see expressed? How do you know? In other words, what expressions did you observe that convinced you of the emotions you think you observed?
Describe the evidence that suggests cognition is or is not a necessary component of emotion.
Explain how counterfactual thinking affects our experience of emotion.
Identify the two factors in the two-factor theory of emotion.
Discuss what drives individuals who are highly motivated to achieve and whether the need for power promotes good leadership or bad.
Explain whether the desire for social relationships is a fundamental human motivation.
Outline how we biologically and physiologically regulate eating, and what happens when that regulation fails.

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Essentials Of Psychology 1st Edition Saul Kassin, Gregory J. Privitera, Krisstal D. Clayton - Solutions

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