PE 305: APPLIED SPORT PSYCHOLOGY



PE 305: APPLIED SPORT PSYCHOLOGY

FINAL EXAM STUDY QUESTIONS – SPRING 2014

1. Imagery

1.1 What is imagery? What senses does it involve?

1.2 How does imagery work? What is the difference between (a) the psychoneuromuscular principle sometimes termed the ideomotor principle and the (b) cognitive-symbolic theory of imagery? How does each influence learning and performance?

1.3 Where is the imagery center located in the brain? What is the relationship between imagery and relaxation? Why does relaxation help imagery be more vivid?

1.4 What are some of the uses of imagery? How should you use imagery to maximize its effectiveness?

1.5 What are some of the pitfalls of imagery? What are the best imagery practice strategies?

2. Self Talk

2.1 What are the ABC’s of self talk? What does this principle say about the causes of stress?

2.2 What are irrational beliefs? What are the 5 most common irrational beliefs in sport?

2.3 What are cognitive distortions? What are the most common cognitive distortions?

2.4 How does Ellis recommend effectively combating irrational beliefs or cognitive distortions? What are the major Positive Self Talk Commandments?

2.5 What are the most effective counterarguments to combat the 5 most common irrational beliefs in sport?

2.6 What is “the Critic?” How does the Critic impact your mood, emotions and behavior? How can you best deal with the critic?

2.7 What are cue words? How do they help athletes to effectively carry out their mental plans, particularly focus plans?

3. Motivation

3.1 What are the primary characteristics of mastery-oriented, success-oriented, and failure-oriented athletes, particularly in the following areas: (a) definition of success and failure, (b) outlook, (c) attributions, (d) preferred task difficulty, (e) effort expenditure, and (f) response to failure.

3.2 What is the difference between intrinsic and extrinsic motivation? What makes something intrinsically motivating? Under what circumstances do extrinsic rewards decrease intrinsic motivation? Increase intrinsic motivation?

3.3 Will college athletic scholarships raise or lower athletes’ intrinsic motivation for their sport? How does intrinsic motivation relate to work and play?

3.4 What is the difference between contingent and noncontingent rewards and how does each relate to the informational versus controlling aspects of intrinsic motivation? Are bonus incentives contingent or noncontingent rewards? Are salaries contingent or noncontingent rewards? Which should raise and which should lower intrinsic motivation?

3.5 What is the difference between “learning” and “capacity” beliefs about talent or intelligence? What are the advantages and disadvantages of each theory? What beliefs do most high achievers have? Why is that model beneficial? How are ability beliefs developed?

3.6 In order to enhance motivation in failure-oriented athletes, what are the most important considerations that must happen? What are the advantages of adopting a mastery orientation?

3.7 What are the 2 major dimensions of the attribution model? What are the resulting 4 categories of attributions specified by this model? Give an example of at least one attribution in each category. What are the attribution patterns of each motivational style?

4. Energy Management

4.1 What is arousal? What are the primary components of arousal?

4.2 What is the inverted-U relationship? What is optimal arousal and how do we determine what optimal arousal feels like for a particular activity or a particular situation?

4.3 How does underarousal hurt performance? What are the 5 major explanations for the dropoff in performance under high levels of arousal that describe the inverted-U relationship?

4.4 What are the major predictions of reversal (i.e., facilitative arousal) and catastrophe (i.e., debilitative arousal) theories about the relationship between arousal-performance? How do they differ from the inverted-U theory?

4.5 What are the primary differences between the Analyzer and Integrator, particularly type of processing and guidance mechanisms? How does each side of the brain become specialized to help us either learn or perform sport skills?

4.6 How do task differences and personality differences influence optimal arousal? Arousal patterns?

4.7 How do the Analyzer and Integrator relate to Flow?

4.8 How effective is the pep talk as an arousal control strategy?

5. Attention

5.1 What is selective attention? How does it work?

5.2 What types of factors influence selective attention? What is the orienting response and how does it influence selective attention? What is the habituation effect and how does it affect how you selectively attend?

5.3 What is Nideffer’s model of shifting attention/attentional styles? What happens to the ability to shift attention as arousal increases? How does this influence performance?

5.4 What is attentional narrowing and how does it relate to arousal? How do we identify the optimal amount of attentional narrowing for a particular task?

5.5 What is concentration? How do Gallwey’s awareness drills help enhance concentration? How can coaches help their athletes attend better?

6. Stress, Appraisal & Coping

6.1 What is stress? What types of situations are inherently stressful?

6.2 What is the difference between primary and secondary appraisal? What are the components of each type of appraisal and how does each type of appraisal impact stress?

6.3 What determines whether a situation is appraised as a challenge or threat? What characteristics are typical of challenge appraisals? Threat appraisals?

6.4 What are problem management and emotion management coping strategies? What are some examples of specific coping strategies in each category? How does each category of coping strategy influence perceptions of stress and performance?

6.5 What are the major components of Total Emotion Management Packages? Identify the 2 types of practice strategies used to develop TEMPs and what are the advantages and disadvantages of each.

6.6 What is an “integrated or total coping response?” Why are TEMPs better than a typical stress management strategy such as Total Relaxation?

7. Self Confidence

7.1 What is self confidence? How does it develop?

7.2 What is the difference between diffidence, overconfidence, and optimal confidence? What are the 2 components of optimal confidence? How does each relate to performance?

7.3 What are the 2 types of overconfidence? How does each develop?

7.4 How is confidence related to positive thinking? How is self confidence influenced by past experience or performance?

7.5 What are the 4 ways that self confidence can be increased? How does each of these strategies relate to specific psychological skills techniques learned in this course?

7.6 What is the self-fulfilling prophecy and how does it impact self confidence? What are the 4 steps in the self-fulfilling prophecy process?

8. Mental Plans

8.1 What is a mental plan? What types of mental plans should athletes develop?

8.2 What should be included in each of these mental plans? How should you deal with each of the following psychological variables: (a) PMA, (b) self-confidence, (c) focus/concentration, (d) level of arousal, and (e) motivation to push your limits?

3. How are mental plans evaluated? When should you start developing these plans and how long should the process continue?

8.4 What should you focus on during competition? Should you be thinking about the past, present or future? Why? What is the role of cue words in implementing your performance plans? How valuable are competitive rituals (e.g., things a golfer does just before hitting each shot)?

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