What factors outside the psychological realm that influence performance should sport psychology consultants first understand?

1. select the correct answer for each question
2. Write 5-7 sentences about each question (mini essays). I am attaching the multiple choice test sheet which has to have the correct answer along with 5-7 sentences about each question (mini essays)



physiological conditioning


all of the above


2. The ideal time for initially implementing psychological skills training for an individual athlete is:

when first beginning to participate in sport
when consistency starts to occur in physical skills


once cognitive skills are sufficiently developed to benefit from mental training
when the athlete indicates receptivity to it


3. What is one weakness of using interviews, questionnaires, and behavioral observation to determine an athlete’s psychological strengths and weaknesses?

athlete plays a passive role
athlete plays aggressive role


athlete plays no role
none of the above


4. Which psychological skill is a foundation skill?

interpersonal skills
optimal attention


all of the above


5. What is the ideal length of time for an athlete’s first exposure to a formal mental skills training program?

4 to 6 months
2 to 6 months


3 to 6 months
6 to 8 months




6. When can athletes stop psychological skills training?

at the end of the season
when the coach feels they no longer need it


when they have completed the training program
none of the above


7. Good coaches and sport psychology consultants:

teach and lead by example
emulate their successful mentors


listen and lead by example
none of the above


8. What two approaches do sport psychologists often use when working with athletes?

clinical and psychological
clinical and educational


educational and psychological
research and psychological


9. What is the name of the model that attempts to combine performance enhancement goals with ones of personal balance and fulfillment in order to try and become truly holistic?

Resonance Performance Model


Periodization of Mental Training
Educational Model


10. The mediational model of coach-athlete interaction is sequenced as follows:

coaches’ behaviors, athletes evaluative reactions, athletes’ perceptions and recall
coaches’ behaviors, athletes’ perceptions and recall, athletes’ evaluative reactions


athletes’ perceptions and recall, coach-athlete interactions, coaches’ behaviors
coaches’ behaviors, coach-athlete interactions, athletes’ evaluative reactions


11. Coaches evaluated _________ how frequently they used the CBAS behaviors when interacting with their athletes.

mostly inaccurately
better than their athletes


quite accurately
both a and b


12. The self-enhancement model of self-esteem proposed that:

people who are high in self-esteem are particularly responsive to variations in supportiveness from others
people who are low in self-esteem are particularly responsive to variations in supportiveness from others


self-esteem is independent from positive/negative feedback
self-esteem is based on positive feedback


13. The following principles/ideas describe the coach effectiveness training philosophy toward winning EXCEPT for:

avoid discussing winning
winning isn’t everything, nor is it the only thing


failure is not the same thing as losing
success is not equivalent to winning


14. Coaching behaviors are measured by Smoll and Smith’s:

Multidimensional Behavior Analysis
Coaching Evaluative Questionnaire


Instructor Functional Analysis
Coaching Behavior Assessment System


15. All are recommendations for effective and engaging presentations EXCEPT for:

cover less, not more


if it works, don’t fix it
spice it up


16. Coach responses to immediately preceding athlete or team behaviors are called:

reactive behaviors
spontaneous behaviors


emitted behaviors


17. Behaviors initiated by coaches but not in response to a discernible preceding event are called:

reactive behaviors
spontaneous behaviors


elicited behaviors


18. Which of the following is an accurate statement about diversity in exercise and physical activity participation?

Males compared to females are more likely to be active
Racial/ethnic minorities compared to white/Europeans are more likely to be active


Both a and b
Neither a nor b


19. Ram, Starek and Johnson (2004) report the lack of research on which of the following within the field of sport and exercise psychology:

Gender, race/ethnicity, and social class
Race/ethnicity and sexual orientation


Race/ethnicity and physicality
Gender and religion


20. Culture (as discussed in the chapter) includes:

Race and ethnicity


Physical characteristics and abilities
all of the above


21. Gender (as discussed in the APA guidelines for professional practice with girls and women and in the chapter) refers to:

Biological (genetically-determined) sex
Psychological, social and cultural meanings associated with being male or female


Personality characteristics of femininity and masculinity
Sexual orientation (homosexual-bisexual-heterosexual)



22. Which of the following is NOT one of the three key themes associated with the multicultural framework used in the chapter reading and in multicultural psychology?

Everyone has multiple cultural identities
Cultural relations involve power


Color blindness (treat everyone the same)
Action for social justice


23. Acosta and Carpenter report that before Title IX was passed in 1972, over 90% of women’s athletic teams at the college level were coached by a woman and had a woman athletic director. What is the approximate percentage of women coaching women in collegiate athletics today?





24. Which of the following is NOT one of the three areas of multicultural competencies?

Awareness of one’s own cultural values/biases
Understanding the worldview/perspective of the other person or client


Adopting the cultural views and behaviors of the other person or client yourself
Developing culturally appropriate strategies and interventions


25. Butryn’s article on white privilege in sport demonstrated that:

White privilege is common in sport and specifically within sport psychology
White privilege is widely recognized by both white and non-white participants in sport


Both a and b
Neither a nor b

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