Applied Sports Psychology Exam 5

a. 5

b. 11

c. 15

d. 8

e. 3

a. 9 years old.

b. 14 years old.

c. 17 years old.

d. 12 years old.

e. 10 years old.

a. Sport participation builds character.

b. Sport participation builds leadership skills.

c. The benefits of sport participation depend on the quality of the adult leadership.

d. a and b

e. none of the above

a. 10%

b. 20%

c. 35%

d. 45%

e. 5%

a. to make new friends.

b. to improve skills.

c. to get exercise.

d. to stay in shape.

e. to have fun.

a. other things to do.

b. boredom.

c. did not like the coach.

d. did not like the pressure.

e. not exciting enough.

a. 10%

b. 19%

c. 44%

d. 28%

e. 37%

a. perceived competence

b. trait anxiety

c. self-esteem

d. independence

e. self-motivation

a. focus on winning.

b. focus on comparing their performance to that of other athletes.

c. focus on improving their own performance.

d. a and b

e. none of the above

a. extrinsic in nature.

b. intrinsic in nature.

c. equally divided between intrinsic and extrinsic motives.

d. situational in nature.

e. personal in nature.

a. 10 million.

b. 5 million.

c. 45 million.

d. 1 million.

e. 50 million.

a. Female participants, as compared to their male counterparts, identify emotional support as a positive aspect of friendship.

b. Children who have more positive relationships with peers in physical activity reported more positive feelings toward physical activity.

c. Intimacy (close personal bonds), as a positive aspect of peer friendships, was seen as less important with increasing age.

d. all of the above

e. a and b

a. overtraining.

b. parental pressure.

c. very high self- and other-imposed expectations.

d. all of the above

e. a and c

a. positive statement, corrective feedback, positive statement.

b. corrective feedback, positive statement, corrective feedback.

c. positive statement, negative statement, positive statement.

d. verbal feedback, nonverbal feedback, verbal feedback.

e. none of the above

a. start to specialize in one sport by age 5.

b. start to specialize in one sport by age 8.

c. start out playing many sports at an early age.

d. start out specializing in one sport by age 10.

e. none of the above

a. Help your child set realistic performance goals.

b. Keep winning in perspective.

c. Discipline your child appropriately when necessary.

d. Act as a coach as well as a parent if you know the sport.

e. Make sure the coach is qualified to guide your child through the sport experience.

a. They viewed themselves only as athletes.

b. Coaches and parents made all the important decisions with little input from the young athletes.

c. They played on a series of losing teams.

d. a and c

e. a and b

a. fear of failure and coaches’ expectations.

b. coaches’ expectations and feelings of inadequacy.

c. parents’ expectations and fear of failure.

d. fear of failure and feelings of inadequacy.

e. parents’ expectations and feelings of inadequacy.

a. low self-esteem.

b. frequent worries about failure.

c. low self-performance expectations.

d. all of the above

e. a and b

a. Young athletes have only slightly elevated levels of trait anxiety.

b. Sport participation causes high levels of trait anxiety.

c. Sport participation produces lower levels of trait anxiety.

d. Sport participation produces higher levels of trait anxiety only for girls.

e. Sport participation produces higher levels of trait anxiety only for boys.

a. Coaches should use an autocratic coaching style.

b. Teamwork and group goals should be emphasized.

c. Time should be provided for children to be with their friends.

d. a and b

e. b and c

a. integrity

b. fairness

c. compassion

d. morality

e. honesty

a. following external rules and regulations.

b. treating others as you would like to be treated.

c. what is best for all involved.

d. external control.

e. an eye-for-an-eye orientation.

a. Treat others as you would want them to treat you.

b. There is no universally accepted definition of good sporting behavior.

c. Act in a fair and equitable manner.

d. Play by the rules.

e. none of the above

a. how psychological growth changes as a child interacts with the environment to shape moral reasoning.

b. reinforcement as the key to developing moral reasoning.

c. a behavioral model that advocates a stimulus–response approach to the development of good sporting behavior.

d. how innate developmental factors dictate the development of good sporting behavior.

e. none of the above

a. the use of modeling and reinforcement reduced the bad sporting behaviors of fifth-grade boys.

b. the use of social comparison reduced bad sporting behaviors of high school wrestlers.

c. the use of modeling was not effective in reducing bad sporting behaviors of high school football players.

d. the use of rewards was effective in increasing good sporting behaviors in female elite gymnasts.

e. none of the above

a. modeling

b. reinforcement

c. social comparison

d. attributions

e. c and d

a. Dan Kirschenbaum

b. Albert Bandura

c. Kevin Burke

d. Joan Duda

e. Maureen Weiss

a. task-oriented climate.

b. ego-oriented climate.

c. competitive climate.

d. high-performance climate.

e. relationship-oriented climate.

a. moral development.

b. moral behavior.

c. moral learning.

d. moral reasoning.

e. none of the above

a. internal control.

b. an eye for an eye.

c. external control.

d. conformity.

e. the golden rule.

a. Ethical standards will take precedence over strategic gain when these are in conflict.

b. Treat others as you would like them to treat you.

c. Have respect for other players, coaches, and officials.

d. Appropriate moral development is different for different ages.

e. Good sporting behavior is an individualized concept.

a. moral development was higher for the Fair Play group than in the control condition only in physical education classes.

b. there were no differences between the control and Fair Play groups.

c. both Fair Play groups had higher moral development than the control group.

d. a and c

e. b and c

a. athletes have higher levels of moral development than nonathletes.

b. males have higher levels of moral reasoning than females.

c. athletes' game reasoning differs from reasoning used in everyday life.

d. a and b

e. b and c

a. fair play.

b. good sporting behavior.

c. character development.

d. developmental appropriateness.

e. character formation.

a. fair play.

b. character.

c. good sporting behavior.

d. all of the above

e. a and c

a. moral behavior.

b. moral reasoning.

c. moral development.

d. moral learning.

e. none of the above

a. Participants in organized sport are less likely than nonparticipants to engage in delinquent behavior.

b. Participants in organized sport are more likely than nonparticipants to engage in delinquent behavior.

c. Participation in competitive sport has no relationship to delinquent behavior.

d. Participation in organized sport only reduces delinquent behavior for middle- and upper-middle-class youths.

e. a and d

a. Focus on individual strengths rather than weaknesses.

b. Link the program with the community.

c. Build programs with large numbers to reach the most youth.

d. all of the above

e. a and b

a. self-direction

b. self-appraisal

c. self-control

d. caring

e. involvement

a. autonomy

b. social competence

c. optimism

d. all of the above

e. a and b

a. social support.

b. exposure to positive role models.

c. increased self-esteem.

d. all of the above

e. a and b

a. participation in basketball and football reduced aggressive tendencies.

b. participation in taekwondo, which emphasizes fighting and self-defense, reduced aggressive tendencies.

c. participation in taekwondo, which emphasizes philosophical reflection and meditation, reduced aggressive tendencies.

d. a and c

e. b and c

a. sport is intrinsically motivating.

b. sport efforts are directed toward a goal over time.

c. sport requires youth to experience setbacks and overcome challenges.

d. all of the above

e. a and c

a. emotional development of the individual.

b. physical development of the individual.

c. cognitive development of the individual.

d. psychological development of the individual.

e. maturational development of the individual.

a. external control.

b. eye for an eye.

c. treat others as you want them to treat you.

d. following external rules.

e. what is best for all involved.

a. Developing good sporting behavior through competitive sport involvement automatically transfers to nonphysical activity.

b. Physical educators and coaches should be teaching participants basic values such as honesty and empathy.

c. Physical educators and coaches should teach religious values to help build moral development.

d. a and c

e. b and c

a. Emphasizing winning undermines good sporting behavior.

b. Emphasizing winning provides opportunities to build good sporting behavior.

c. Emphasizing winning does not automatically have a good or bad influence on building good sporting behavior.

d. none of the above

a. You should define good sporting behavior in very general terms.

b. Rationales explaining your definition of good sporting behavior should be regularly conveyed to participants.

c. Role taking should be especially emphasized around ages 7 to 8 years.

d. a and c

e. a and b

a. why a behavior is considered good or bad.

b. the intent of actions.

c. role taking.

d. all of the above

e. a and c

a. Discuss moral dilemmas.

b. Model appropriate behaviors.

c. Reward good sporting behaviors and punish bad sporting behaviors.

d. all of the above

e. b and c

a. increases moral development.

b. decreases moral development.

c. does not necessarily increase or decrease moral development.

d. increases moral development for elite athletes.

e. increases moral development for individual-sport athletes.

a. that both personal and situational factors help determine good sporting behavior.

b. that social factors are the key to developing good sporting behavior.

c. group dynamics in developing good sporting behavior.

d. situational factors in developing good sporting behavior.

e. none of the above

a. the fairness of adult actions.

b. negative team behaviors.

c. negative game behaviors.

d. all of the above

e. a and c

a. coaches should have to go through a certification process.

b. character development needs to be a mind-set of physical activity leaders.

c. teachers should have the children read more about character development.

d. parents should be more involved with teaching character development.

e. None of the above is correct; character cannot be developed through sport.