Attached is an opportunity to complete Test #3. It is a full version of the test that you should do the following with: 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)

For each of these assignments they must be a minimum of 250 words. Please save them with their assignment numbers. Assignment 7 Learners must post to the Course Discussion Forum at least once each week. The post should be a direct response to the topic for the week and include brief commentary on the posts of other classmates. Your post must be substantial and thoughtful and be a minimum of 250 words. It is recommended that you write your post in Word to track your word count and then copy and paste it into the discussion forum space in the course syllabus.
April 21, 2018
Choose a role-play scenario from Activity 7.1 in your text; then, ask a friend to play one of the “client roles” listed in that section. Conduct a mock interview on that topic; and then videotape or audiotape the interview. Following the interview, recreate and complete the checklist in Table 7.2 and complete the questionnaire in Activity 7.2. Locate at least three research articles published in peer reviewed journals on the topic of expressing feelings and immediacy in interviews.
April 21, 2018

Attached is an opportunity to complete Test #3. It is a full version of the test that you should do the following with:
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)

 

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

physiological conditioning
biomechanics

 

equipment
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

 

self-awareness
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
IZOF

 

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:

prepare
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

 

organization
emitted behaviors

 

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

reactive behaviors
spontaneous behaviors

 

organization
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
Gender

 

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?

90%
70-75%

 

40-45%
20-25%

 

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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