Foundations of Sport Psychology Final Exam
Course Introduction
Foundations of Sport Psychology explores the core principles, theories, and research related to psychological factors that influence participation and performance in sports and physical activity. The course introduces students to key topics such as motivation, confidence, anxiety, team dynamics, and the psychological benefits and challenges of athletic involvement. Emphasis is placed on understanding how mental skills, personality, and social influences affect athletes, coaches, and teams, as well as strategies for fostering psychological well-being and optimal performance. Students will engage with real-world case studies and evidence-based practices, preparing them to apply foundational sport psychology concepts in diverse athletic and fitness settings.
Recommended Textbook
Sport and Exercise Psychology A Canadian Perspective 3rd Edition by Peter Crocker
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15 Chapters
748 Verified Questions
748 Flashcards
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Chapter 1: Introducing Sport and Exercise Psychology
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43 Verified Questions
43 Flashcards
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Sample Questions
Q1) The first Ph.D. program in sport psychology was developed at which university?
A) Universite de Montreal
B) University of Winnipeg
C) University of Ottawa
D) University of Western Ontario
E) University of Alberta
Answer: E
Q2) Where was the First World Congress of Sport Psychology held in 1965?
A) Britain
B) Germany
C) Australia
D) Japan
E) Italy
Answer: E
Q3) SCAPPS had a strong influence on development on research and development and sport and exercise psychology in the 70's and 80's but has little influence in Canada.
A)True
B)False
Answer: False
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Page 3
Chapter 2: Personality in Sport and Exercise
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Sample Questions
Q1) Which approach to personality development holds that individuals can learn physical activity behaviour simply being exposed to or by observing the behaviour of others?
A) humanistic
B) trait facets
C) trait
D) cognitive behavioural
E) big five
Answer: D
Q2) Research on passion and performance in sport indicates that
A) only harmonious sport is related to performance.
B) only obsessive passion is related to performance.
C) both harmonious and obsessive passion are positively related to performance.
D) that harmonious passion is positive related to performance and obsessive passion is negatively related to performance.
E) there is no relationship between passion and performance.
Answer: C
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Page 4
Chapter 3: Motivation and Behavioural Change
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54 Verified Questions
54 Flashcards
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Sample Questions
Q1) As a physical activity promotion expert, you are looking further understand the role that attitudes toward physical activity has on behaviour. What theoretical perspective could you adopt to investigate this question?
A) Theory of Planned Behaviour
B) Social Cognitive Theory
C) A and B
D) all of the above
Answer: A
Q2) The Cognitive-Behavioural Model considers both the individual and the environment.
A)True
B)False
Answer: True
Q3) According to the Transtheoretical Model, interventions targeting changes in how a person thinks are most effective for an individual who is not already exercising.
A)True
B)False
Answer: True
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Chapter 4: Stress, Emotion, and Coping in Sport and Exercise
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50 Flashcards
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Sample Questions
Q1) An athlete who cognitively interprets a failed attempt at a high jump as a positive is using which macro-level type of coping strategy?
A) problem-focused
B) avoidance
C) distraction
D) logical analysis
E) emotion-focused
Q2) Which of the statements about stress, coping, and injury is incorrect?
A) having a good social support network may protect against injury
B) athletes with high stress and low coping may be at risk of injury
C) injured athletes report more negative life events than non-injured athletes
D) injured athletes report more negative life events than non-athletes
Q3) Which of the following stressors was found from Holt and Hogg's (2002) research with the women's national soccer team during preparation for the 1999 World Cup finals?
A) coaches' communications
B) demands of international soccer
C) competitive stressors
D) distractions like fatigue and opponent aggression
E) all of the above
Page 6
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Chapter 5: Anxiety in Sport and Exercise
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Sample Questions
Q1) Describe two major limitations to drive theory and the inverted-U hypothesis with respect to understanding the anxiety-sport performance relationship.
Q2) List and briefly explain three dimensions of an anxiety response.
Q3) Choking occurs when
A) an athlete is unable to create plans of action.
B) an athlete is unable to engage in accurate decision making processes.
C) an athlete is in unable to execute the plan of action he or she has made.
D) an athlete does not care about the outcome of the event.
E) the athlete does not have an adequate skill level to perform.
Q4) Which dimension of anxiety is assessed by a questionnaire item that asks the exercise participant to rate "how much" the person is experiencing an anxiety symptom?
A) state anxiety
B) frequency of cognitive intrusions
C) intensity of symptoms
D) trait anxiety
E) directional interpretation of symptoms
Q5) List and briefly explain two environmental and two person-based sources of anxiety in exercise settings.
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Chapter 6: Aggression and Moral Behaviour in Sport
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Sample Questions
Q1) According to Stranger and colleagues (2012) empathy can be used to reduce aggressive behaviour.
A)True
B)False
Q2) The difference between an aggressive and an assertive action is that the latter behaviour includes the intent to harm another human being.
A)True
B)False
Q3) A rugby player tackles an opponent so hard that the competitor suffers a separated shoulder after the hit. The rugby player attributes his opponents' injury to the equipment and not the hit. Which mechanism of moral disengagement is this athlete using?
A) distortion of consequences
B) euphemistic labelling
C) displacement of responsibility
D) moral justification
E) self-preservation
Q4) List three situational factors that influence aggression.
Q5) Identify and briefly explain any four theories regarding aggressive behaviour.
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Chapter 7: Sport Psychology Interventions
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Sample Questions
Q1) Most athletes rate goals as being only moderately effective.
A)True
B)False
Q2) What is mindfulness?
A) allowing the mind to wander without attentional control
B) a combination of physiological and cognitive alertness
C) the art of conscious control without attentional constraints
D) non-judgmental, present moment and task relevant awareness
Q3) A coach who posts catchy phrases in a location that is visually prominent to increase arousal is using which technique?
A) visual prompts
B) pep talks
C) bulletin boards
D) poster cues
Q4) Describe what the relationship should be between the sport psychology consultant and the athlete.
Q5) Athletes learn, practise, and apply psychological strategies in training and competition.
A)True
B)False
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Chapter 8: Leadership in Sport and Exercise
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Sample Questions
Q1) Laissez-faire leadership is a style of leadership that is characterized by
A) persistence, engagement, and consideration.
B) indifference, absence, and a hesitancy to make any substantive decisions.
C) an achievement orientation.
D) a relatedness supportive leadership style.
E) setting of highly structured goals for those being led.
Q2) In the meta-analysis by Judge and colleagues (2002) higher levels of extraversion, and conscientiousness were found to be
A) related to leader emergence.
B) related to leader effectiveness.
C) related to leader emergence and leader effectiveness.
D) unrelated to leadership emergence or leadership effectiveness.
Q3) House's (1971) path-goal theory is a model of leadership which suggests that effective leadership is dependent on the match between the situation and A) the personality characteristics of the leader.
B) the behaviours used by a leader in that situation.
C) the genetic profiles of those being led.
D) the genetic profile of the leader.
E) C and D
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Page 10
Chapter 9: Group Cohesion in Sport and Exercise
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Sample Questions
Q1) Identify the two sport-specific questionnaires that have been used to measure cohesion in adults, and briefly describe why one is used more extensively than the other.
Q2) Which one of the following is NOT a key characteristic of cohesion?
A) dynamic
B) multi-dimensional
C) instrumental
D) affective
E) consistent
Q3) A softball team that stays together to maintain lifelong friendship is demonstrating which characteristic of cohesion?
A) dynamic
B) multi-dimensional
C) instrumental
D) affective
E) task
Q4) Which specific leadership behaviours measures from transformational leadership are associated with higher levels of cohesion in sport teams?
Q5) Why is cohesion often reported to be the most important small group variable?
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Chapter 10: Youth Involvement and Positive Development in Sport
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Sample Questions
Q1) Research suggests that most youth sport coaches teach and demonstrate behaviours that optimize youths' personal development.
A)True
B)False
Q2) Briefly describe the three dimensions of parent behaviour associated with favourable children's sport socialization.
Q3) A positive youth development approach focuses on the ________ of young people?
A) physical characteristics
B) weaknesses
C) health
D) personal assets
E) vulnerability
Q4) How is coaches' knowledge conceptualized in Côté and Gilbert's (2009) definition of coaching effectiveness?
A) professional, interpersonal, intrapersonal
B) declarative, procedural
C) motivational, personal, professional
D) cognitive, interpersonal
E) motivational, cognitive, declarative
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Chapter 11: Coaching Psychology
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Sample Questions
Q1) Which one of the following levels of efficacy has the greatest influence on a coach?
A) previous experiences and preparation
B) perceived skill of athletes
C) previous level of success
D) level of community support
E) A and B only
Q2) What element of the 3 Cs + 1 model includes the athletes and coaches interpersonal perceptions and reflects the degree to which they have established a common ground in their relationship?
A) co-operation
B) co-orientation
C) commitment
D) closeness
E) consternation
Q3) Despite its practical appeal, leadership has not been studied in industrial and organizational psychology.
A)True
B)False
Q4) Explain the five coaching principles of youth-sport coaches.
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Chapter 12: Aging and Involvement in Sport and Physical Activity
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Sample Questions
Q1) In general, ________ and ________ skills appear to be more resistant to age-related decline than physiological factors such as aerobic capacity.
A) cognitive; psychological
B) psychological; motor
C) cognitive; physical
D) cognitive; motor
E) motor; physical
Q2) Compare the reasons Masters athletes give for participating in competitive sport with the reasons given by younger athletes.
Q3) Disidentification can be a useful tool for ________.
A) maintaining performance
B) maintaining self-esteem
C) increasing motivation
D) improving awareness of stereotypes
E) all of the above
Q4) List the six most common barriers to exercise in older adults and briefly describe the data on the most common barrier.
Q5) What are some of the reasons that master athletes are important from a research perspective?
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Chapter 13: Physical Activity and Mental Health
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Sample Questions
Q1) Researchers in sport and exercise psychology such as Ken Fox have focused attention on the physical self, which includes the following dimensions?
A) physical, social, vocational, academic
B) physical awareness, body composition, emotional intelligence, flexibility
C) aerobic capacity, body composition, height, muscular strength
D) physical strength, sport competence, body attractiveness, physical conditioning
Q2) At this point in time, what can we safely conclude about the value of exercise in preventing depression?
Q3) In the absence of a single definitive dosage for mental health, standard adult physical activity guidelines of accumulating 150 minutes of moderate to vigorous physical activity each week should probably apply equally to mental health promotion.
A)True
B)False
Q4) Exercise is not as effective as other more traditional treatments for depression.
A)True
B)False
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Chapter 14: Body Image in Sport and Exercise
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Sample Questions
Q1) Self-presentation motivation is defined as
A) real or imagined pressure to change one's physique.
B) the desire to regulate others' impressions, concerns with how one is perceived by others, and attempts to construct desirable images to obtain others' approval the number of social relationships one has.
C) people's inherent desire to present favourably.
D) B and C
Q2) It is thought that body image can serve which of the following function(s)?
A) motivate physical activity behaviour avoidance
B) motivate physical activity behaviour participation
C) increase the use of appearance management techniques
D) A and B
E) all of the above
Q3) Drawing on literature presented throughout the chapter, develop a comprehensive program to help adults improve body image investment and evaluation.
Q4) According to Leary and Kowalski (1990), there are two discrete sets of processes involved in self-presentation. List and define them.
Q5) What is the definition of normative discontent?
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Chapter 15: Physical Activity Interventions
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Sample Questions
Q1) The intent of treatment research is to
A) develop a successful physical activity intervention.
B) evaluate whether interventions positively affect exercise behaviour.
C) develop successful exercise outcomes.
D) change an individual's life experience in some way through the use of physical activity.
Q2) You have just been hired as the strength training coach for a high school soccer team. You have designed a fantastic training program for the athletes. What strategies would you use to help them actually complete the training program?
Q3) According to the Theory of Planned Behaviour, an individual's intention to engage in exercise is determined by
A) the social support they experience for physical activity.
B) their subjective evaluation of exercise.
C) their attitudes toward physical activity.
D) the barrier self-efficacy that they experience.
Q4) Describe the four steps involved in motivational interviewing. Write a case study for how a doctor could use motivational interviewing with an obese patient who he is encouraging to exercise.
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