Introduction to Sport Psychology
Exam Answer Key
Course Introduction
Introduction to Sport Psychology offers an overview of the psychological principles and theories that influence athletic performance, motivation, and well-being. Students will explore key topics such as goal setting, mental imagery, motivation, anxiety management, group dynamics, and the psychological effects of injury. Through real-world examples, case studies, and practical applications, this course provides foundational knowledge for understanding how mental factors impact both individual and team performance in sports 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) Expansion of the application of sport and exercise psychology principles in clinical settings will include cancer, stroke, and spinal cord injuries populations.
A)True
B)False
Answer: True
Q2) Which Canadian was widely recognized as the world expert on team cohesion and group dynamics in sport and exercise?
A) Dr. Albert Carron
B) Dr. Terry Orlick
C) Dr. Cal Botterill
D) Dr. Rick Alderman
E) Dr. Len Wankel
Answer: A
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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Chapter 2: Personality in Sport and Exercise
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44 Verified Questions
44 Flashcards
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Sample Questions
Q1) Tailoring physical activity based on personality has received convincing research support.
A)True
B)False
Answer: False
Q2) A person who experiences a lot of negative affect in his/her life such as anxiety would likely score high on which "Big Five" personality dimension?
A) agreeableness
B) conscientiousness
C) openness
D) extraversion
E) neuroticism
Answer: E
Q3) Mental toughness consists simply of being more focused than other athletes.
A)True
B)False
Answer: False
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Page 4
Chapter 3: Motivation and Behavioural Change
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54 Verified Questions
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Sample Questions
Q1) Imagine that you are an exercise class leader in a residential complex for older adults. What could you do to promote social support for exercise for your clients?
Answer: Social support may be promoted through a variety of means including: encouraging acceptance of exercise class members, taking time to allow class members to get to know one another to promote quality friendships, encouraging a buddy system or engaging in activities which require the support or interaction between class members and, encouraging spouses to enroll together.
Q2) 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
Q3) Past performance is the best predictor of self-efficacy. 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 Verified Questions
50 Flashcards
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Sample Questions
Q1) A university athlete who experiences anxiety over the thought of losing to a rival is experiencing which type of psychological experience as a result of the cognitive appraisal process?
A) harm/loss
B) threat
C) challenge
D) none of the above
Q2) Which one of the following reactions is often referred to as a stress response?
A) psychological
B) cognitive
C) affective
D) behavioural
E) all of the above
Q3) Which of the following should best be considered an outcome of coping, but not coping itself?
A) winning a soccer game
B) putting on shin-pads to prevent injury
C) listening to directions from the coach as to how to play better
D) using positive self-talk after being scored upon
Q4) Distinguish between micro- and macro-levels of coping.
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Chapter 5: Anxiety in Sport and Exercise
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52 Flashcards
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Sample Questions
Q1) List and briefly explain two environmental and two person-based sources of anxiety in exercise settings.
Q2) When an athlete is experiencing an increase in state anxiety and is consequently unable to attend to and process information, he or she would be categorized as having a problem with ________.
A) hyperdistraction
B) motor performance
C) cognitive information processing
D) attention focus and selectivity
E) identifying task-relevant cues
Q3) Immediate prior to the final game in the Canada West CIS championship series, Coach Win asks his star volleyball player whether he is feeling ready to give a best performance. Assuming that the star player is feeling pre-competitive anxiety, what dimension of pre-competitive anxiety is Coach Win asking about?
A) social physique anxiety
B) intensity of symptoms
C) trait anxiety
D) frequency of cognitive intrusions
E) directional interpretation of symptoms
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Page 7
Chapter 6: Aggression and Moral Behaviour in Sport
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Sample Questions
Q1) You have been approached by the National Hockey League (NHL) to help them reduce aggressiveness in their sport. Explain to the NHL, the strategies that you will adopt.
Q2) An arena that promotes athletic events as family affairs and bans the use of alcoholic beverages is using which method to curb aggression?
A) educational interventions
B) behaviour modification
C) changing the sport environment
D) punishment and encouragement
E) all of the above
Q3) A hockey player goes into the corner after a puck and high-sticks his opponent in a forceful, vigorous manner that is intended to physically injure the opponent. Which type of behaviour is the hockey player exhibiting?
A) prosocial behaviour
B) hostile aggression
C) assertive
D) aggression
E) instrumental aggression
Q4) List five personal factors that influence aggression.
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Chapter 7: Sport Psychology Interventions
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53 Verified Questions
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Sample Questions
Q1) How is an athlete's control over attentional focus developed?
A) through competing
B) genetically determined
C) by engaging in dual-coding tasks
D) learned through practice
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) The dimension of self-talk that is concerned with the extent to which athletes interpret their self-talk to be motivating is self-determination.
A)True
B)False
Q4) Athletes learn, practise, and apply psychological strategies in training and competition.
A)True
B)False
Q5) Explain why goal setting is effective.
Q6) Why is it important to encourage athletes to use positive self-talk?
Page 9
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Chapter 8: Leadership in Sport and Exercise
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45 Verified Questions
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Sample Questions
Q1) Identify the five personality traits proposed in the Five-Factor Model (FFM) and describe how they are associated with leader emergence and effectiveness.
Q2) Which of the following are sources (or predictors) of transformational leadership?
A) genetic factors
B) parents
C) training and intervention
D) all of the above
E) Research has yet to identify any plausible sources of transformational leadership.
Q3) Describe the conceptual model for developing transformational leadership interventions presented by Kelloway and Barling (2000).
Q4) Personality is unrelated to leadership emergence.
A)True
B)False
Q5) Genetic factors but not environmental factors are responsible for displays of transformational leadership.
A)True
B)False
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Chapter 9: Group Cohesion in Sport and Exercise
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Sample Questions
Q1) Which style of sport leadership assessed through the LSS is best suited for developing cohesion?
Q2) An intramural hockey team that is highly cohesive because team members have several reasons for playing on the team, including winning the championship, the social interactions among players, and because they win lots of games, is demonstrating which characteristic of cohesion?
A) dynamic
B) multi-dimensional
C) instrumental
D) affective
E) encompassing
Q3) The coach continually tells the players on the team that they are doing a great job. Which type of cohesion is likely to increase?
A) interpersonal attraction
B) task
C) social
D) attraction to group
E) both B and C
Q4) Why is it important to understand group behaviour in the sport setting?
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Chapter 10: Youth Involvement and Positive Development in Sport
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Sample Questions
Q1) Describe the three objectives of youth sport.
Q2) Which of the following would not be considered a positive physical health outcome of youth sport?
A) cardiovascular fitness
B) muscular strength
C) decreased risk of cancer
D) increased happiness
E) weight control
Q3) A parent who provides firm parental direction for their child's choice of university sport experiences, but enough flexibility so that the athlete is given significant involvement in decision making, is an example of which of the following?
A) an over-involved parent
B) parental modelling
C) an under-involved parent
D) a moderately involved parent
E) a dissociated parent
Q4) Identify at least three positive outcomes from each category of physical health, psychological development, and social development that could result from the involvement in youth sport.
Page 12
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Chapter 11: Coaching Psychology
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Sample Questions
Q1) 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
Q2) With the successful completion of the High Performance Coaching diploma at National Coaching Institutes, you are expected to have expertise in what area(s)?
A) planning, designing and implementing a sport program
B) practical coaching knowledge
C) leadership skills and ethical coaching strategies
D) all of the above
E) A and B only
Q3) The Positive Coaching Alliance's mission is to improve the quality and exposure of coaching at all levels around the world.
A)True
B)False
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Page 13
Chapter 12: Aging and Involvement in Sport and Physical Activity
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46 Verified Questions
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Sample Questions
Q1) Master athletes have shown the iceberg profile, which involves
A) lower scores on tension, depression, fatigue, and confusion and higher scores on vigour than normative samples.
B) lower scores on tension, but higher scores on confusion and fatigue than normative samples.
C) higher scores on tension, and lower scores on depression, fatigue, and confusion and vigour than normative samples.
D) lower scores on tension and vigour, and higher scores on depression, fatigue, and confusion than normative samples.
Q2) Among Canadian adults, females are consistently more active than males.
A)True
B)False
Q3) Generally, the best predictor of physical activity involvement in people of all ages is A) enjoyment.
B) the chance to win trophies, earn medals.
C) the opportunity to meet new people.
D) having a good coach.
E) setting records.
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Chapter 13: Physical Activity and Mental Health
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51 Verified Questions
51 Flashcards
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Sample Questions
Q1) A meta-analysis (Spence et al., 2005) examined the relationship between exercise and self-esteem. The analysis found that
A) exercise results in small but significant improvements in global self-esteem.
B) increases in physical fitness had no impact on changes in global esteem.
C) exercise results in a strong increase in self-esteem, especially the body component. D) only global esteem but not the physical self is influenced by exercise.
Q2) At this point in time, what can we safely conclude about the value of exercise in preventing depression?
Q3) Deci and Ryan (2000) have proposed that the basic needs for competence, autonomy, and relatedness must be satisfied across the lifespan for an individual to experience well-being.
A)True
B)False
Q4) This chapter provides an overview of evidence in terms of four main functions of physical activity for impacting mental health. Identify each of these functions and describe some of the key areas of focus within each with reference to at least two specific studies.
Q5) Discuss the prevalence of mental health problems in Canada and internationally.
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Chapter 14: Body Image in Sport and Exercise
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Sample Questions
Q1) Affective, cognitive, and behavioural body image factors do not differ between young and older age groups and are generally stable.
A)True
B)False
Q2) Drawing on literature presented throughout the chapter, develop a comprehensive program to help adults improve body image investment and evaluation.
Q3) Dania has been diagnosed with anorexia nervosa. It is likely that she also suffers from ________.
A) binge eating
B) body hubris
C) body dysmorphic disorder
D) body cathexis
Q4) Which statement is FALSE?
A) Body image concerns can deter people from starting an exercise program.
B) Body image concerns can motivate people to start exercising.
C) Body image can deter people from adhering to an exercise program.
D) Body image concerns are only relevant to women.
Q5) What is the definition of normative discontent?
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Chapter 15: Physical Activity Interventions
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51 Verified Questions
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Sample Questions
Q1) Exergaming is as effective as real physical activity for children.
A)True
B)False
Q2) According to the Transtheoretical model, when an individual is in the preparation stage of behavioural change they
A) do not intend to make a behavioural change.
B) intend to make a change within six months.
C) intend to make a change within the next month.
D) plan on maintaining a new behaviour.
Q3) According to the Transtheoretical model, providing information about how to overcome barriers to exercise would be beneficial for someone in the ________ stage of physical activity.
A) pre-contemplation
B) contemplation
C) preparation
D) action
Q4) Physical activity has been used by researchers to help individuals cope with chronic illness. Describe how exercising through cancer treatments could help individuals.
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