Sport and Exercise Psychology
Exam Solutions
Course Introduction
Sport and Exercise Psychology explores the mental and emotional factors that influence participation and performance in physical activity, sport, and exercise settings. The course examines key psychological theories and principles, including motivation, confidence, anxiety, group dynamics, and the psychological benefits of physical activity. Students learn to apply psychological techniques to enhance athlete and team performance, promote positive behavior change, and support mental health and well-being in both athletic and recreational contexts. The course also addresses the role of exercise in stress reduction and explores the ethical considerations related to psychological interventions in sport and exercise environments.
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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Page 2
Chapter 1: Introducing Sport and Exercise Psychology
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43 Verified Questions
43 Flashcards
Source URL: https://quizplus.com/quiz/24613
Sample Questions
Q1) In sport and exercise psychology studies where the researcher manipulates a variable (e.g., goal setting), what name do we give to that variable?
A) confound variable
B) independent variable
C) dependant variable
D) extraneous variable
E) C and D
Answer: B
Q2) Which of the following is a major difference between sport and exercise psychology research that uses either a qualitative or quantitative approach to scientific inquiry?
A) types of data collected and analyzed
B) quality of the research questions addressed within the study
C) methodological rigour
D) researcher credibility
E) B, C, and D
Answer: A
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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) Personal standards perfectionism (PSP) refers to establishing high personal performance standards and self-oriented achievement striving.
A)True
B)False
Answer: True
Q2) Mental toughness consists simply of being more focused than other athletes.
A)True
B)False
Answer: False
Q3) Define a personality trait and contrast this with the concept of a state. Provide an example of how these terms differ.
Answer: A trait relates to a cluster of behaviours, as well as cognitive and emotional expressions, that are related or correlated. A trait is a relatively stable characteristic or quality that is a portion of one's personality. A state refers to momentary feelings and thoughts that change depending on the situation and time.
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4
Chapter 3: Motivation and Behavioural Change
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54 Verified Questions
54 Flashcards
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Sample Questions
Q1) Past performance is the best predictor of self-efficacy.
A)True
B)False
Answer: True
Q2) 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
Q3) The extent to which an individual feels (s)he will be successful in performing a desired behaviour reflects the psychological construct of ________.
A) self-efficacy
B) self-determination
C) intention
D) outcome expectation
Answer: A
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Page 5
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) 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
Q2) When people are not coping effectively with stress in sport or exercise it might simply be a reflection that they do not have the appropriate resources to cope.
A)True
B)False
Q3) The main distinction between self-compassion and self-esteem is that self-compassion is dependent upon positive self-evaluations or evaluations by others whereas self-esteem is not.
A)True
B)False
Q4) Distinguish between the concepts of primary and secondary appraisal in the experience of stress.
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Chapter 5: Anxiety in Sport and Exercise
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52 Verified Questions
52 Flashcards
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Sample Questions
Q1) Which one of the following statements is true regarding experience and skill level differences in state anxiety responses?
A) More skilled athletes experience lower intensity pre-competitive anxiety symptoms than novice athletes.
B) More skilled athletes experience fewer cognitive intrusions compared to novice athletes.
C) More skilled athletes report anxiety symptoms to be more facilitative than less skilled athletes.
D) Skill level is unrelated to pre-competitive anxiety.
E) All of the above are true statements reported in the anxiety research.
Q2) List and briefly explain three dimensions of an anxiety response.
Q3) Unidimensional theories of arousal and anxiety, such as the Drive Theory and Inverted-U Theory, do a good job of describing how cognitive anxiety affects performance.
A)True
B)False
Q4) List the five predictions the catastrophe theory makes about the combined influences of cognitive state anxiety and physiological arousal on athletic performance.
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Chapter 6: Aggression and Moral Behaviour in Sport
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54 Verified Questions
54 Flashcards
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Sample Questions
Q1) Fan identification refers to the extent to which fans feel psychologically connected to a team and may be one reason that fans behave aggressively at sporting events.
A)True
B)False
Q2) A youth hockey player avoids tripping a player on a breakaway who is about to score in fear of getting a penalty as a punishment. This player is reasoning at this stage?
A) Pre-conventional, stage 1
B) Post-conventional, stage 1
C) Pre-conventional, stage 2
D) Post-conventional, stage 2
E) Post-conventional, stage 5
Q3) A hockey player who is designated to the specific role as the "enforcer" would be explained by which factor that influences aggression?
A) personal
B) situational
C) group
D) interactional
E) social
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8
Chapter 7: Sport Psychology Interventions
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53 Verified Questions
53 Flashcards
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Sample Questions
Q1) A sport psychology consultant who is helping a volleyball player learn how to set goals and how to concentrate better is using which phase of psychological skills training?
A) education
B) practice
C) acquisition
D) awareness
Q2) What causes choking?
A) attention cueing to incorrect information
B) misguided attention control combined with elevated anxiety
C) a combination of temporal and event occlusion
D) fear of failure
Q3) A baseball player listening to music before competing is doing so for which of the following purposes?
A) enhancing motivation
B) increasing arousal
C) practising distraction
D) increasing attention
Q4) Why is it important to encourage athletes to use positive self-talk?
Q5) Explain why goal setting is effective.
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Chapter 8: Leadership in Sport and Exercise
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45 Verified Questions
45 Flashcards
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Sample Questions
Q1) Define athlete leadership and describe the three major functions these leaders undertake within their teams.
Q2) Effective leadership cannot be measured.
A)True
B)False
Q3) Personality is unrelated to leadership emergence.
A)True
B)False
Q4) Judge and colleagues (2002) conducted a meta-analysis and found that people tend emerge into leadership positions when they had
A) Higher scores for introversion and higher scores of openness to experiences.
B) Higher scores for extraversion and lower scores of neuroticism.
C) Higher scores on introversion and higher scores on agreeableness.
D) Lower scores on openness to experience and higher scores on agreeableness.
E) Lower scores on neuroticism and higher scores on agreeableness.
Q5) Identify the five personality traits proposed in the Five-Factor Model (FFM) and describe how they are associated with leader emergence and effectiveness.
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Chapter 9: Group Cohesion in Sport and Exercise
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54 Verified Questions
54 Flashcards
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Sample Questions
Q1) The smaller the group, the greater the level of cohesion.
A)True
B)False
Q2) Which statement best describes direct team building?
A) intervention specialist works with the head coach
B) intervention specialist works with the head and assistant coaches
C) intervention specialist works with assistant coaches
D) intervention specialist works with the players
E) intervention specialist works with the coaches and players
Q3) Describe the conceptual model of group cohesion.
Q4) Cohesion develops differently in exercise groups. It has been found that
A) task and social cohesion remain stable over time.
B) task cohesion remains stable, but social cohesion changes.
C) task cohesion changes, but social cohesion remains stable.
D) task and social cohesion change over time.
E) task cohesion increases, while cohesion decreases.
Q5) Hazing is a good technique for increasing cohesion within a sport team.
A)True
B)False
Q6) Distinguish between the terms group dynamics and assembly effect.
Page 11
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Chapter 10: Youth Involvement and Positive Development in Sport
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54 Verified Questions
54 Flashcards
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Sample Questions
Q1) Which of the following is not one of the five suggested "best practices" that sport programmers and coaches should integrate into their programs?
A) true competition climate
B) inclusive focus
C) early deliberate practice
D) opportunities for fun
E) psychosocial development
Q2) There is concern that youth sport programs are becoming increasingly institutionalised and over-organised.
A)True
B)False
Q3) A coach who trains his athletes to improve their aerobic capacity for future games and is concerned with athletes improving in each performance is displaying which aspect of youth sport?
A) deliberate competition
B) deliberate practice
C) deliberate play
D) early specialization
E) relaxed leisure activities
Page 12
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Chapter 11: Coaching Psychology
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50 Verified Questions
50 Flashcards
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Sample Questions
Q1) Explain the five coaching principles of youth-sport coaches.
Q2) What document or organization is responsible for listing the methods by which coaches are educated, developed, and certified?
A) Pyramid of Success
B) Co-orientation element of 3 + 1 Cs model
C) Transformational Leadership Model
D) The National Federation of State High School Associations (NFHS)
E) International Sport Coaching Framework
Q3) What percentage of the CIS (Canadian Interuniversity Sport) head coaching population is currently female?
A) less than 20%
B) 20-30%
C) 50%
D) 35-40%
E) none of the above
Q4) At the 2014 Winter Olympic Games in Sochi, women took 20% of the coaching roles for Team Canada.
A)True
B)False
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Chapter 12: Aging and Involvement in Sport and Physical Activity
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46 Verified Questions
46 Flashcards
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Sample Questions
Q1) Which is the most common barrier to exercise in seniors?
A) lazy/not motivated
B) health problems/pain
C) too busy/no time
D) fatigue
E) exercise is no fun
Q2) 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.
Q3) An increased lifespan does not necessarily mean a better quality of life.
A)True
B)False
Q4) Among Canadian adults, females are consistently more active than males.
A)True
B)False
Page 14
Q5) Distinguish between compensation theory and selective maintenance theory.
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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) If you were going to recommend types of exercise to promote self-esteem based on the evidence, what would you suggest?
A) stretching and weight lifting
B) some form of vigorous aerobic exercise
C) any type of aerobic exercise you enjoy
D) any of the above
Q2) Exercise is not as effective as other more traditional treatments for depression.
A)True
B)False
Q3) In comparison to the general population, individuals with chronic physical and/or mental health problems tend to have a ________ incidence of depression.
A) higher
B) lower
C) similar
D) equal
Q4) Mental illness and mental health are at opposite ends of a continuum.
A)True
B)False
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Page 15
Chapter 14: Body Image in Sport and Exercise
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47 Verified Questions
47 Flashcards
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Sample Questions
Q1) Which of the following is describes body dysmorphia?
A) chronic preoccupation with insufficient muscularity and inadequate muscle mass
B) over-exaggerated and inaccurate perceptions of flaws related to body parts and characteristics
C) preoccupation with an imagined defect in appearance, which causes severe distress and impairment in daily functioning
D) abnormal eating habits that result in insufficient or excessive consumption of food
Q2) You are a behavioural counselling expert brought in to "Meet the Teacher" night at school to discuss body image with parents. What are some of the topics you would discuss with them as areas of focus to help them manage their child's body image?
Q3) Affective, cognitive, and behavioural body image factors do not differ between young and older age groups and are generally stable.
A)True
B)False
Q4) What is the definition of normative discontent?
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Chapter 15: Physical Activity Interventions
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51 Verified Questions
51 Flashcards
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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) Intervention research
A) evaluates personal factors that influence exercise behaviour.
B) is primarily concerned with physical activity statistics.
C) seeks to manipulate the different factors that affect physical activity.
D) evaluates factors that predict exercise adherence.
Q3) Exercise intervention research
A) is based only on theory.
B) is not based on theory.
C) can be based on theory or may not be based on theory.
D) is based on developing relationships among constructs.
Q4) Exergaming is as effective as real physical activity for children.
A)True
B)False
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