What two approaches do sport psychologists often use when

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 question2. 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 conditioningbiomechanics
equipmentall of the above
2. The ideal time for initially implementing psychological skills training for an individual athlete is:
when first beginning to participate in sportwhen consistency starts to occur in physical skills
once cognitive skills are sufficiently developed to benefit from mental trainingwhen 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 roleathlete plays aggressive role
athlete plays no rolenone of the above
4. Which psychological skill is a foundation skill?
interpersonal skillsoptimal attention
self-awarenessall 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 months2 to 6 months
3 to 6 months6 to 8 months
6. When can athletes stop psychological skills training?
at the end of the seasonwhen the coach feels they no longer need it
when they have completed the training programnone of the above
7. Good coaches and sport psychology consultants:
teach and lead by exampleemulate their successful mentors
listen and lead by examplenone of the above
8. What two approaches do sport psychologists often use when working with athletes?
clinical and psychologicalclinical and educational
educational and psychologicalresearch 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 ModelIZOF
Periodization of Mental TrainingEducational Model
10. The mediational model of coach-athlete interaction is sequenced as follows:
coaches’ behaviors, athletes evaluative reactions, athletes’ perceptions and recallcoaches’ behaviors, athletes’ perceptions and recall, athletes’ evaluative reactions
athletes’ perceptions and recall, coach-athlete interactions, coaches’ behaviorscoaches’ behaviors, coach-athlete interactions, athletes’ evaluative reactions
11. Coaches evaluated _________ how frequently they used the CBAS behaviors when interacting with their athletes.
mostly inaccuratelybetter than their athletes
quite accuratelyboth 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 otherspeople who are low in self-esteem are particularly responsive to variations in supportiveness from others
self-esteem is independent from positive/negative feedbackself-esteem is based on positive feedback
13. The following principles/ideas describe the coach effectiveness training philosophy toward winning EXCEPT for:
avoid discussing winningwinning isn’t everything, nor is it the only thing
failure is not the same thing as losingsuccess is not equivalent to winning
14. Coaching behaviors are measured by Smoll and Smith’s:
Multidimensional Behavior AnalysisCoaching Evaluative Questionnaire
Instructor Functional AnalysisCoaching Behavior Assessment System
15. All are recommendations for effective and engaging presentations EXCEPT for:
preparecover less, not more
if it works, don’t fix itspice it up
16. Coach responses to immediately preceding athlete or team behaviors are called:
reactive behaviorsspontaneous behaviors
organizationemitted behaviors
17. Behaviors initiated by coaches but not in response to a discernible preceding event are called:
reactive behaviorsspontaneous behaviors
organizationelicited 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 activeRacial/ethnic minorities compared to white/Europeans are more likely to be active
Both a and bNeither 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 classRace/ethnicity and sexual orientation
Race/ethnicity and physicalityGender and religion
20. Culture (as discussed in the chapter) includes:
Race and ethnicityGender
Physical characteristics and abilitiesall 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) sexPsychological, social and cultural meanings associated with being male or female
Personality characteristics of femininity and masculinitySexual 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 identitiesCultural 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/biasesUnderstanding the worldview/perspective of the other person or client
Adopting the cultural views and behaviors of the other person or client yourselfDeveloping 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 psychologyWhite privilege is widely recognized by both white and non-white participants in sport
Both a and bNeither a nor b

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