Week 4 Quiz: Goal-Setting
Question 1 point
It is recommended that appropriate goals be
Question options:
short-term only
long-term only
a combination of short- and long-term
short-term early in the season, then long-term midway through the season
Question 2 point
Focusing on performance (as opposed to outcome goals) during competition
has been shown to be associated with anxiety and performance
Question options:
more; poorer
less; superior
more; superior
less; poorer
Question 3 point
Directing a performer's attention to important elements of a skill is
Question options:
one way in which goal-setting can influence performance
one indirect thought process that explains goal-setting's impact on athletes
, not really a part of a systematic goal-setting program because most athletes can
direct their own attention appropriately
the same thing as mobilizing the athlete's effort
Question 4 point
The mechanistic explanation for the effectiveness of goal-setting includes
Question options:
directing the performer's attention to important elements of a skill
mobilizing effort and increasing persistence by providing incentives
the development and employment of new learning strategies
all of the above
Question 5 point
Having a goal to win the race is an example of a(n) goal, whereas
having a goal to "improve my best time" is an example of a(n) goal.
Question options:
outcome; performance
process; outcome
outcome; ego-oriented
subjective; objective
Question 6 point
Goals should be
Question options:
Question 1 point
It is recommended that appropriate goals be
Question options:
short-term only
long-term only
a combination of short- and long-term
short-term early in the season, then long-term midway through the season
Question 2 point
Focusing on performance (as opposed to outcome goals) during competition
has been shown to be associated with anxiety and performance
Question options:
more; poorer
less; superior
more; superior
less; poorer
Question 3 point
Directing a performer's attention to important elements of a skill is
Question options:
one way in which goal-setting can influence performance
one indirect thought process that explains goal-setting's impact on athletes
, not really a part of a systematic goal-setting program because most athletes can
direct their own attention appropriately
the same thing as mobilizing the athlete's effort
Question 4 point
The mechanistic explanation for the effectiveness of goal-setting includes
Question options:
directing the performer's attention to important elements of a skill
mobilizing effort and increasing persistence by providing incentives
the development and employment of new learning strategies
all of the above
Question 5 point
Having a goal to win the race is an example of a(n) goal, whereas
having a goal to "improve my best time" is an example of a(n) goal.
Question options:
outcome; performance
process; outcome
outcome; ego-oriented
subjective; objective
Question 6 point
Goals should be
Question options:
