CMPC QUESTIONS AND ANSWERS SET A+
✔✔how to improve concentration - ✔✔use simulations in practice; cue words;
nonjudgmental thinking; establish routines; develop competition plans; practice eye
control; monitor self; overlearn skills
✔✔exercise and psychological well-being - ✔✔increases confidence; feelings of control;
improved imagination; self-sufficiency; quality of life; mood; hardiness (ability to
cope/withstand stressful situations)
✔✔health belief model - ✔✔depends on perception of severity of potential illness and
appraisal of costs and benefits of taking action
✔✔theory of planned behavior - ✔✔intentions are best predictors of actions
✔✔social cognitive theory - ✔✔personal, behavioral, environmental factors act as
reciprocating interacting determinants
✔✔transtheoretical model of change - ✔✔precontemplation, contemplation, preparation,
action, maintenance, termination
✔✔ecological model - ✔✔how environments and behaviors affect each other, also
considering intrapersonal, interpersonal, institutional, and policy influences
✔✔determinants of exercise adherence - ✔✔personal factors; demographic factors;
cognitive and personality variables; behaviors; environmental factors; social
environment; physical environment
✔✔how to enhance exercise adherence - ✔✔behavior modification approaches;
prompts; contracting; reinforcement; charting attendance and participation; feedback;
cognitive-behavioral approaches; goal setting; association and dissociation; decision-
making approaches; social support; intrinsic approaches; focus on experience itself;
focus on progress; engage in meaningful and purposeful activity
, ✔✔stress factors (injury and recovery) - ✔✔attentional disruption; increased muscle
tension; act tough/give 110%; if you're injured, you're worthless
✔✔responses to injury - ✔✔grief response; identity loss; fear and anxiety; lack of
confidence; performance decrements
✔✔injury-illness phase - ✔✔build rapport
✔✔rehabilitation-recovery phase - ✔✔help sustain motivation, educate about
injury/recovery process, teach specific psychological coping skills, teach how to cope
with setbacks, foster social support, learn from injured athletes
✔✔injury treatment and recovery phases - ✔✔injury-illness; rehabilitation-recovery;
return to full activity
✔✔Drugs in Sport Decision Model (DSDM) - ✔✔costs of decision to use, benefits
associated with using, and specific situational factors that may in some way affect the
cost-benefit analysis of using
✔✔control of substance abuse - ✔✔provide supportive environment, educate about
effects of drug use, expose athletes to notion of cheating/unfair competition, set good
example, teach coping skills
✔✔periodized training - ✔✔high-volume, high-intensity training loads, then lower
training load (taper)
✔✔overtraining - ✔✔short training cycle near or at maximum capacity
✔✔staleness - ✔✔deteriorated athletic readiness after overtraining
✔✔burnout - ✔✔exhaustion, both physical and emotional; feelings of low personal
accomplishment, low self-esteem, failure, and depression; depersonalization and
devaluation
✔✔Cognitive-Affective Stress Model stages - ✔✔situational demands; cognitive
appraisal; physiological responses; behavioral responses
✔✔Negative Training Stress Response Model (Silva, 1990) - ✔✔physical training
stresses athlete physically and psychologically
✔✔Unidimensional Identity Development and External Control Model (Coakley, 1992) -
✔✔burnout occurs when youth don't develop normal identity
✔✔entrapment theory - ✔✔when athlete feels trapped in sport
✔✔how to improve concentration - ✔✔use simulations in practice; cue words;
nonjudgmental thinking; establish routines; develop competition plans; practice eye
control; monitor self; overlearn skills
✔✔exercise and psychological well-being - ✔✔increases confidence; feelings of control;
improved imagination; self-sufficiency; quality of life; mood; hardiness (ability to
cope/withstand stressful situations)
✔✔health belief model - ✔✔depends on perception of severity of potential illness and
appraisal of costs and benefits of taking action
✔✔theory of planned behavior - ✔✔intentions are best predictors of actions
✔✔social cognitive theory - ✔✔personal, behavioral, environmental factors act as
reciprocating interacting determinants
✔✔transtheoretical model of change - ✔✔precontemplation, contemplation, preparation,
action, maintenance, termination
✔✔ecological model - ✔✔how environments and behaviors affect each other, also
considering intrapersonal, interpersonal, institutional, and policy influences
✔✔determinants of exercise adherence - ✔✔personal factors; demographic factors;
cognitive and personality variables; behaviors; environmental factors; social
environment; physical environment
✔✔how to enhance exercise adherence - ✔✔behavior modification approaches;
prompts; contracting; reinforcement; charting attendance and participation; feedback;
cognitive-behavioral approaches; goal setting; association and dissociation; decision-
making approaches; social support; intrinsic approaches; focus on experience itself;
focus on progress; engage in meaningful and purposeful activity
, ✔✔stress factors (injury and recovery) - ✔✔attentional disruption; increased muscle
tension; act tough/give 110%; if you're injured, you're worthless
✔✔responses to injury - ✔✔grief response; identity loss; fear and anxiety; lack of
confidence; performance decrements
✔✔injury-illness phase - ✔✔build rapport
✔✔rehabilitation-recovery phase - ✔✔help sustain motivation, educate about
injury/recovery process, teach specific psychological coping skills, teach how to cope
with setbacks, foster social support, learn from injured athletes
✔✔injury treatment and recovery phases - ✔✔injury-illness; rehabilitation-recovery;
return to full activity
✔✔Drugs in Sport Decision Model (DSDM) - ✔✔costs of decision to use, benefits
associated with using, and specific situational factors that may in some way affect the
cost-benefit analysis of using
✔✔control of substance abuse - ✔✔provide supportive environment, educate about
effects of drug use, expose athletes to notion of cheating/unfair competition, set good
example, teach coping skills
✔✔periodized training - ✔✔high-volume, high-intensity training loads, then lower
training load (taper)
✔✔overtraining - ✔✔short training cycle near or at maximum capacity
✔✔staleness - ✔✔deteriorated athletic readiness after overtraining
✔✔burnout - ✔✔exhaustion, both physical and emotional; feelings of low personal
accomplishment, low self-esteem, failure, and depression; depersonalization and
devaluation
✔✔Cognitive-Affective Stress Model stages - ✔✔situational demands; cognitive
appraisal; physiological responses; behavioral responses
✔✔Negative Training Stress Response Model (Silva, 1990) - ✔✔physical training
stresses athlete physically and psychologically
✔✔Unidimensional Identity Development and External Control Model (Coakley, 1992) -
✔✔burnout occurs when youth don't develop normal identity
✔✔entrapment theory - ✔✔when athlete feels trapped in sport
