CMPC ALL EXAM EVALUATION QUESTIONS AND
ANSWERS SET A+
✔✔When cognitive anxiety is low - ✔✔physiological arousal has an inverted U-shaped
relationship with performance
✔✔When cognitive anxiety is high - ✔✔increased levels of physiological arousal lead to
a catastrophic drop in athletic performance (a large reduction in physiological arousal is
needed to increase performance)
✔✔Cue utilization model - ✔✔a theory that predicts that, as an athlete's arousal
increase, his or her attention focus narrows and the narrowing process tends to gate out
irrelevant environmental cues first and then, if arousal is high enough, the relevant ones
✔✔IZOF model - ✔✔suggests that each athlete could find out his/her optimal
combination of useful emotions and learn how to reach their unique state prior to
competitions
✔✔Multidimensional anxiety model - ✔✔predicts that an increase in cognitive state
anxiety has a negative effect on performance
✔✔Reversal theory - ✔✔proposes that the needs and desires directing human behavior
switch back and forth between one state of mind and another during the course of the
day (autic/alloic, mastery/sympathy, telic/paratelic)
✔✔Learned helplessness - ✔✔a condition in which a person suffers from a sense of
powerlessness, arising from a traumatic event or persistent failure to succeed
✔✔Self-efficacy theory - ✔✔proposes that self-efficacy is fundamental to initiating
certain behavior necessary for competent behavior (enhanced by successful
performances, vicarious experiences, verbal persuasion, and emotional arousal)
, ✔✔sources of self-efficacy - ✔✔Mastery experiences; vicarious experiences; verbal
persuasion; emotional and physiological states; imaginal experiences
✔✔Social cognitive theory - ✔✔an approach to social learning, incorporating findings
from research into learning, memory, and social cognition, and focusing on people's
thoughts and how they affect social behavior
✔✔Lewin's behavioral leadership styles (participative leadership) - ✔✔autocratic (make
decisions without consulting their teams), democratic (allow the team to provide input),
& laissez-faire (don't interfere)
✔✔Fiedler's contingency model (situational leadership) - ✔✔task-oriented leaders
usually view their LPCs more negatively (good at completing tasks and organizing a
group) & relationship-oriented leaders usually view their LPCs more positively (good at
managing conflict and making complex decisions)
✔✔Hersey and Blanchard's situational leadership - ✔✔telling, selling, participating, and
delegating
✔✔House and Mitchell's path-goal theory (situational leadership) - ✔✔directive,
supportive, participative, and achievement
✔✔French and Raven's power model - ✔✔legitimate, reward, expert, referent, coercive,
and informational
✔✔Transactional leadership - ✔✔assumes people do things for reward and for no other
reason (focused on designing tasks and reward structures)
✔✔Transformational leadership - ✔✔leaders show integrity and know how to develop a
robust and inspiring vision of the future
✔✔Servant leadership - ✔✔focuses primarily on the growth and well-being of people
and the communities to which they belong by sharing power, putting the needs of others
first, and helping people develop and perform as highly as possible
✔✔motor learning stages - ✔✔cognitive, associative, autonomous
✔✔Cognitive state (motor learning) - ✔✔initial stage; the goal is to develop an overall
understanding of the skill (learner mostly relies on visual input and trial & error to guide
learning)
✔✔Associative stage (motor learning) - ✔✔learner begins to demonstrate a more
refined movement through practice (proprioceptive cues become more important)
ANSWERS SET A+
✔✔When cognitive anxiety is low - ✔✔physiological arousal has an inverted U-shaped
relationship with performance
✔✔When cognitive anxiety is high - ✔✔increased levels of physiological arousal lead to
a catastrophic drop in athletic performance (a large reduction in physiological arousal is
needed to increase performance)
✔✔Cue utilization model - ✔✔a theory that predicts that, as an athlete's arousal
increase, his or her attention focus narrows and the narrowing process tends to gate out
irrelevant environmental cues first and then, if arousal is high enough, the relevant ones
✔✔IZOF model - ✔✔suggests that each athlete could find out his/her optimal
combination of useful emotions and learn how to reach their unique state prior to
competitions
✔✔Multidimensional anxiety model - ✔✔predicts that an increase in cognitive state
anxiety has a negative effect on performance
✔✔Reversal theory - ✔✔proposes that the needs and desires directing human behavior
switch back and forth between one state of mind and another during the course of the
day (autic/alloic, mastery/sympathy, telic/paratelic)
✔✔Learned helplessness - ✔✔a condition in which a person suffers from a sense of
powerlessness, arising from a traumatic event or persistent failure to succeed
✔✔Self-efficacy theory - ✔✔proposes that self-efficacy is fundamental to initiating
certain behavior necessary for competent behavior (enhanced by successful
performances, vicarious experiences, verbal persuasion, and emotional arousal)
, ✔✔sources of self-efficacy - ✔✔Mastery experiences; vicarious experiences; verbal
persuasion; emotional and physiological states; imaginal experiences
✔✔Social cognitive theory - ✔✔an approach to social learning, incorporating findings
from research into learning, memory, and social cognition, and focusing on people's
thoughts and how they affect social behavior
✔✔Lewin's behavioral leadership styles (participative leadership) - ✔✔autocratic (make
decisions without consulting their teams), democratic (allow the team to provide input),
& laissez-faire (don't interfere)
✔✔Fiedler's contingency model (situational leadership) - ✔✔task-oriented leaders
usually view their LPCs more negatively (good at completing tasks and organizing a
group) & relationship-oriented leaders usually view their LPCs more positively (good at
managing conflict and making complex decisions)
✔✔Hersey and Blanchard's situational leadership - ✔✔telling, selling, participating, and
delegating
✔✔House and Mitchell's path-goal theory (situational leadership) - ✔✔directive,
supportive, participative, and achievement
✔✔French and Raven's power model - ✔✔legitimate, reward, expert, referent, coercive,
and informational
✔✔Transactional leadership - ✔✔assumes people do things for reward and for no other
reason (focused on designing tasks and reward structures)
✔✔Transformational leadership - ✔✔leaders show integrity and know how to develop a
robust and inspiring vision of the future
✔✔Servant leadership - ✔✔focuses primarily on the growth and well-being of people
and the communities to which they belong by sharing power, putting the needs of others
first, and helping people develop and perform as highly as possible
✔✔motor learning stages - ✔✔cognitive, associative, autonomous
✔✔Cognitive state (motor learning) - ✔✔initial stage; the goal is to develop an overall
understanding of the skill (learner mostly relies on visual input and trial & error to guide
learning)
✔✔Associative stage (motor learning) - ✔✔learner begins to demonstrate a more
refined movement through practice (proprioceptive cues become more important)
