Sports Psychology Exam Questions with
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correct answers |
How |does |intrinsic |motivation |differ |from |extrinsic |motivation? |- |correct |answer |- |Intrinsic |
from |within.
- |Extrinsic |from |outside.
Explain |why |intrinsic |motivation |is |thought |to |be |a |better |form |of |motivation |than |extrinsic |
motivation. |- |correct |answer |- |Intrinsic |motivation |gives |performer |sense |of |control |over |
performance.
- |Excessive |extrinsic |may |reduce/lead |to |loss |of |intrinsic |motivation/play |for |prize |not |love |of |
game.
- |Performers |demand |increasing |extrinsic |rewards/some |rewards/unimportant/lose |their |
value.
- |Failure |to |achieve |extrinsic |reward |may |lead |to |loss |of |intrinsic |motivation/if |no |reward |= |
give |up.
- |Extrinsic |motivation |controls |or |manipulates |behaviour/overly |reliant/excessive |need |for |
extrinsic |- |too |much |pressure/win |at |all |costs/leads |to |cheating.
Suggest |three |strategies |a |coach |could |use |to |eliminate |aggressive |behaviour. |- |correct |answer
|- |Punish |aggressive |acts/fine |player.
- |Promote |fair |play.
- |Remove |from |situation/change |position/substitution.
- |Encourage |peer |support.
- |Set |performance |goals.
- |Highlight |non-aggressive/positive |role |models.
- |Reduce |importance |of |event.
- |Stress |management |techniques.
- |Rewards.
,- |Develop |fitness |levels.
Describe |the |three |names |components |of |the |triadic |model. |- |correct |answer |1. |Cognitive |- |
What |you |believe |to |be |true.
2. |Affective |- |Your |feelings |or |emotional |response.
3. |Behavioural |- |Your |intended |behaviour |dependent |on |your |attitude.
Explain |the |differences |between |the |terms |social |inhibition |and |evaluation |apprehension. |- |
correct |answer |Social |Inhibition: |The |negative |influence |of |others |on |performance |who |are |
present |at |the |time.
Evaluation |Apprehension: |The |negative |influence |of |others |if |the |performer |feels |they |are |
being |judged.
Explain |how |the |interactionist |theories |of |personality |enable |us |to |predict |the |behaviour |of |
performers. |- |correct |answer |- |Behaviour |is |a |function |of |personality |and |environment |/ |
B=f(PxE)
- |Leads |to |stable |behaviour |in |a |certain |situation.
- |Hence |able |to |predict |behaviour |when |performing.
- |Change |environment |change |behaviour.
Explain |the |concept |of |'social |facilitation' |and |how |it |can |affect |performance. |- |correct |answer
|- |Social |facilitation |is |the |influence |of |presence |of |others |on |performance/presence |of |others |
increases |arousal.
- |Social |inhibition |- |Negative |effect |of |audience |on |performance.
- |Audience |- |those |watching.
- |Co-Actors |- |Performing |same |task |but |not |in |competition.
- |Competitive |co-actors |- |In |direct |competition.
- |Social |reinforcers |- |direct |influence |e.g. |coach.
- |Linked |to |drive |theory.
- |Increasing |arousal |leads |to |dominant |response.
, - |Experienced |performer |better |- |simple |tasks.
- |Novices |perform |worse |- |complex |skills.
- |Evaluation |apprehension |- |influence |greater |if |being |judged.
- |Baron's |Distraction-conflict |theory |- |need |to |focus |on |task |and |ignore |audience
Identify |the |benefits |of |Goal |Setting. |- |correct |answer |1. |Improved |confidence/self-efficacy.
2. |Increased |motivation/drive.
3. |Prevents |learning |plateau.
4. |Task |persistence/push |themselves.
5. |Reduced |anxiety/stress/more |relaxed.
6. |Focuses |attention/concentration/improved |selective |attention.
Explain |why |a |coach |would |use |performance |goals |and |outcome |goals |for |a |performer. |- |
correct |answer |Performance |Goals:
- |Improve |personal |standards |/ |personal |best.
- |To |avoid |comparisons |with |others.
Outcome |Goals:
- |To |achieve |a |better |result |(win |a |game, |finish |in |a |certain |position.)
Identify |and |explain |the |different |types |of |goals |that |a |coach |could |use |to |motivate |
performers. |- |correct |answer |1. |SMART |Goals
- |Specific |/ |measurable |/ |accepted |/ |realistic |/ |time |phased |/ |exciting |/ |recorded.
2. |Short/Long-Term |Goals:
- |Concept |of |specific |goals |over |differing |time |scales.
3. |Outcome/Product |Goal:
- |Based |on |end |result |/ |against |other |performers.
| | | | |
correct answers |
How |does |intrinsic |motivation |differ |from |extrinsic |motivation? |- |correct |answer |- |Intrinsic |
from |within.
- |Extrinsic |from |outside.
Explain |why |intrinsic |motivation |is |thought |to |be |a |better |form |of |motivation |than |extrinsic |
motivation. |- |correct |answer |- |Intrinsic |motivation |gives |performer |sense |of |control |over |
performance.
- |Excessive |extrinsic |may |reduce/lead |to |loss |of |intrinsic |motivation/play |for |prize |not |love |of |
game.
- |Performers |demand |increasing |extrinsic |rewards/some |rewards/unimportant/lose |their |
value.
- |Failure |to |achieve |extrinsic |reward |may |lead |to |loss |of |intrinsic |motivation/if |no |reward |= |
give |up.
- |Extrinsic |motivation |controls |or |manipulates |behaviour/overly |reliant/excessive |need |for |
extrinsic |- |too |much |pressure/win |at |all |costs/leads |to |cheating.
Suggest |three |strategies |a |coach |could |use |to |eliminate |aggressive |behaviour. |- |correct |answer
|- |Punish |aggressive |acts/fine |player.
- |Promote |fair |play.
- |Remove |from |situation/change |position/substitution.
- |Encourage |peer |support.
- |Set |performance |goals.
- |Highlight |non-aggressive/positive |role |models.
- |Reduce |importance |of |event.
- |Stress |management |techniques.
- |Rewards.
,- |Develop |fitness |levels.
Describe |the |three |names |components |of |the |triadic |model. |- |correct |answer |1. |Cognitive |- |
What |you |believe |to |be |true.
2. |Affective |- |Your |feelings |or |emotional |response.
3. |Behavioural |- |Your |intended |behaviour |dependent |on |your |attitude.
Explain |the |differences |between |the |terms |social |inhibition |and |evaluation |apprehension. |- |
correct |answer |Social |Inhibition: |The |negative |influence |of |others |on |performance |who |are |
present |at |the |time.
Evaluation |Apprehension: |The |negative |influence |of |others |if |the |performer |feels |they |are |
being |judged.
Explain |how |the |interactionist |theories |of |personality |enable |us |to |predict |the |behaviour |of |
performers. |- |correct |answer |- |Behaviour |is |a |function |of |personality |and |environment |/ |
B=f(PxE)
- |Leads |to |stable |behaviour |in |a |certain |situation.
- |Hence |able |to |predict |behaviour |when |performing.
- |Change |environment |change |behaviour.
Explain |the |concept |of |'social |facilitation' |and |how |it |can |affect |performance. |- |correct |answer
|- |Social |facilitation |is |the |influence |of |presence |of |others |on |performance/presence |of |others |
increases |arousal.
- |Social |inhibition |- |Negative |effect |of |audience |on |performance.
- |Audience |- |those |watching.
- |Co-Actors |- |Performing |same |task |but |not |in |competition.
- |Competitive |co-actors |- |In |direct |competition.
- |Social |reinforcers |- |direct |influence |e.g. |coach.
- |Linked |to |drive |theory.
- |Increasing |arousal |leads |to |dominant |response.
, - |Experienced |performer |better |- |simple |tasks.
- |Novices |perform |worse |- |complex |skills.
- |Evaluation |apprehension |- |influence |greater |if |being |judged.
- |Baron's |Distraction-conflict |theory |- |need |to |focus |on |task |and |ignore |audience
Identify |the |benefits |of |Goal |Setting. |- |correct |answer |1. |Improved |confidence/self-efficacy.
2. |Increased |motivation/drive.
3. |Prevents |learning |plateau.
4. |Task |persistence/push |themselves.
5. |Reduced |anxiety/stress/more |relaxed.
6. |Focuses |attention/concentration/improved |selective |attention.
Explain |why |a |coach |would |use |performance |goals |and |outcome |goals |for |a |performer. |- |
correct |answer |Performance |Goals:
- |Improve |personal |standards |/ |personal |best.
- |To |avoid |comparisons |with |others.
Outcome |Goals:
- |To |achieve |a |better |result |(win |a |game, |finish |in |a |certain |position.)
Identify |and |explain |the |different |types |of |goals |that |a |coach |could |use |to |motivate |
performers. |- |correct |answer |1. |SMART |Goals
- |Specific |/ |measurable |/ |accepted |/ |realistic |/ |time |phased |/ |exciting |/ |recorded.
2. |Short/Long-Term |Goals:
- |Concept |of |specific |goals |over |differing |time |scales.
3. |Outcome/Product |Goal:
- |Based |on |end |result |/ |against |other |performers.
