CMPC ACTUAL EXAMS SCRIPT QUESTIONS AND
ANSWERS SET A+
✔✔Attending Behavior - ✔✔Attending behavior is defined as supporting the client using
individually and culturally appropriate verbal tracking, visual/eye contact, vocal qualities,
tone, and speech rate, as well as body language. Silence can also be a powerful
attending tool.
✔✔Active listening - ✔✔Active listening is the preferred and most useful mode of
listening. Consultants using active listening are attuned, connected, and engaged,
demonstrating a caring attitude and desire to truly understand what the other person
has to say
✔✔Basic listening sequence - ✔✔The purpose of the basic listening sequence is to
build empathy.
Questioning: using open questions to bring out the story and closed questions to elicit
short and specific responses
Encouraging: providing encouragement to support and evoke details
Paraphrasing: reflecting the essence of what clients are saying
Summarizing: integrating what has been said, bringing order, and linking together
different aspects of clients' stories to make sense of them
Reflecting feelings: paraphrasing in order to reflect clients' feelings
✔✔Influencing skills - ✔✔Focusing, empathically confronting, reflecting meaning,
interpreting, reframing, and giving feedback. Influencing skills can enhance the working
alliance and should be used once rapport and trust have been established (Ivey et al.,
2018).
,✔✔Gaining Entry - ✔✔Gaining entry is a term used to describe how MPCs acquire
information about the sport context and athletes' lived experiences within it once they
begin their work together
✔✔Initial Consult (Ayogi guide) - ✔✔1) Identifying information
2) Reason for seeking consulting
3) Background of areas for improvement / concern
4) Details of sport and performance
5) life & Identity
6) Significant relationships and support system
7) Self-care
8) Session conclusion
✔✔Self-disclosure - ✔✔Self-disclosure can be defined as "an interaction in which the
[consultant] reveals personal information about him/herself, and/or reveals reactions
and responses to the client as they arise in the session". Examples of common self-
disclosure include the following:
Education, philosophy of practice, sport experiences, and clientele
Personal information, life experiences, attitudes, and beliefs
Feelings about or reactions to clients
Acknowledgment of having made a mistake. "I statement are common self-disclosure".
✔✔Client resistance - ✔✔Resistance (i.e., reluctance to getting help or confronting
one's issues) to behavior change is one of the most important indicators of problems in
the working relationship.
✔✔Transference - ✔✔Transference occurs when clients respond cognitively,
behaviorally, or emotionally—either consciously or unconsciously—to consultants in
ways resembling patterns of response to significant others, real or imagined, in their
lives
✔✔Counter-transference - ✔✔Countertransference occurs when consultants respond to
clients in ways that are similar to how they would respond with significant others
✔✔Erotic transference - ✔✔Erotic transference occurs when one person in the working
relationship responds to the other person with erotic feelings, desires, or sexual
attractions. Sexual attraction and subsequent behaviors occur in mental performance
consultation (Stevens & Andersen, 2007) because consultants often have close, and
sometimes intimate contact with athletes, resulting from the confidential nature of their
relationship.
✔✔5 purposes of assessment - ✔✔to understand individuals as athletes (e.g., how they
think, feel, and behave in training and competition),
to understand athletes as individuals (e.g., their dispositions, values, beliefs, identities),
to determine how clients understand themselves (e.g., self-awareness, reflexivity),
,to determine how clients understand MPCs (e.g., their expertise, counselling
philosophy), and
to determine how clients understand sport and performance psychology (e.g., previous
experience, potential value).
✔✔Interviews - ✔✔Interviews can be defined as the "basic process used for gathering
data, providing information and advice to clients, and suggesting workable alternatives
for resolving concerns"
✔✔Sport Clinical Intake Protocol - ✔✔(1) the presenting problem, (2) life and athletic
history, (3) family and social support, (4) health status, (5) important life events, (6)
changes prior to the onset of the presenting problem, and (7) details of the presenting
problem.
✔✔Basic ID Framework (interviews) - ✔✔(1) behavior, (2) affect, (3) sensations, (4)
imagery, (5) cognitions, (6) interpersonal relations, and (7) biological functioning (diet
and drugs)
✔✔Motivational Interviewing (MI) - ✔✔Resist the "rightening" reflex.
Understand the client.
Listen to the client.
Empower the client.
DEARS
Develop discrepancies
Express empathy
Amplify ambivalence
Roll with resistance
Support self-efficacy
OARS
Open-ended questions
Affirmations
Reflective listening
Summarizing
✔✔Questionnaires - ✔✔validity (i.e., extent to which the test measures what it was
intended to measure), reliability (i.e., degree to which the test produces similar scores
each time it is used), and utility (i.e., how practical the test is for use in the field) of such
measures within the sporting context
✔✔Observations - ✔✔Enable MPCs to gather data in a natural environment (1) the
value of observation, (2) type of observation, (3) challenges of observation, and (4)
suggestions for observation training (see Holder & Winter, 2017). Two such instruments
currently exist for the observation of athletes: the self-talk and gestures rating scale, or
STAGRS (Van Raalte, Brewer, Rivera, & Petitpas, 1994), and the multidimensional
motivational climate observation system, or MMCOS (Smith et al., 2015). Proxemics
, refers to how interpersonal relationships and behaviors are changed by the distance
between two people. Kinesics encompasses factors such as posture, touching, body
movements, gestures, eye movement, and facial expressions. Paralanguage includes
indicators of clients' mental status such as speech pattern, rate, rhythm, volume, tone,
and pitch.
✔✔Motivation - ✔✔Broadly defined, motivation is the direction, intensity, and regulation
of one's effort (Roberts, 2001; Sage, 1977). Guidelines for building motivation.......1)
Consider both situation and traits. 2) Identity multiple motives. 3) Change the
environment 4) Involve leaders 5) Modify behaviour
✔✔Self-Confidence - ✔✔Self-confidence is the belief or certainty that athletes have
about their ability to be successful in their sport (Vealey, 2001). Relatedly, self-efficacy
(also discussed in chapter 2; Bandura, 1997), is a situation-specific type of confidence
that reflects one's expectation of succeeding at a specific task. Confident athlete
perform better than non-confident athletes. 10 sources of self-confidence. 1)
Achievement 2) Preparation 3) Self-regulation 4) Modeling 5) Feedback/Encouragement
6) Coach Leadership 7) Environmental Comfort 8) Physical Self-presentation
9) Situational favorableness
✔✔Overconfidence - ✔✔Overconfidence is a form of false confidence whereby athletes'
perceived abilities drastically exceed their actual abilities.
✔✔Information processing framework - ✔✔Through an information processing lens,
attention operates via a stimulus (i.e., information entering the body through the sensory
system) and the system's "programmed" response (i.e., the resulting behavior.
Attentional selectivity: refers to the process of identifying which internal and external
information is selected to be processed by one's system.
Attentional capacity: refers to how much information one is capable of attending to at
one time.
Attentional alertness: refers to how emotional arousal affects information processing.
✔✔Social Psychology Perspectives - ✔✔Social psychology perspectives include
theories of attention and distraction that focus on how task-irrelevant cues (such as
worry, anxiety, fatigue, taunting, or a teammate's mistake) can enter the system and
impair one's ability to focus on task-relevant information
Internal distractions can include: overthinking, thinking about past mistakes, thinking
about future challenges, low motivation, fear, doubt, fatigue, and injury
External distractions can include other people such as coaches, teammates, opponents,
officials, parents, fans, and peers; auditory distractions such as crowd noise, hecklers,
ANSWERS SET A+
✔✔Attending Behavior - ✔✔Attending behavior is defined as supporting the client using
individually and culturally appropriate verbal tracking, visual/eye contact, vocal qualities,
tone, and speech rate, as well as body language. Silence can also be a powerful
attending tool.
✔✔Active listening - ✔✔Active listening is the preferred and most useful mode of
listening. Consultants using active listening are attuned, connected, and engaged,
demonstrating a caring attitude and desire to truly understand what the other person
has to say
✔✔Basic listening sequence - ✔✔The purpose of the basic listening sequence is to
build empathy.
Questioning: using open questions to bring out the story and closed questions to elicit
short and specific responses
Encouraging: providing encouragement to support and evoke details
Paraphrasing: reflecting the essence of what clients are saying
Summarizing: integrating what has been said, bringing order, and linking together
different aspects of clients' stories to make sense of them
Reflecting feelings: paraphrasing in order to reflect clients' feelings
✔✔Influencing skills - ✔✔Focusing, empathically confronting, reflecting meaning,
interpreting, reframing, and giving feedback. Influencing skills can enhance the working
alliance and should be used once rapport and trust have been established (Ivey et al.,
2018).
,✔✔Gaining Entry - ✔✔Gaining entry is a term used to describe how MPCs acquire
information about the sport context and athletes' lived experiences within it once they
begin their work together
✔✔Initial Consult (Ayogi guide) - ✔✔1) Identifying information
2) Reason for seeking consulting
3) Background of areas for improvement / concern
4) Details of sport and performance
5) life & Identity
6) Significant relationships and support system
7) Self-care
8) Session conclusion
✔✔Self-disclosure - ✔✔Self-disclosure can be defined as "an interaction in which the
[consultant] reveals personal information about him/herself, and/or reveals reactions
and responses to the client as they arise in the session". Examples of common self-
disclosure include the following:
Education, philosophy of practice, sport experiences, and clientele
Personal information, life experiences, attitudes, and beliefs
Feelings about or reactions to clients
Acknowledgment of having made a mistake. "I statement are common self-disclosure".
✔✔Client resistance - ✔✔Resistance (i.e., reluctance to getting help or confronting
one's issues) to behavior change is one of the most important indicators of problems in
the working relationship.
✔✔Transference - ✔✔Transference occurs when clients respond cognitively,
behaviorally, or emotionally—either consciously or unconsciously—to consultants in
ways resembling patterns of response to significant others, real or imagined, in their
lives
✔✔Counter-transference - ✔✔Countertransference occurs when consultants respond to
clients in ways that are similar to how they would respond with significant others
✔✔Erotic transference - ✔✔Erotic transference occurs when one person in the working
relationship responds to the other person with erotic feelings, desires, or sexual
attractions. Sexual attraction and subsequent behaviors occur in mental performance
consultation (Stevens & Andersen, 2007) because consultants often have close, and
sometimes intimate contact with athletes, resulting from the confidential nature of their
relationship.
✔✔5 purposes of assessment - ✔✔to understand individuals as athletes (e.g., how they
think, feel, and behave in training and competition),
to understand athletes as individuals (e.g., their dispositions, values, beliefs, identities),
to determine how clients understand themselves (e.g., self-awareness, reflexivity),
,to determine how clients understand MPCs (e.g., their expertise, counselling
philosophy), and
to determine how clients understand sport and performance psychology (e.g., previous
experience, potential value).
✔✔Interviews - ✔✔Interviews can be defined as the "basic process used for gathering
data, providing information and advice to clients, and suggesting workable alternatives
for resolving concerns"
✔✔Sport Clinical Intake Protocol - ✔✔(1) the presenting problem, (2) life and athletic
history, (3) family and social support, (4) health status, (5) important life events, (6)
changes prior to the onset of the presenting problem, and (7) details of the presenting
problem.
✔✔Basic ID Framework (interviews) - ✔✔(1) behavior, (2) affect, (3) sensations, (4)
imagery, (5) cognitions, (6) interpersonal relations, and (7) biological functioning (diet
and drugs)
✔✔Motivational Interviewing (MI) - ✔✔Resist the "rightening" reflex.
Understand the client.
Listen to the client.
Empower the client.
DEARS
Develop discrepancies
Express empathy
Amplify ambivalence
Roll with resistance
Support self-efficacy
OARS
Open-ended questions
Affirmations
Reflective listening
Summarizing
✔✔Questionnaires - ✔✔validity (i.e., extent to which the test measures what it was
intended to measure), reliability (i.e., degree to which the test produces similar scores
each time it is used), and utility (i.e., how practical the test is for use in the field) of such
measures within the sporting context
✔✔Observations - ✔✔Enable MPCs to gather data in a natural environment (1) the
value of observation, (2) type of observation, (3) challenges of observation, and (4)
suggestions for observation training (see Holder & Winter, 2017). Two such instruments
currently exist for the observation of athletes: the self-talk and gestures rating scale, or
STAGRS (Van Raalte, Brewer, Rivera, & Petitpas, 1994), and the multidimensional
motivational climate observation system, or MMCOS (Smith et al., 2015). Proxemics
, refers to how interpersonal relationships and behaviors are changed by the distance
between two people. Kinesics encompasses factors such as posture, touching, body
movements, gestures, eye movement, and facial expressions. Paralanguage includes
indicators of clients' mental status such as speech pattern, rate, rhythm, volume, tone,
and pitch.
✔✔Motivation - ✔✔Broadly defined, motivation is the direction, intensity, and regulation
of one's effort (Roberts, 2001; Sage, 1977). Guidelines for building motivation.......1)
Consider both situation and traits. 2) Identity multiple motives. 3) Change the
environment 4) Involve leaders 5) Modify behaviour
✔✔Self-Confidence - ✔✔Self-confidence is the belief or certainty that athletes have
about their ability to be successful in their sport (Vealey, 2001). Relatedly, self-efficacy
(also discussed in chapter 2; Bandura, 1997), is a situation-specific type of confidence
that reflects one's expectation of succeeding at a specific task. Confident athlete
perform better than non-confident athletes. 10 sources of self-confidence. 1)
Achievement 2) Preparation 3) Self-regulation 4) Modeling 5) Feedback/Encouragement
6) Coach Leadership 7) Environmental Comfort 8) Physical Self-presentation
9) Situational favorableness
✔✔Overconfidence - ✔✔Overconfidence is a form of false confidence whereby athletes'
perceived abilities drastically exceed their actual abilities.
✔✔Information processing framework - ✔✔Through an information processing lens,
attention operates via a stimulus (i.e., information entering the body through the sensory
system) and the system's "programmed" response (i.e., the resulting behavior.
Attentional selectivity: refers to the process of identifying which internal and external
information is selected to be processed by one's system.
Attentional capacity: refers to how much information one is capable of attending to at
one time.
Attentional alertness: refers to how emotional arousal affects information processing.
✔✔Social Psychology Perspectives - ✔✔Social psychology perspectives include
theories of attention and distraction that focus on how task-irrelevant cues (such as
worry, anxiety, fatigue, taunting, or a teammate's mistake) can enter the system and
impair one's ability to focus on task-relevant information
Internal distractions can include: overthinking, thinking about past mistakes, thinking
about future challenges, low motivation, fear, doubt, fatigue, and injury
External distractions can include other people such as coaches, teammates, opponents,
officials, parents, fans, and peers; auditory distractions such as crowd noise, hecklers,
