CMPC EXAM TEST PAPER QUESTIONS AND
ANSWERS SET A+
✔✔coach responses to mistakes - ✔✔mistake-contingent encouragement; mistake-
contingent technical instruction; punishment; punitive technical instruction; ignoring
mistakes
✔✔game-related coach behavior - ✔✔general technical instruction; general
encouragement; organization/administrative behavior
✔✔building team cohesion in sport - ✔✔- set team goals
- ensure athletes' roles are understood and accepted
- ensure team meetings and practices are efficient
- ensure leadership is coherent, effective, and acceptable
- examine the way in which the team functions
- examine the relationships among team members
- diagnose potential weaknesses and minimize their effects on the team
✔✔contextual intelligence factors - ✔✔culture; values; attitudes; history and language of
the performance domain; consultant role within performance and training environment;
organizational structure
✔✔Attribution theory - ✔✔cause of behavior is either dispositional (fundamental
attribution error) or situational (blame behavior on external/situational reasons)
✔✔Catastrophe model of anxiety - ✔✔proposed four specific relationships between
cognitive anxiety, physiological arousal, and performance (high vs. low)
✔✔When physiological arousal is low - ✔✔cognitive anxiety has a positive linear
relationship with performance
✔✔When physiological arousal is high - ✔✔Cognitive anxiety will have a negative
relationship with performance
, ✔✔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)
ANSWERS SET A+
✔✔coach responses to mistakes - ✔✔mistake-contingent encouragement; mistake-
contingent technical instruction; punishment; punitive technical instruction; ignoring
mistakes
✔✔game-related coach behavior - ✔✔general technical instruction; general
encouragement; organization/administrative behavior
✔✔building team cohesion in sport - ✔✔- set team goals
- ensure athletes' roles are understood and accepted
- ensure team meetings and practices are efficient
- ensure leadership is coherent, effective, and acceptable
- examine the way in which the team functions
- examine the relationships among team members
- diagnose potential weaknesses and minimize their effects on the team
✔✔contextual intelligence factors - ✔✔culture; values; attitudes; history and language of
the performance domain; consultant role within performance and training environment;
organizational structure
✔✔Attribution theory - ✔✔cause of behavior is either dispositional (fundamental
attribution error) or situational (blame behavior on external/situational reasons)
✔✔Catastrophe model of anxiety - ✔✔proposed four specific relationships between
cognitive anxiety, physiological arousal, and performance (high vs. low)
✔✔When physiological arousal is low - ✔✔cognitive anxiety has a positive linear
relationship with performance
✔✔When physiological arousal is high - ✔✔Cognitive anxiety will have a negative
relationship with performance
, ✔✔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)
