PYC4812 SPORT PSYCHOLOGY FINAL
PAPER 2026 COMPLETE QUESTIONS AND
ANSWERS VERIFIED A+
◉ The Arousal/Performance Relationship
Answer: Athletes thoughts and feelings often explain poorer
performance when arousal is too high.
◉ Zone of Optimal Functioning
Answer: A practical tool for helping athletes establish his/her
optimal levels of pre-performance anxiety, within which
performance levels are proposed to be greatest. If anxiety levels are
outside of the optimal zone, performance will not occur at maximal
levels.
◉ Multidimensional anxiety theory
Answer: Makes distinctions between competitive state cognitive
anxiety on the premise that they have different relationships to
performance. Somatic anxiety is predicted to display an inverted-U
relationship with performance and cognitive anxiety a negative
linear relationship. As cognitive anxiety increases, performance
progressively deteriorates.
, ◉ Cusp Catastrophe Model
Answer: Describes the effect of cognitive anxiety and psychological
arousal ( as apposed to somatic anxiety) on performance. Cognitive
anxiety determines whether the effect of psychological arousal on
performance will be smooth and small, large, and catastrophic, or
somewhere in between. Suggests that elevations in cognitive anxiety
can have positive performance consequences dependent upon the
levels of psychological arousal.
◉ Name all of the phases of motor skill learning and briefly describe
the coach's role in each.
Answer: 1) Cognitive- develop initial motor program much
conscious attention. High cognitive activity. Coach should provide
verbal instructions, demonstrations, and encouragement.
2) Associative- fewer errors, increased speed, accuracy, and
coordination. Can devote attention to environment. Refining motor
program. Coach should plane appropriate practice opportunities,
teach visual strategies, provide feedback to reinforce, motivate and
correct performance.
3) Autonomous -Highly proficient, automatic, focus directed on
environment and decision making. Coach should plan appropriate
practice, provide feedback, motivate.
◉ Describe the difference between whole- verses part- practice and
give an example of a time where coaches would choose to use part
practice.
PAPER 2026 COMPLETE QUESTIONS AND
ANSWERS VERIFIED A+
◉ The Arousal/Performance Relationship
Answer: Athletes thoughts and feelings often explain poorer
performance when arousal is too high.
◉ Zone of Optimal Functioning
Answer: A practical tool for helping athletes establish his/her
optimal levels of pre-performance anxiety, within which
performance levels are proposed to be greatest. If anxiety levels are
outside of the optimal zone, performance will not occur at maximal
levels.
◉ Multidimensional anxiety theory
Answer: Makes distinctions between competitive state cognitive
anxiety on the premise that they have different relationships to
performance. Somatic anxiety is predicted to display an inverted-U
relationship with performance and cognitive anxiety a negative
linear relationship. As cognitive anxiety increases, performance
progressively deteriorates.
, ◉ Cusp Catastrophe Model
Answer: Describes the effect of cognitive anxiety and psychological
arousal ( as apposed to somatic anxiety) on performance. Cognitive
anxiety determines whether the effect of psychological arousal on
performance will be smooth and small, large, and catastrophic, or
somewhere in between. Suggests that elevations in cognitive anxiety
can have positive performance consequences dependent upon the
levels of psychological arousal.
◉ Name all of the phases of motor skill learning and briefly describe
the coach's role in each.
Answer: 1) Cognitive- develop initial motor program much
conscious attention. High cognitive activity. Coach should provide
verbal instructions, demonstrations, and encouragement.
2) Associative- fewer errors, increased speed, accuracy, and
coordination. Can devote attention to environment. Refining motor
program. Coach should plane appropriate practice opportunities,
teach visual strategies, provide feedback to reinforce, motivate and
correct performance.
3) Autonomous -Highly proficient, automatic, focus directed on
environment and decision making. Coach should plan appropriate
practice, provide feedback, motivate.
◉ Describe the difference between whole- verses part- practice and
give an example of a time where coaches would choose to use part
practice.
