EXSS 181 FINAL EXAM QUESTIONS WITH
CORRECT ANSWERS
sport |and |exercise |psychology |- |CORRECT |ANSWER✔✔-the |scientific |study |of |human |behavior |
in |sport |and |exercise |and |practical |application |of |that |knowledge
three |roles |of |sport |psychologists |- |CORRECT |ANSWER✔✔-1. |Research
2. |Teaching
3. |consulting
two |major |types |of |questions |in |the |field? |- |CORRECT |ANSWER✔✔-1. |Understand |the |effects |
of |psych |factors |on |sport/physical |activity |behavior |and |performance
2. |Understand |the |effects |of |participating |in |sport |and |physical |activity |on |psych, |
development, |health |and |wellbeing
What |does |B=f(P,E) |mean? |- |CORRECT |ANSWER✔✔-Behavior |is |a |function |of |the |person |and |
environment
Norman |triplett |- |CORRECT |ANSWER✔✔-Studied |social |facilitation |of |bikers
Tested |whether |they |rode |faster |alone |or |in |groups
Coleman |Griffith |- |CORRECT |ANSWER✔✔-Father |of |modern |sports |psychology
1st |sports |psych |research |lab
,Studied |red |grange |at |illinois
Worked |with |notre |dame |and |chicago |cubs
the |6 |periods |of |sport |psychology. |- |CORRECT |ANSWER✔✔-1. |Early |years |(1895-1920)
2. |Griffith |era |(1921-1938)
| Lab |at |university |of |
| illinois
3. |Preparation |for |the |future |(1939-1965)
| Franklin |henry |
| establishes |grad |
| program
4. |Establishment |of |academic |branch |(1966-1977_
| 1st |NASPSPA |
| Conference
5. |Multidisciplinary |research |(1978-2000)
| New |research |and |
| establishment |of |
| journals
6. |Contemporary |(2000-present)
3 |ways |of |knowing. |- |CORRECT |ANSWER✔✔-1. |Common |sense |(intuition, |speculation)
2. |Practical |experience |(observation)
3. |Science |(controlled |experiments)
,4 |steps |involved |in |the |scientific |method? |- |CORRECT |ANSWER✔✔-1. |Develop |the |problem
2. |Formulate |hypotheses
3. |Gather |data
4. |Analyze |and |interpret |results
Identify |the |IV |and |DV |in |the |following |statement: |
Do |8-year |old |gymnasts |learn |new |vaults |faster |if |they |are |exposed |to |mastery |versus |coping |
models? |- |CORRECT |ANSWER✔✔-IV: |mastery |versus |coping |models
DV: |time |it |takes |to |learn |vaults
What |is |a |theory? |- |CORRECT |ANSWER✔✔-well-tested |explanation |that |unifies |a |broad |range |
of |observations
What |is |personality? |- |CORRECT |ANSWER✔✔-Pattern |of |characteristics, |thoughts, |feelings |and
|behaviors |that |distinguishes |one |person |from |another |and |persists |over |time
Explain |the |difference |between |internal |psychological |core, |typical |responses, |and |role-related |
behavior |in |Hollander's |model |of |personality. |- |CORRECT |ANSWER✔✔-1. |Core |= |basic |level, |
values, |interests, |motives |etc
2. |Typical |responses |= |ways |we |learn |to |adjust |to |the |environment, |how |we |usually |respond |to
|the |world |around |us
3. |Role |related |= |most |changeable |aspect |of |personality, |different |situations |elicit |different |
behaviors
Name |the |big |5 |traits |(OCEAN) |- |CORRECT |ANSWER✔✔-Openness |to |Experience
Conscientiousness
, Extraversion/introversion
Agreeableness
Neuroticism
What |is |the |iceberg |profile? |- |CORRECT |ANSWER✔✔-- |profile |of |a |successful |athlete |shows |
vigor |above |the |mean |population |but |tension, |depression, |anger, |fatigue, |and |confusion |below
|the |mean |population
- less |successful |athletes |have |a |flat |profile
| |
Describe |the |trait |approach |to |personality. |Why |are |traits |a |poor |predictor |of |behavior |on |
their |own? |- |CORRECT |ANSWER✔✔-1. |Trait |theory |implies |that |a |person's |traits |(relatively |
stable |attributes |of |a |person) |are |consistent |and |generalizable
2. |Traits |are |weak |predictors |of |behavior |on |their |own |because |they |don't |take |into |account |
that |people |act |differently |depending |on |the |environment
There |are |two |theories |that |suggest |that |the |situation |influences |personality |development. |
Name |them, |and |explain |the |basic |premise |of |each. |- |CORRECT |ANSWER✔✔-1. |Behaviorism: |
people |learn |behaviors |for |specific |situations |through |rewards |and |punishments
2. |Social |learning |theory: |people |learn |behaviors |for |certain |situations |via |observational |
learning/modeling
What |does |the |interactionist |approach |to |personality |suggest |about |how |personality |
develops? |- |CORRECT |ANSWER✔✔-1. |Combination |of |state |and |trait |characteristics
2. |Behavior |is |a |function |of |the |person |and |situation
CORRECT ANSWERS
sport |and |exercise |psychology |- |CORRECT |ANSWER✔✔-the |scientific |study |of |human |behavior |
in |sport |and |exercise |and |practical |application |of |that |knowledge
three |roles |of |sport |psychologists |- |CORRECT |ANSWER✔✔-1. |Research
2. |Teaching
3. |consulting
two |major |types |of |questions |in |the |field? |- |CORRECT |ANSWER✔✔-1. |Understand |the |effects |
of |psych |factors |on |sport/physical |activity |behavior |and |performance
2. |Understand |the |effects |of |participating |in |sport |and |physical |activity |on |psych, |
development, |health |and |wellbeing
What |does |B=f(P,E) |mean? |- |CORRECT |ANSWER✔✔-Behavior |is |a |function |of |the |person |and |
environment
Norman |triplett |- |CORRECT |ANSWER✔✔-Studied |social |facilitation |of |bikers
Tested |whether |they |rode |faster |alone |or |in |groups
Coleman |Griffith |- |CORRECT |ANSWER✔✔-Father |of |modern |sports |psychology
1st |sports |psych |research |lab
,Studied |red |grange |at |illinois
Worked |with |notre |dame |and |chicago |cubs
the |6 |periods |of |sport |psychology. |- |CORRECT |ANSWER✔✔-1. |Early |years |(1895-1920)
2. |Griffith |era |(1921-1938)
| Lab |at |university |of |
| illinois
3. |Preparation |for |the |future |(1939-1965)
| Franklin |henry |
| establishes |grad |
| program
4. |Establishment |of |academic |branch |(1966-1977_
| 1st |NASPSPA |
| Conference
5. |Multidisciplinary |research |(1978-2000)
| New |research |and |
| establishment |of |
| journals
6. |Contemporary |(2000-present)
3 |ways |of |knowing. |- |CORRECT |ANSWER✔✔-1. |Common |sense |(intuition, |speculation)
2. |Practical |experience |(observation)
3. |Science |(controlled |experiments)
,4 |steps |involved |in |the |scientific |method? |- |CORRECT |ANSWER✔✔-1. |Develop |the |problem
2. |Formulate |hypotheses
3. |Gather |data
4. |Analyze |and |interpret |results
Identify |the |IV |and |DV |in |the |following |statement: |
Do |8-year |old |gymnasts |learn |new |vaults |faster |if |they |are |exposed |to |mastery |versus |coping |
models? |- |CORRECT |ANSWER✔✔-IV: |mastery |versus |coping |models
DV: |time |it |takes |to |learn |vaults
What |is |a |theory? |- |CORRECT |ANSWER✔✔-well-tested |explanation |that |unifies |a |broad |range |
of |observations
What |is |personality? |- |CORRECT |ANSWER✔✔-Pattern |of |characteristics, |thoughts, |feelings |and
|behaviors |that |distinguishes |one |person |from |another |and |persists |over |time
Explain |the |difference |between |internal |psychological |core, |typical |responses, |and |role-related |
behavior |in |Hollander's |model |of |personality. |- |CORRECT |ANSWER✔✔-1. |Core |= |basic |level, |
values, |interests, |motives |etc
2. |Typical |responses |= |ways |we |learn |to |adjust |to |the |environment, |how |we |usually |respond |to
|the |world |around |us
3. |Role |related |= |most |changeable |aspect |of |personality, |different |situations |elicit |different |
behaviors
Name |the |big |5 |traits |(OCEAN) |- |CORRECT |ANSWER✔✔-Openness |to |Experience
Conscientiousness
, Extraversion/introversion
Agreeableness
Neuroticism
What |is |the |iceberg |profile? |- |CORRECT |ANSWER✔✔-- |profile |of |a |successful |athlete |shows |
vigor |above |the |mean |population |but |tension, |depression, |anger, |fatigue, |and |confusion |below
|the |mean |population
- less |successful |athletes |have |a |flat |profile
| |
Describe |the |trait |approach |to |personality. |Why |are |traits |a |poor |predictor |of |behavior |on |
their |own? |- |CORRECT |ANSWER✔✔-1. |Trait |theory |implies |that |a |person's |traits |(relatively |
stable |attributes |of |a |person) |are |consistent |and |generalizable
2. |Traits |are |weak |predictors |of |behavior |on |their |own |because |they |don't |take |into |account |
that |people |act |differently |depending |on |the |environment
There |are |two |theories |that |suggest |that |the |situation |influences |personality |development. |
Name |them, |and |explain |the |basic |premise |of |each. |- |CORRECT |ANSWER✔✔-1. |Behaviorism: |
people |learn |behaviors |for |specific |situations |through |rewards |and |punishments
2. |Social |learning |theory: |people |learn |behaviors |for |certain |situations |via |observational |
learning/modeling
What |does |the |interactionist |approach |to |personality |suggest |about |how |personality |
develops? |- |CORRECT |ANSWER✔✔-1. |Combination |of |state |and |trait |characteristics
2. |Behavior |is |a |function |of |the |person |and |situation
