CMPC Study Set With complete solu on Newest RATED
A+
AASP Ethics (CIRCSS)
Competence
Integrity
Respect for People's Rights & Dignity
Concern for Others Wellbeing
Social Responsibility
Scien!fic and Professional Responsibility
Inverted U Hypothesis
Anxiety - performance rela!onship is curvilinear
As arousal increases, performance increases to a peak, adn then drops off
Based off Yerkes Dodson curve
IZOF
Zones in which individuals perform best,
Makes athletes confident, relaxed and mo!vated. Described as peak flow
Not just a single point
Pleasant/Unpleasant Func!onal/Dysfunc!onal
mul!dimensional Theory of anxiety
Cogni!ve anxiety & soma!c anxiety effect performance differently
different/unrelated impacts (orthogonal)
soma!c anxiety--same U shape rela!on to performance
cogni!ve--nega!ve linear rela!onship with performance
Catastrophe model (hardy & fazey)
Looks at the interac!on between cogni!ve anxiety and physiological arousal. Under low levels
of cog anxiety, physiological arousal is beneficial to performance up to a certain threshold
(following an inverted U pa;ern). However, as cogni!ve anxiety increases AND physiological
arousal increases, there is a catastrophe point in which performance rapidly deteriorates and
can only be recovered if physiological arousal and cogni!ve anxiety are diminished.
,Control Model of Debilita!ve and Facilita!ve Compe!!ve Anxiety (Jones)
Percep!on of control over goal a;ainment impacts ability to cope with stress demands
Appraised as facilita!ve or debilita!ve, which moderates anxiety performance rela!onship
Facilita ve = When athletes perceive they can cope with performance pressure and they are
able to achieve goals
Debilita ve = no control over whether they can achieve goals or cope with performance
pressure
Control model of debilita!ve and facilita!ve compe!!ve anxiety suggests that how individuals
interpret their anxiety is most predic!ve of whether anxiety can help or hurt their performance.
Self confidence and skill level impact percep!ons of control
Affect and mood state impacts appraisal too:
affect leads to facilita!ve
affect leads to debilita!ve
Reversal Theory
Low levels of arousal can be viewed as boredom while high levels can be viewed as excitement
or anxiety
Reversals back & forth between these two can impact performance by helping/hindering based
on interpreta!on
boredom = hinders
relaxed = helpful (depending)
excited = helpful (depending)
anxious = hinders
Cue U!liza!on Model
When arousal is LOW, we receive an influx of unhelpful informa!on bc of broad focus of
a;en!on.
When stress/arousal INCREASES, it helps athletes focus on relevant CUES
Can hit a threshold when arousal levels are too high and make it hard to maintain focus/a;n
becomes too narrow
,thanstheore!cal model
precontempla!on - no desire/awareness for change (reluctant to MST despite there being a
need)
Contempla!on Stage - recognize importance of change and commi;ed to taking ac!on in next 6
months (recognize the need to consult with an MPC to learn mental skills and weight pros/cons)
Prepara!on - planning to change behavior and commi;ed to following through (developing
goals and a !meline to learn mental skills; MPCs can help facilitate by making sure plans are
realis!c and have a plan for dealing with distrac!ons)
Ac!on - implemen!ng plan and making behavior modifica!ons, typically for less than 6 months
(engaging in MST here)
Maintenance - change behaviors are established in daily life, typically for 6+ months. A;empts
made to prevent relapse and consolidate gains (athletes applying mental skills)
Termina!on - self efficacious in engaging in new behaviors (athletes effec!vely and effortlessly
applying mental skills in a variety of situa!ons. MPCs mainly there for support at this point)
Theory of Planned Behavior
key for behavior change is the inten!on to perform the behavior.
Influenced by:
aCtude toward behavior
subjec!ve norms (social pressure)
perceived behavioral control
doesn't account for emo!onal and unconscious influences; poor predic!ve validity; untestable
Social Cogni!ve Theory
Learning occurs in a social context.
Ac!ve agents who can influence and be influenced by their environment.
(bobo doll experiment)
, Behavior impacted by:
Cogni!ve /personal factors (knowledge, expecta!ons, aCtudes)
Environmental Factors (social, poli!cal, physical, norms)
Behavior factors (skills prac!ce, self efficacy)
General Adapta!on Syndrome
Seyle's concept that the body responds to stress with alarm, resistance and exhaus!on
Alarm: body goes into fight or flight mode and mobilizes resources
Resistance: if stressor does not con!nue, then body repairs itself (HR, cor!sol, lowers). but if
resistance stage lasts too long, then the body adapts to higher levels of stress (COPES)
Exhaus!on: struggling with stress for too long without recovery can result in drainage of
physical, mental, emo!onal resources to the point where body can no longer fight)
AD
Piaget's Stages of Cogni!ve Development
Sensorimotor, preopera!onal, concrete opera!onal, formal opera!onal
sensorimotor stage
(0-2) learning the world through sensa!on and movement. recognize that they are separate
from the people and things around them; ac!ons can impact the world around them
preopera!onal
(2-7) language centric; using words to represent objects and thing symbolically; ego centric;
have difficulty seeing things from others perspec!ve
concrete opera!onal
7-11; logic comes online; percep!ons accurate; understand reversibility (water cup example
"conserva!on"); can think logically about concrete events
formal opera!onal
11+; problem solving; abstract thinking; can begin to think abstractly and reason about
hypothe!cal problems; can comprehend philosophical, ethical, social, and poli!cal issues that
require theore!cal and abstract reasoning
A+
AASP Ethics (CIRCSS)
Competence
Integrity
Respect for People's Rights & Dignity
Concern for Others Wellbeing
Social Responsibility
Scien!fic and Professional Responsibility
Inverted U Hypothesis
Anxiety - performance rela!onship is curvilinear
As arousal increases, performance increases to a peak, adn then drops off
Based off Yerkes Dodson curve
IZOF
Zones in which individuals perform best,
Makes athletes confident, relaxed and mo!vated. Described as peak flow
Not just a single point
Pleasant/Unpleasant Func!onal/Dysfunc!onal
mul!dimensional Theory of anxiety
Cogni!ve anxiety & soma!c anxiety effect performance differently
different/unrelated impacts (orthogonal)
soma!c anxiety--same U shape rela!on to performance
cogni!ve--nega!ve linear rela!onship with performance
Catastrophe model (hardy & fazey)
Looks at the interac!on between cogni!ve anxiety and physiological arousal. Under low levels
of cog anxiety, physiological arousal is beneficial to performance up to a certain threshold
(following an inverted U pa;ern). However, as cogni!ve anxiety increases AND physiological
arousal increases, there is a catastrophe point in which performance rapidly deteriorates and
can only be recovered if physiological arousal and cogni!ve anxiety are diminished.
,Control Model of Debilita!ve and Facilita!ve Compe!!ve Anxiety (Jones)
Percep!on of control over goal a;ainment impacts ability to cope with stress demands
Appraised as facilita!ve or debilita!ve, which moderates anxiety performance rela!onship
Facilita ve = When athletes perceive they can cope with performance pressure and they are
able to achieve goals
Debilita ve = no control over whether they can achieve goals or cope with performance
pressure
Control model of debilita!ve and facilita!ve compe!!ve anxiety suggests that how individuals
interpret their anxiety is most predic!ve of whether anxiety can help or hurt their performance.
Self confidence and skill level impact percep!ons of control
Affect and mood state impacts appraisal too:
affect leads to facilita!ve
affect leads to debilita!ve
Reversal Theory
Low levels of arousal can be viewed as boredom while high levels can be viewed as excitement
or anxiety
Reversals back & forth between these two can impact performance by helping/hindering based
on interpreta!on
boredom = hinders
relaxed = helpful (depending)
excited = helpful (depending)
anxious = hinders
Cue U!liza!on Model
When arousal is LOW, we receive an influx of unhelpful informa!on bc of broad focus of
a;en!on.
When stress/arousal INCREASES, it helps athletes focus on relevant CUES
Can hit a threshold when arousal levels are too high and make it hard to maintain focus/a;n
becomes too narrow
,thanstheore!cal model
precontempla!on - no desire/awareness for change (reluctant to MST despite there being a
need)
Contempla!on Stage - recognize importance of change and commi;ed to taking ac!on in next 6
months (recognize the need to consult with an MPC to learn mental skills and weight pros/cons)
Prepara!on - planning to change behavior and commi;ed to following through (developing
goals and a !meline to learn mental skills; MPCs can help facilitate by making sure plans are
realis!c and have a plan for dealing with distrac!ons)
Ac!on - implemen!ng plan and making behavior modifica!ons, typically for less than 6 months
(engaging in MST here)
Maintenance - change behaviors are established in daily life, typically for 6+ months. A;empts
made to prevent relapse and consolidate gains (athletes applying mental skills)
Termina!on - self efficacious in engaging in new behaviors (athletes effec!vely and effortlessly
applying mental skills in a variety of situa!ons. MPCs mainly there for support at this point)
Theory of Planned Behavior
key for behavior change is the inten!on to perform the behavior.
Influenced by:
aCtude toward behavior
subjec!ve norms (social pressure)
perceived behavioral control
doesn't account for emo!onal and unconscious influences; poor predic!ve validity; untestable
Social Cogni!ve Theory
Learning occurs in a social context.
Ac!ve agents who can influence and be influenced by their environment.
(bobo doll experiment)
, Behavior impacted by:
Cogni!ve /personal factors (knowledge, expecta!ons, aCtudes)
Environmental Factors (social, poli!cal, physical, norms)
Behavior factors (skills prac!ce, self efficacy)
General Adapta!on Syndrome
Seyle's concept that the body responds to stress with alarm, resistance and exhaus!on
Alarm: body goes into fight or flight mode and mobilizes resources
Resistance: if stressor does not con!nue, then body repairs itself (HR, cor!sol, lowers). but if
resistance stage lasts too long, then the body adapts to higher levels of stress (COPES)
Exhaus!on: struggling with stress for too long without recovery can result in drainage of
physical, mental, emo!onal resources to the point where body can no longer fight)
AD
Piaget's Stages of Cogni!ve Development
Sensorimotor, preopera!onal, concrete opera!onal, formal opera!onal
sensorimotor stage
(0-2) learning the world through sensa!on and movement. recognize that they are separate
from the people and things around them; ac!ons can impact the world around them
preopera!onal
(2-7) language centric; using words to represent objects and thing symbolically; ego centric;
have difficulty seeing things from others perspec!ve
concrete opera!onal
7-11; logic comes online; percep!ons accurate; understand reversibility (water cup example
"conserva!on"); can think logically about concrete events
formal opera!onal
11+; problem solving; abstract thinking; can begin to think abstractly and reason about
hypothe!cal problems; can comprehend philosophical, ethical, social, and poli!cal issues that
require theore!cal and abstract reasoning
