CMPC EVALUATION TEST QUESTIONS AND
ANSWERS SET A+
✔✔Electromyographic (EMG) activity - ✔✔measured by surface electromyography
sensors placed on the trapezius, measures the electrical activity of a muscle in
microvolts. Under stress, muscle tension increases and can impair motor performance
by affecting reaction time and movement rhythm and timing
Peripheral body temperature is measured using a temperature sensor that is placed on
the fingertip or toe (body periphery)
✔✔Heart Rate - ✔✔Heart rate (HR), measured by a photoplethysmography sensor
placed on the thumb of one hand, is a measure of the rate at which the heart is beating
and will increase under sympathetic arousal. Respiration rate is measured with a strain
gauge positioned around the abdomen and provides information about the rate and
depth of breathing. Under sympathetic arousal, respiration rate increases. Heart rate
variability (HRV) provides information on HR and blood flow; it is a measure of the
interbeat interval—the time between two consecutive heartbeats—in the
electrocardiogram (Schwartz & Andrasik, 2017).
✔✔Choking - ✔✔Choking, as defined by Mesagno and Hill (2013), is "an acute and
considerable decrease in skill execution and performance, when self-expected
standards are normally achievable, and which is the result of increased anxiety under
perceived pressure" (p. 273). Self-focus attentional theories suggest that suboptimal
performance or "choking" occurs when athletes, particularly in the competitive setting
and under pressure, turn their attention to skills that have been previously well-learned
✔✔psychomotor efficiency theory - ✔✔This theory focuses on the processes that occur
in athletes' brains to achieve expert performance. Psychomotor efficiency theory is
concerned with neural resource allocation and is "based on the basic formula that
efficiency = work/effort" (Hatfield, 2018, p. 43). When novice athletes are learning a new
skill, neurological processes in the brain are controlled, attention-demanding, conscious,
and inefficient. In other words, novices have to consciously attend to the step-by-step
components of how to execute the skill.
,✔✔Biofeedback - ✔✔During a biofeedback training session, athletes observe their own
physiological data on a computer screen and work to actively alter their own responses.
The five modalities used have been described earlier in this chapter: (1) EMG, (2)
peripheral body temperature, (3) EDR, (4) HRV, and (5) respiration rate and depth.
Research by Lehrer, Vaschillo, and Vaschillo (2000) has demonstrated that breathing at
approximately six breaths per minute (termed resonant frequency), when well-learned,
creates high oscillations in HRV, indicating an ability to effectively adapt to external
stressors and enhance performance
5 stages of the windgate approach
Introduction: learning self-regulation techniques
Identification: identifying and training the most effective response modality
Simulation: training with simulated competitive stress
Transformation: transitioning from the lab to the field
Realization: achieving optimal self-regulation in competition
✔✔Neurofeedback - ✔✔Neurofeedback training, also known as EEG biofeedback,
involves the measurement, assessment, and training of EEG (brain wave) activity
(Schwartz & Andrasik, 2017). Based on the principles of operant conditioning, EEG
activity is recorded and fed back to the athlete in the form of audio or visual cues, and
feedback is provided to enable the athlete to see and progressively alter their brain
waves.
✔✔Guiding principles of the AASP code - ✔✔A) Competence
B) Integrity
C) Professional & Scientific Responsibility
D) Respect for peoples rights and dignity
E) Concern for others welfare
F) Social Responsibility
✔✔Competence - ✔✔Providing services related to one's education, training, and
experience
✔✔Integrity - ✔✔Providing and marketing services that match one's competency to help
protect the well-being of those one serves
✔✔Professional and Scientific Responsibility - ✔✔Keeping the public's best interest in
mind by maintaining ethical conduct personally and professionally
Helping other professionals in the field maintain ethical conduct
, ✔✔Respect for peoples rights and dignity - ✔✔Being aware of individuals' fundamental
rights, worth, and dignity
Establishing safeguards to protect those rights
Following culturally inclusive practices
4 principles:
1) Privacy
2) Confidentiality
3) Autonomy
4) Multicultural inclusivity
✔✔Concern for others welfare - ✔✔Being mindful of power and never exploiting or
causing intentional harm to those one servesIn professional relationships, exploring
ways to resolve conflicts informally and respectfully, keeping the best interests of the
public and organization at the forefront
✔✔Social responsibility - ✔✔Remembering that a professional's scientific and practical
work is intended to serve others, protect their welfare, and do no harm
✔✔Non-maleficence - ✔✔Do no harm
✔✔Conflict of interest - ✔✔
✔✔Stand 1: Professional and scientific relationship - ✔✔Only provide services (e.g.,
teaching supervision, consulting) in a defined professional capacity.
✔✔Standard 2: Boundaries of competence - ✔✔Provide only those services in which
you have adequate education, training, and experience. Remain up to date on relevant
scientific practices and adhere to ongoing educational training to remain competent in
the services provided.
✔✔Standard 3: Human Differences - ✔✔Be aware of individual differences (e.g.,
demographics, cultural practices) between yourself and those you serve. Be aware of
biases, and do not condone discriminatory conduct.
✔✔Standard 4: Exploitation & Harassment - ✔✔Be mindful of power dynamics in the
working relationship and do not exploit or discriminate against individuals you educate,
supervise, evaluate, or hold any authority over.
✔✔Standard 5: Personal Problems & Conflics - ✔✔Be mindful of personal
circumstances that may affect professional relationships; seek consultation when
necessary.
ANSWERS SET A+
✔✔Electromyographic (EMG) activity - ✔✔measured by surface electromyography
sensors placed on the trapezius, measures the electrical activity of a muscle in
microvolts. Under stress, muscle tension increases and can impair motor performance
by affecting reaction time and movement rhythm and timing
Peripheral body temperature is measured using a temperature sensor that is placed on
the fingertip or toe (body periphery)
✔✔Heart Rate - ✔✔Heart rate (HR), measured by a photoplethysmography sensor
placed on the thumb of one hand, is a measure of the rate at which the heart is beating
and will increase under sympathetic arousal. Respiration rate is measured with a strain
gauge positioned around the abdomen and provides information about the rate and
depth of breathing. Under sympathetic arousal, respiration rate increases. Heart rate
variability (HRV) provides information on HR and blood flow; it is a measure of the
interbeat interval—the time between two consecutive heartbeats—in the
electrocardiogram (Schwartz & Andrasik, 2017).
✔✔Choking - ✔✔Choking, as defined by Mesagno and Hill (2013), is "an acute and
considerable decrease in skill execution and performance, when self-expected
standards are normally achievable, and which is the result of increased anxiety under
perceived pressure" (p. 273). Self-focus attentional theories suggest that suboptimal
performance or "choking" occurs when athletes, particularly in the competitive setting
and under pressure, turn their attention to skills that have been previously well-learned
✔✔psychomotor efficiency theory - ✔✔This theory focuses on the processes that occur
in athletes' brains to achieve expert performance. Psychomotor efficiency theory is
concerned with neural resource allocation and is "based on the basic formula that
efficiency = work/effort" (Hatfield, 2018, p. 43). When novice athletes are learning a new
skill, neurological processes in the brain are controlled, attention-demanding, conscious,
and inefficient. In other words, novices have to consciously attend to the step-by-step
components of how to execute the skill.
,✔✔Biofeedback - ✔✔During a biofeedback training session, athletes observe their own
physiological data on a computer screen and work to actively alter their own responses.
The five modalities used have been described earlier in this chapter: (1) EMG, (2)
peripheral body temperature, (3) EDR, (4) HRV, and (5) respiration rate and depth.
Research by Lehrer, Vaschillo, and Vaschillo (2000) has demonstrated that breathing at
approximately six breaths per minute (termed resonant frequency), when well-learned,
creates high oscillations in HRV, indicating an ability to effectively adapt to external
stressors and enhance performance
5 stages of the windgate approach
Introduction: learning self-regulation techniques
Identification: identifying and training the most effective response modality
Simulation: training with simulated competitive stress
Transformation: transitioning from the lab to the field
Realization: achieving optimal self-regulation in competition
✔✔Neurofeedback - ✔✔Neurofeedback training, also known as EEG biofeedback,
involves the measurement, assessment, and training of EEG (brain wave) activity
(Schwartz & Andrasik, 2017). Based on the principles of operant conditioning, EEG
activity is recorded and fed back to the athlete in the form of audio or visual cues, and
feedback is provided to enable the athlete to see and progressively alter their brain
waves.
✔✔Guiding principles of the AASP code - ✔✔A) Competence
B) Integrity
C) Professional & Scientific Responsibility
D) Respect for peoples rights and dignity
E) Concern for others welfare
F) Social Responsibility
✔✔Competence - ✔✔Providing services related to one's education, training, and
experience
✔✔Integrity - ✔✔Providing and marketing services that match one's competency to help
protect the well-being of those one serves
✔✔Professional and Scientific Responsibility - ✔✔Keeping the public's best interest in
mind by maintaining ethical conduct personally and professionally
Helping other professionals in the field maintain ethical conduct
, ✔✔Respect for peoples rights and dignity - ✔✔Being aware of individuals' fundamental
rights, worth, and dignity
Establishing safeguards to protect those rights
Following culturally inclusive practices
4 principles:
1) Privacy
2) Confidentiality
3) Autonomy
4) Multicultural inclusivity
✔✔Concern for others welfare - ✔✔Being mindful of power and never exploiting or
causing intentional harm to those one servesIn professional relationships, exploring
ways to resolve conflicts informally and respectfully, keeping the best interests of the
public and organization at the forefront
✔✔Social responsibility - ✔✔Remembering that a professional's scientific and practical
work is intended to serve others, protect their welfare, and do no harm
✔✔Non-maleficence - ✔✔Do no harm
✔✔Conflict of interest - ✔✔
✔✔Stand 1: Professional and scientific relationship - ✔✔Only provide services (e.g.,
teaching supervision, consulting) in a defined professional capacity.
✔✔Standard 2: Boundaries of competence - ✔✔Provide only those services in which
you have adequate education, training, and experience. Remain up to date on relevant
scientific practices and adhere to ongoing educational training to remain competent in
the services provided.
✔✔Standard 3: Human Differences - ✔✔Be aware of individual differences (e.g.,
demographics, cultural practices) between yourself and those you serve. Be aware of
biases, and do not condone discriminatory conduct.
✔✔Standard 4: Exploitation & Harassment - ✔✔Be mindful of power dynamics in the
working relationship and do not exploit or discriminate against individuals you educate,
supervise, evaluate, or hold any authority over.
✔✔Standard 5: Personal Problems & Conflics - ✔✔Be mindful of personal
circumstances that may affect professional relationships; seek consultation when
necessary.
