CMPC STUDY EXAMS GUIDE QUESTIONS AND
ANSWERS SET A+
✔✔techniques for establishing and maintaining rapport - ✔✔active listening, presence
in the performing environment, demonstrating interest, respecting boundaries
✔✔techniques for establishing trust - ✔✔clarification of roles, management of multiple
relationships (e.g., teams, organizations)
✔✔techniques for establishing a safe environment - ✔✔non-judgmental, neutral stance,
assurance of confidentiality
✔✔psychophysiological orientation to SP - ✔✔examine physiological brain processes
and influences on physical activity
✔✔social-psychological orientation to SP - ✔✔behavior is determined by complex
interaction between social environment and personal makeup of athlete
✔✔cognitive-behavioral orientation to SP - ✔✔believing central in determining behavior;
behavior determined by environment and cognition
✔✔psychodynamic approach to personality - ✔✔emphasizes unconscious determinants
of behavior and understanding person as a whole vs. isolated traits/dispositions
✔✔trait approach to personality - ✔✔fundamental units of personality are relatively
stable; causes of behavior reside within the person
✔✔situation approach to personality - ✔✔behavior is determined largely by situation or
environment
✔✔interactional approach to personality - ✔✔situation and person are co-determinants
of behavior
, ✔✔phenomenological approach to personality - ✔✔behavior is best accounted for by
situations and personal characteristics
✔✔iceberg profiles - ✔✔tension, depression, anger, vigor, fatigue, confusion
✔✔trait-centered view of motivation - ✔✔motivation solely due to individual
characteristics
✔✔situation-centered view of motivation - ✔✔motivation primarily determined by
situation
✔✔interactional view of motivation - ✔✔how person and situation interact
✔✔need achievement theory - ✔✔considers personal and situational predictors of
behavior: personality factors (motive to achieve success or motive to avoid failure) X
situational factors (probability of success or incentive value of success) = resultant
tendency (approach success or avoid failure) and emotional reactions (focus on pride of
success including seeking out achievement situations, looking for challenges, or
enhanced performance vs. focus on shame of failure including avoiding achievement
situations, avoiding risk or perform poorly)
✔✔attribution theory - ✔✔how people explain their successes and failures: stability
(success or failure as permanent or unstable), locus of causality (external or internal
factors), locus of control (is or is not under our control)
✔✔achievement goal theory - ✔✔achievement goals (task/mastery vs.
outcome/competitive), perceived ability (high or low), and achievement behavior
(performance, effort, persistence, task choice)
✔✔competence motivation theory - ✔✔athletes' perceptions of control work along with
self-worth and competence evaluations to influence their motivations which influence
affective or emotional states that in turn influence motivation
✔✔autonomous competence stage - ✔✔age 0-4: self-comparison
✔✔social comparison stage - ✔✔age 5: directly compare performance with others
✔✔integrated stage - ✔✔know when appropriate to compare and compete with others
and when to adopt self-referenced standards
✔✔stress - ✔✔imbalance between demand and response capability, where failure has
important consequences (environmental demand, perception of demand, stress
response, behavioral consequence)
ANSWERS SET A+
✔✔techniques for establishing and maintaining rapport - ✔✔active listening, presence
in the performing environment, demonstrating interest, respecting boundaries
✔✔techniques for establishing trust - ✔✔clarification of roles, management of multiple
relationships (e.g., teams, organizations)
✔✔techniques for establishing a safe environment - ✔✔non-judgmental, neutral stance,
assurance of confidentiality
✔✔psychophysiological orientation to SP - ✔✔examine physiological brain processes
and influences on physical activity
✔✔social-psychological orientation to SP - ✔✔behavior is determined by complex
interaction between social environment and personal makeup of athlete
✔✔cognitive-behavioral orientation to SP - ✔✔believing central in determining behavior;
behavior determined by environment and cognition
✔✔psychodynamic approach to personality - ✔✔emphasizes unconscious determinants
of behavior and understanding person as a whole vs. isolated traits/dispositions
✔✔trait approach to personality - ✔✔fundamental units of personality are relatively
stable; causes of behavior reside within the person
✔✔situation approach to personality - ✔✔behavior is determined largely by situation or
environment
✔✔interactional approach to personality - ✔✔situation and person are co-determinants
of behavior
, ✔✔phenomenological approach to personality - ✔✔behavior is best accounted for by
situations and personal characteristics
✔✔iceberg profiles - ✔✔tension, depression, anger, vigor, fatigue, confusion
✔✔trait-centered view of motivation - ✔✔motivation solely due to individual
characteristics
✔✔situation-centered view of motivation - ✔✔motivation primarily determined by
situation
✔✔interactional view of motivation - ✔✔how person and situation interact
✔✔need achievement theory - ✔✔considers personal and situational predictors of
behavior: personality factors (motive to achieve success or motive to avoid failure) X
situational factors (probability of success or incentive value of success) = resultant
tendency (approach success or avoid failure) and emotional reactions (focus on pride of
success including seeking out achievement situations, looking for challenges, or
enhanced performance vs. focus on shame of failure including avoiding achievement
situations, avoiding risk or perform poorly)
✔✔attribution theory - ✔✔how people explain their successes and failures: stability
(success or failure as permanent or unstable), locus of causality (external or internal
factors), locus of control (is or is not under our control)
✔✔achievement goal theory - ✔✔achievement goals (task/mastery vs.
outcome/competitive), perceived ability (high or low), and achievement behavior
(performance, effort, persistence, task choice)
✔✔competence motivation theory - ✔✔athletes' perceptions of control work along with
self-worth and competence evaluations to influence their motivations which influence
affective or emotional states that in turn influence motivation
✔✔autonomous competence stage - ✔✔age 0-4: self-comparison
✔✔social comparison stage - ✔✔age 5: directly compare performance with others
✔✔integrated stage - ✔✔know when appropriate to compare and compete with others
and when to adopt self-referenced standards
✔✔stress - ✔✔imbalance between demand and response capability, where failure has
important consequences (environmental demand, perception of demand, stress
response, behavioral consequence)
