CMPC Study Guide with Complete Solutions
1st energy goal to manage - ANSWER-increase energy availability by increasing energy
intake and/or reducing exercise energy expenditure (nutritional counseling/monitoring)
AASP Ethics Code - ANSWER-preamble; general principles (aspirational); general
ethical standards (enforceable)
AASP General Principles - ANSWER-competence; integrity; professional and scientific
responsibility; respect for people's rights and dignity; concern for welfare of others;
social responsibility
achievement goal theory - ANSWER-achievement goals (task/mastery vs.
outcome/competitive), perceived ability (high or low), and achievement behavior
(performance, effort, persistence, task choice)
advocacy - ANSWER-clearly expressing and standing up for what one thinks and
desires
arousal-inducing techniques - ANSWER-increase breathing rate; act energized; use
mood words and positive statements; listen to music; use energizing imagery; complete
a pre-competitive workout; set goals
assessment (domain II) - ANSWER-obtain and summarize assessment data, including:
- observing performance
- obtaining sport history
- obtaining collateral assessment data and info
- determining important factors in the performance environment
- identifying personal characteristics
- identifying perceived individual and organizational strengths and weaknesses
- obtaining a health and injury history
- identifying significant life events that may be affecting performance
- identifying/assessing client beliefs and biases about sport psychology
associative attentional strategy - ANSWER-monitoring bodily functions and feelings
Associative stage (motor learning) - ANSWER-learner begins to demonstrate a more
refined movement through practice (proprioceptive cues become more important)
attention-arousal set theory - ANSWER-imagery functions as a preparatory set that
assists in achieving an optimal arousal level, helps build psychological skills critical to
performance enhancement, and serve as motivational function
Attribution theory - ANSWER-cause of behavior is either dispositional (fundamental
attribution error) or situational (blame behavior on external/situational reasons)
,attribution theory - ANSWER-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)
autonomous competence stage - ANSWER-age 0-4: self-comparison
Autonomous stage (motor learning) - ANSWER-final stage; the motor skill becomes
mostly automatic requiring little cognitive involvement
behaviorism - ANSWER-associations between stimuli and responses
Bennet (1998) six-stage model of working with cultural differences - ANSWER-1. denial
of difference (isolation)
2. defense (perceiving cultural difference as a threat to their worldview)
3. minimization (accepting superficial differences while maintaining the assumption that
people are basically the same)
4. acceptance (recognizing the viability of different cultural norms
5. adaptation (knowing enough about another culture to intentionally shift frame of
reference and modify behavior to fit its norms)
6. integration (reconciling cultural differences and forging a multicultural identity)
bioinformational theory - ANSWER-stimulus propositions (statements that describe
specific stimulus features of the scenario) and response propositions (statements that
describe the imager's response to the particular scenario, designed to produce
physiological activity)
building team cohesion in sport - ANSWER-- set team goals
- ensure athletes' roles are understood and accepted
- ensure team meetings and practices are efficient
- ensure leadership is coherent, effective, and acceptable
- examine the way in which the team functions
- examine the relationships among team members
- diagnose potential weaknesses and minimize their effects on the team
burnout - ANSWER-exhaustion, both physical and emotional; feelings of low personal
accomplishment, low self-esteem, failure, and depression; depersonalization and
devaluation
catastrophe model - ANSWER-physiological arousal is related to performance in
inverted U, but only when athlete isn't worried or has low cognitive state anxiety
Catastrophe model of anxiety - ANSWER-proposed four specific relationships between
cognitive anxiety, physiological arousal, and performance (high vs. low)
Chelladurai's multidimensional model of sport leadership - ANSWER-leadership
effectiveness depends on characteristics of athletes and constraints of situation
, children and sport psychology - ANSWER-strategies to meet need for skill development,
fun, affiliation, excitement, fitness, and success
Coach Effectiveness Training (CET) - ANSWER-focus on athletes' effort and enjoyment
rather than statistics or scores; emphasize positive reinforcement, encouragement, and
sound technical instruction; establish norms that emphasize athletes' obligations to
support one another; involve athletes in decisions regarding team rules and reinforce
compliance with rules; become more aware of one's own behavior as a coach
coach responses to mistakes - ANSWER-mistake-contingent encouragement; mistake-
contingent technical instruction; punishment; punitive technical instruction; ignoring
mistakes
cognitive anxiety reduction techniques - ANSWER-relaxation response (quiet place,
comfortable position, mental device/cue, passive attitude); autogenic training (produce
warmth and heaviness)
cognitive neoassociation theory - ANSWER-frustration leads to increased arousal,
anger, and other thoughts and emotions that can lead to aggression
Cognitive state (motor learning) - ANSWER-initial stage; the goal is to develop an
overall understanding of the skill (learner mostly relies on visual input and trial & error to
guide learning)
cognitive-affective stress management training - ANSWER-muscular relaxation,
cognitive restructuring, self-instruction
Cognitive-Affective Stress Model stages - ANSWER-situational demands; cognitive
appraisal; physiological responses; behavioral responses
cognitive-behavioral orientation to SP - ANSWER-believing central in determining
behavior; behavior determined by environment and cognition
cognitive-information processing - ANSWER-Gestalt theory, feedback
competence motivation theory - ANSWER-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
components of concentration - ANSWER-focus on relevant cues (selective attention);
maintain attentional focus over time; have awareness of situation; shift attentional focus
when necessary
1st energy goal to manage - ANSWER-increase energy availability by increasing energy
intake and/or reducing exercise energy expenditure (nutritional counseling/monitoring)
AASP Ethics Code - ANSWER-preamble; general principles (aspirational); general
ethical standards (enforceable)
AASP General Principles - ANSWER-competence; integrity; professional and scientific
responsibility; respect for people's rights and dignity; concern for welfare of others;
social responsibility
achievement goal theory - ANSWER-achievement goals (task/mastery vs.
outcome/competitive), perceived ability (high or low), and achievement behavior
(performance, effort, persistence, task choice)
advocacy - ANSWER-clearly expressing and standing up for what one thinks and
desires
arousal-inducing techniques - ANSWER-increase breathing rate; act energized; use
mood words and positive statements; listen to music; use energizing imagery; complete
a pre-competitive workout; set goals
assessment (domain II) - ANSWER-obtain and summarize assessment data, including:
- observing performance
- obtaining sport history
- obtaining collateral assessment data and info
- determining important factors in the performance environment
- identifying personal characteristics
- identifying perceived individual and organizational strengths and weaknesses
- obtaining a health and injury history
- identifying significant life events that may be affecting performance
- identifying/assessing client beliefs and biases about sport psychology
associative attentional strategy - ANSWER-monitoring bodily functions and feelings
Associative stage (motor learning) - ANSWER-learner begins to demonstrate a more
refined movement through practice (proprioceptive cues become more important)
attention-arousal set theory - ANSWER-imagery functions as a preparatory set that
assists in achieving an optimal arousal level, helps build psychological skills critical to
performance enhancement, and serve as motivational function
Attribution theory - ANSWER-cause of behavior is either dispositional (fundamental
attribution error) or situational (blame behavior on external/situational reasons)
,attribution theory - ANSWER-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)
autonomous competence stage - ANSWER-age 0-4: self-comparison
Autonomous stage (motor learning) - ANSWER-final stage; the motor skill becomes
mostly automatic requiring little cognitive involvement
behaviorism - ANSWER-associations between stimuli and responses
Bennet (1998) six-stage model of working with cultural differences - ANSWER-1. denial
of difference (isolation)
2. defense (perceiving cultural difference as a threat to their worldview)
3. minimization (accepting superficial differences while maintaining the assumption that
people are basically the same)
4. acceptance (recognizing the viability of different cultural norms
5. adaptation (knowing enough about another culture to intentionally shift frame of
reference and modify behavior to fit its norms)
6. integration (reconciling cultural differences and forging a multicultural identity)
bioinformational theory - ANSWER-stimulus propositions (statements that describe
specific stimulus features of the scenario) and response propositions (statements that
describe the imager's response to the particular scenario, designed to produce
physiological activity)
building team cohesion in sport - ANSWER-- set team goals
- ensure athletes' roles are understood and accepted
- ensure team meetings and practices are efficient
- ensure leadership is coherent, effective, and acceptable
- examine the way in which the team functions
- examine the relationships among team members
- diagnose potential weaknesses and minimize their effects on the team
burnout - ANSWER-exhaustion, both physical and emotional; feelings of low personal
accomplishment, low self-esteem, failure, and depression; depersonalization and
devaluation
catastrophe model - ANSWER-physiological arousal is related to performance in
inverted U, but only when athlete isn't worried or has low cognitive state anxiety
Catastrophe model of anxiety - ANSWER-proposed four specific relationships between
cognitive anxiety, physiological arousal, and performance (high vs. low)
Chelladurai's multidimensional model of sport leadership - ANSWER-leadership
effectiveness depends on characteristics of athletes and constraints of situation
, children and sport psychology - ANSWER-strategies to meet need for skill development,
fun, affiliation, excitement, fitness, and success
Coach Effectiveness Training (CET) - ANSWER-focus on athletes' effort and enjoyment
rather than statistics or scores; emphasize positive reinforcement, encouragement, and
sound technical instruction; establish norms that emphasize athletes' obligations to
support one another; involve athletes in decisions regarding team rules and reinforce
compliance with rules; become more aware of one's own behavior as a coach
coach responses to mistakes - ANSWER-mistake-contingent encouragement; mistake-
contingent technical instruction; punishment; punitive technical instruction; ignoring
mistakes
cognitive anxiety reduction techniques - ANSWER-relaxation response (quiet place,
comfortable position, mental device/cue, passive attitude); autogenic training (produce
warmth and heaviness)
cognitive neoassociation theory - ANSWER-frustration leads to increased arousal,
anger, and other thoughts and emotions that can lead to aggression
Cognitive state (motor learning) - ANSWER-initial stage; the goal is to develop an
overall understanding of the skill (learner mostly relies on visual input and trial & error to
guide learning)
cognitive-affective stress management training - ANSWER-muscular relaxation,
cognitive restructuring, self-instruction
Cognitive-Affective Stress Model stages - ANSWER-situational demands; cognitive
appraisal; physiological responses; behavioral responses
cognitive-behavioral orientation to SP - ANSWER-believing central in determining
behavior; behavior determined by environment and cognition
cognitive-information processing - ANSWER-Gestalt theory, feedback
competence motivation theory - ANSWER-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
components of concentration - ANSWER-focus on relevant cues (selective attention);
maintain attentional focus over time; have awareness of situation; shift attentional focus
when necessary
