CMPC Exam Study Guide Questions 100%
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racial microaggressions - Answer brief and commonplace daily verbal, behavioral, or
environmental indignities, whether intentional or unintentional, that communicate
hostile, derogatory, or negative racial slights and insults toward people of color
microassault - Answer an explicit racial derogation characterized primarily by a verbal or
nonverbal attack meant to hurt the intended victim through name-calling, avoidant
behavior, or purposefully discriminatory actions
microinsult - Answer characterized by communications that convey rudeness and
insensitivity and demean a person's racial heritage or identity
microinvalidations - Answer characterized by communications that exclude, negate, or
nullify the psychological thoughts, feelings, or experiential reality of a person of color
nine categories of microaggressions - Answer - alien in one's own land
- ascription of intelligence
- color blindness
- criminality/assumption of criminal status
- denial of individual racism
- myth of meritocracy
- pathologizing cultural values/communication styles
- second-class status
- environmental invalidation
,interviewing techniques - Answer motivational interviewing; micro skills; effective
questioning
performance indicators - Answer body language; emotional displays; communication
pattens; response to adversity
mental preparation plan - Answer goal setting; imagery; relaxation and energization;
self-talk; putting it together/routines
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
game-related coach behavior - Answer general technical instruction; general
encouragement; organization/administrative behavior
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
, contextual intelligence factors - Answer culture; values; attitudes; history and language
of the performance domain; consultant role within performance and training
environment; organizational structure
Attribution theory - Answer cause of behavior is either dispositional (fundamental
attribution error) or situational (blame behavior on external/situational reasons)
Catastrophe model of anxiety - Answer proposed four specific relationships between
cognitive anxiety, physiological arousal, and performance (high vs. low)
When physiological arousal is low - Answer cognitive anxiety has a positive linear
relationship with performance
When physiological arousal is high - Answer Cognitive anxiety will have a negative
relationship with performance
When cognitive anxiety is low - Answer physiological arousal has an inverted U-shaped
relationship with performance
When cognitive anxiety is high - Answer increased levels of physiological arousal lead to
a catastrophic drop in athletic performance (a large reduction in physiological arousal is
needed to increase performance)
Cue utilization model - Answer a theory that predicts that, as an athlete's arousal
increase, his or her attention focus narrows and the narrowing process tends to gate out
irrelevant environmental cues first and then, if arousal is high enough, the relevant ones
Solved with Verified Answers
racial microaggressions - Answer brief and commonplace daily verbal, behavioral, or
environmental indignities, whether intentional or unintentional, that communicate
hostile, derogatory, or negative racial slights and insults toward people of color
microassault - Answer an explicit racial derogation characterized primarily by a verbal or
nonverbal attack meant to hurt the intended victim through name-calling, avoidant
behavior, or purposefully discriminatory actions
microinsult - Answer characterized by communications that convey rudeness and
insensitivity and demean a person's racial heritage or identity
microinvalidations - Answer characterized by communications that exclude, negate, or
nullify the psychological thoughts, feelings, or experiential reality of a person of color
nine categories of microaggressions - Answer - alien in one's own land
- ascription of intelligence
- color blindness
- criminality/assumption of criminal status
- denial of individual racism
- myth of meritocracy
- pathologizing cultural values/communication styles
- second-class status
- environmental invalidation
,interviewing techniques - Answer motivational interviewing; micro skills; effective
questioning
performance indicators - Answer body language; emotional displays; communication
pattens; response to adversity
mental preparation plan - Answer goal setting; imagery; relaxation and energization;
self-talk; putting it together/routines
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
game-related coach behavior - Answer general technical instruction; general
encouragement; organization/administrative behavior
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
, contextual intelligence factors - Answer culture; values; attitudes; history and language
of the performance domain; consultant role within performance and training
environment; organizational structure
Attribution theory - Answer cause of behavior is either dispositional (fundamental
attribution error) or situational (blame behavior on external/situational reasons)
Catastrophe model of anxiety - Answer proposed four specific relationships between
cognitive anxiety, physiological arousal, and performance (high vs. low)
When physiological arousal is low - Answer cognitive anxiety has a positive linear
relationship with performance
When physiological arousal is high - Answer Cognitive anxiety will have a negative
relationship with performance
When cognitive anxiety is low - Answer physiological arousal has an inverted U-shaped
relationship with performance
When cognitive anxiety is high - Answer increased levels of physiological arousal lead to
a catastrophic drop in athletic performance (a large reduction in physiological arousal is
needed to increase performance)
Cue utilization model - Answer a theory that predicts that, as an athlete's arousal
increase, his or her attention focus narrows and the narrowing process tends to gate out
irrelevant environmental cues first and then, if arousal is high enough, the relevant ones
