APK3400 QUESTIONS & ANSWERS
(GRADED +)
proximity model - ANSWERconfidence --> motivation --> emotions --> attention-->
performance
constructs - ANSWERidea that cannot be seen or measured directly (examples:
emotion, motivation, attention)
Biological Mechanisms - ANSWERmeasurable, physiological functions (ex.
physiological experience, behavior)
Sport psychology consultant - ANSWERfor athletes and performers — certification
by AASP (no license); good when issue is only affecting their sport life
Clinical and counseling psychologist - ANSWERspecializes in the diagnosis and
treatment of psychological disorders and everyday behavioral problems
motivation - ANSWERthe complex processes that govern direction and intensity of
effort
The mechanistic explanation for the effectiveness of goal setting includes _______. -
ANSWERmobilizing and directing efforts towards improvement
Having a goal to win the race is an example of a(n) _____ goal, whereas having a
goal to "improve my best time" is an example of a(n) ______ goal. -
ANSWERoutcome, performance
Which of the following is a common problem when setting goals? - ANSWERfailure
to evaluate and adjust goals
In developing a goal-setting program, it is important for individuals to set
___________. - ANSWERprocess, performance and outcome goals
An athlete sets a goal to "do my best." What limitation best describes the biggest
weakness of this goal? The stated goal is _______. - ANSWERnot specific enough
The three goal types vary in their controllability, adaptability, and the aspects of the
performance experience to which they direct focus (attention).
intrinsic motivation - ANSWERstrive inwardly to attain competence
extrinsic motivation - ANSWERa motivation to take actions that lead to reward
People are motivated by - ANSWER1. Autonomy-Ability to self govern
,2. Competence- perceptions of effectiveness
3. Relatedness- social interactions
external regulation - ANSWERexternal rewards and punishments (ex. verbal praise
from a coach)
introjected regulation - ANSWERinternal rewards and punishments (ex. self-talk)
identified regulation - ANSWERlong term benefits shape choice to participate in
unpleasant activity (ex. thinking of playing in college or professionally one day)
integrated regulation - ANSWERcoherence of activity with self values to participate
in unpleasant activity (ex. leaders when things get hard)
intrinsic regulation - ANSWERto know, to accomplish, to experience stimulations
positive reinforcement - ANSWERIncreasing behaviors by presenting positive
stimuli, such as food.
negative reinforcement - ANSWERIncreasing behaviors by stopping or reducing
negative stimuli, such as shock
Reinforcement - ANSWERincreases behavior
punishment - ANSWERdecreases behavior
positive punishment - ANSWERaddition of something unpleasant
negative punishment - ANSWERthe removal of a stimulus to decrease the
probability of a behavior's recurring
Concrete Antecedent - ANSWERteammate encourages more effort
concrete consequence - ANSWEReffort directed at drills and training
Symbolic Antecedent - ANSWER"points" for a position
Symbolic Consequences - ANSWERreduced conditioning for winning group
social cognitive theory - ANSWERsocial interactions shape behavior
Global level of HMIEM - ANSWERgeneral profile of motivation of an individual
across all domains
Contextual level of HMIEM - ANSWERindividuals motivation profile across grouped
activities (work, relationships, sports, etc)
Situational level of HMIEM - ANSWERindividuals motivational profile in regards to a
specific activity
, goal setting influences - ANSWER-Self-efficacy (ability to get the job done well)
-Attention
-Affect (emotion)
-Motivation
Goal types - ANSWER-Outcome: Focus of goal is on result of event, season, career,
etc. (Success depends on numerous uncontrollable factors, crystalized, emotion
focus)
-Performance: Focus of goal is on achieving performance standard (Tend to be more
controllable than outcome goals)
-Process: Focus of goal is on executing skill successfully (Most controllable goal,
most adaptable, data focus)
Goal Subtypes - ANSWERObjective- systematically measurable
Subjective- less measurable, high individual variability
barriers to effective goal setting - ANSWER-Allowing outcome goals to dominate
goal setting
-Failure to allocate adequate time to goal setting
-Lack of specific goals
-Setting too many goals / prioritize
-Absence of evaluation
-No adjustment of goals
How goals work - ANSWER-provide direction and mobilize intensity of efforts
- guide attention
-modify confidence and affect
Effective Goal Setting - ANSWERSpecific
Measurable
Achievable but challenging
training > competition goals
balance of short term and long term
Evaluation: adjustment, accountability, celebrate and look forward
Affect - ANSWERstress, emotion, mood (longterm)
Stress vs. Distress vs. Eustress - ANSWERstress- demand on a system
distress-when stress diminishes performance
Eustress- stress enhances performance
stress process - ANSWERenvironmental demand, individuals perception of the
environmental demand (fear), physiological stress response (arousal), behavioral
consequences (performance)
drive theory - ANSWERAs arousal increases so does performance
Inverted U Hypothesis - ANSWERarousal does increase performance but only to a
certain point (bell curve graph)
(GRADED +)
proximity model - ANSWERconfidence --> motivation --> emotions --> attention-->
performance
constructs - ANSWERidea that cannot be seen or measured directly (examples:
emotion, motivation, attention)
Biological Mechanisms - ANSWERmeasurable, physiological functions (ex.
physiological experience, behavior)
Sport psychology consultant - ANSWERfor athletes and performers — certification
by AASP (no license); good when issue is only affecting their sport life
Clinical and counseling psychologist - ANSWERspecializes in the diagnosis and
treatment of psychological disorders and everyday behavioral problems
motivation - ANSWERthe complex processes that govern direction and intensity of
effort
The mechanistic explanation for the effectiveness of goal setting includes _______. -
ANSWERmobilizing and directing efforts towards improvement
Having a goal to win the race is an example of a(n) _____ goal, whereas having a
goal to "improve my best time" is an example of a(n) ______ goal. -
ANSWERoutcome, performance
Which of the following is a common problem when setting goals? - ANSWERfailure
to evaluate and adjust goals
In developing a goal-setting program, it is important for individuals to set
___________. - ANSWERprocess, performance and outcome goals
An athlete sets a goal to "do my best." What limitation best describes the biggest
weakness of this goal? The stated goal is _______. - ANSWERnot specific enough
The three goal types vary in their controllability, adaptability, and the aspects of the
performance experience to which they direct focus (attention).
intrinsic motivation - ANSWERstrive inwardly to attain competence
extrinsic motivation - ANSWERa motivation to take actions that lead to reward
People are motivated by - ANSWER1. Autonomy-Ability to self govern
,2. Competence- perceptions of effectiveness
3. Relatedness- social interactions
external regulation - ANSWERexternal rewards and punishments (ex. verbal praise
from a coach)
introjected regulation - ANSWERinternal rewards and punishments (ex. self-talk)
identified regulation - ANSWERlong term benefits shape choice to participate in
unpleasant activity (ex. thinking of playing in college or professionally one day)
integrated regulation - ANSWERcoherence of activity with self values to participate
in unpleasant activity (ex. leaders when things get hard)
intrinsic regulation - ANSWERto know, to accomplish, to experience stimulations
positive reinforcement - ANSWERIncreasing behaviors by presenting positive
stimuli, such as food.
negative reinforcement - ANSWERIncreasing behaviors by stopping or reducing
negative stimuli, such as shock
Reinforcement - ANSWERincreases behavior
punishment - ANSWERdecreases behavior
positive punishment - ANSWERaddition of something unpleasant
negative punishment - ANSWERthe removal of a stimulus to decrease the
probability of a behavior's recurring
Concrete Antecedent - ANSWERteammate encourages more effort
concrete consequence - ANSWEReffort directed at drills and training
Symbolic Antecedent - ANSWER"points" for a position
Symbolic Consequences - ANSWERreduced conditioning for winning group
social cognitive theory - ANSWERsocial interactions shape behavior
Global level of HMIEM - ANSWERgeneral profile of motivation of an individual
across all domains
Contextual level of HMIEM - ANSWERindividuals motivation profile across grouped
activities (work, relationships, sports, etc)
Situational level of HMIEM - ANSWERindividuals motivational profile in regards to a
specific activity
, goal setting influences - ANSWER-Self-efficacy (ability to get the job done well)
-Attention
-Affect (emotion)
-Motivation
Goal types - ANSWER-Outcome: Focus of goal is on result of event, season, career,
etc. (Success depends on numerous uncontrollable factors, crystalized, emotion
focus)
-Performance: Focus of goal is on achieving performance standard (Tend to be more
controllable than outcome goals)
-Process: Focus of goal is on executing skill successfully (Most controllable goal,
most adaptable, data focus)
Goal Subtypes - ANSWERObjective- systematically measurable
Subjective- less measurable, high individual variability
barriers to effective goal setting - ANSWER-Allowing outcome goals to dominate
goal setting
-Failure to allocate adequate time to goal setting
-Lack of specific goals
-Setting too many goals / prioritize
-Absence of evaluation
-No adjustment of goals
How goals work - ANSWER-provide direction and mobilize intensity of efforts
- guide attention
-modify confidence and affect
Effective Goal Setting - ANSWERSpecific
Measurable
Achievable but challenging
training > competition goals
balance of short term and long term
Evaluation: adjustment, accountability, celebrate and look forward
Affect - ANSWERstress, emotion, mood (longterm)
Stress vs. Distress vs. Eustress - ANSWERstress- demand on a system
distress-when stress diminishes performance
Eustress- stress enhances performance
stress process - ANSWERenvironmental demand, individuals perception of the
environmental demand (fear), physiological stress response (arousal), behavioral
consequences (performance)
drive theory - ANSWERAs arousal increases so does performance
Inverted U Hypothesis - ANSWERarousal does increase performance but only to a
certain point (bell curve graph)
