Question 1

All of the following groups are at increased risk for experiencing expectation-bias behavior EXCEPT:

Accepted Answer

A)  early maturing males 
B)  early maturing females 
C)  females 
D)  African Americans 
A)  early maturing males 
B)  early maturing females 
C)  females 
D)  African Americans A

Question 2

Expectancy-biased behavior may have significant adverse effects on the low-expectancy athlete's self-esteem and competitive trait anxiety.

Accepted Answer

A) True 
 B)False  True

Question 3

Entity theorists believe that:

Accepted Answer

A)  personalities are the result of experiences 
B)  people's traits and abilities are fixed 
C)  those who concentrate on changing their behavior will be successful 
D)  skills and behavior are learned 
A)  personalities are the result of experiences 
B)  people's traits and abilities are fixed 
C)  those who concentrate on changing their behavior will be successful 
D)  skills and behavior are learned B

Question 4

A Pygmalion-prone coach tends to give low-expectancy athletes less frequent reinforcement and less appropriate and beneficial feedback after successful performance.

Accepted Answer

A) True 
 B)False

Question 5

According to the expectation-performance process, when a coach does not believe a given athlete has the athletic competencies to be successful, the coach will:

Accepted Answer

A)  require more practice drill time 
B)  attribute failures to factors they can control and that are changeable 
C)  establish a higher standard of performance 
D)  be less persistent in helping the player learn a skill 
A)  require more practice drill time 
B)  attribute failures to factors they can control and that are changeable 
C)  establish a higher standard of performance 
D)  be less persistent in helping the player learn a skill

Question 6

It is beneficial to have young, low-expectancy athletes participate in non-sport tasks during practice because they should have a sense of belonging and success in other areas to compensate for their lack of success in sport drills.

Accepted Answer

A) True 
 B)False

Question 7

For the Pygmalion-prone coach, when an African-American athlete performs equivalent to his Euro-American peers, his performance will be perceived as more effective.

Accepted Answer

A) True 
 B)False

Question 8

A Pygmalion-prone coach will maximize athletic progress of high expectancy athletes, while limiting achievements of low expectancy teammates.

Accepted Answer

A) True 
 B)False

Question 9

Psychological characteristics are one of the categories that influence the expectancies made by coaches.

Accepted Answer

A) True 
 B)False

Question 10

Recent research shows that coaches are now using their expectations of an athlete as part of tryouts. These expectations are usually not based on:

Accepted Answer

A)  style of dress 
B)  what other coaches/teachers perceive 
C)  performance on technical skills 
D)  racial or ethnic background 
A)  style of dress 
B)  what other coaches/teachers perceive 
C)  performance on technical skills 
D)  racial or ethnic background

Question 11

A characteristic(s) of coaches that may not be linked to tendencies to exhibit expectancy-based behavior:

Accepted Answer

A)  autocratic coaching style 
B)  prejudiced 
C)  homophobic 
D)  autonomy supportive 
A)  autocratic coaching style 
B)  prejudiced 
C)  homophobic 
D)  autonomy supportive

Question 12

Michael made the shot of the day for his soccer team. His coach attributed his surprising success to poor defense from the opposing team. This is an example of:

Accepted Answer

A)  negative attribution for high-expectancy athlete 
B)  redirected attribution 
C)  positive attribution 
D)  negative attribution for low-expectancy athlete 
A)  negative attribution for high-expectancy athlete 
B)  redirected attribution 
C)  positive attribution 
D)  negative attribution for low-expectancy athlete

Question 13

________ describes when the coach's expectations regarding the ability of an athlete serve as a predictor that dictates or determines the level of achievement for the athlete.

Accepted Answer

A)  Self-fulfilling prophecy 
B)  Coach-perceived strengths 
C)  Efficacy coaching 
D)  Intuitive coaching 
A)  Self-fulfilling prophecy 
B)  Coach-perceived strengths 
C)  Efficacy coaching 
D)  Intuitive coaching

Question 14

A recommended behavior for coaches is to design instructional activities or drills that provide all athletes with an opportunity to improve their skill.

Accepted Answer

A) True 
 B)False

Question 15

The coach's expectations formed on initial judgment are mostly accurate.

Accepted Answer

A) True 
 B)False

Question 16

A Pygmalion-prone coach will do all of the following EXCEPT:

Accepted Answer

A)  believe that people's traits and abilities are fixed 
B)  hold stereotypic beliefs 
C)  have flexible pre-season expectations 
D)  believe that success comes from having good athletes, not improvements 
A)  believe that people's traits and abilities are fixed 
B)  hold stereotypic beliefs 
C)  have flexible pre-season expectations 
D)  believe that success comes from having good athletes, not improvements

Question 17

Which statement, if any, is FALSE regarding the Pygmalion-prone coach's behavior?

Accepted Answer

A)  provide positive communication to low-expectancy athletes 
B)  attribute success for the low-expectancy athletes to external factors 
C)  provide high-expectancy athletes informational and corrective feedback 
D)  all of the statements are true 
E)  attribute failure for low-expectancy athletes to lack of ability 
A)  provide positive communication to low-expectancy athletes 
B)  attribute success for the low-expectancy athletes to external factors 
C)  provide high-expectancy athletes informational and corrective feedback 
D)  all of the statements are true 
E)  attribute failure for low-expectancy athletes to lack of ability

Question 18

These are the ways that a coach's expectations can affect an athlete's behavior with the exception of:

Accepted Answer

A)  coaches discussing with each other who they think will excel in season and in which positions 
B)  frequency and type of performance feedback given to the athlete 
C)  frequency and quality of interactions between coach and athlete 
D)  quantity and quality of instruction 
A)  coaches discussing with each other who they think will excel in season and in which positions 
B)  frequency and type of performance feedback given to the athlete 
C)  frequency and quality of interactions between coach and athlete 
D)  quantity and quality of instruction

Question 19

What kind of individual is least likely to be affected by a coach's expectations?

Accepted Answer

A)  athletes who are high achieving 
B)  athletes who play for coaches who are astute judges of skill 
C)  athletes who set low standards for themselves 
D)  adolescent athletes 
A)  athletes who are high achieving 
B)  athletes who play for coaches who are astute judges of skill 
C)  athletes who set low standards for themselves 
D)  adolescent athletes

Exam 5: The Self-Fulfilling Prophecy Theory: When Coaches Expectations Become Reality

All of the following groups are at increased risk for experiencing expectation-bias behavior EXCEPT:

Expectancy-biased behavior may have significant adverse effects on the low-expectancy athlete's self-esteem and competitive trait anxiety.

Entity theorists believe that:

A Pygmalion-prone coach tends to give low-expectancy athletes less frequent reinforcement and less appropriate and beneficial feedback after successful performance.

According to the expectation-performance process, when a coach does not believe a given athlete has the athletic competencies to be successful, the coach will:

It is beneficial to have young, low-expectancy athletes participate in non-sport tasks during practice because they should have a sense of belonging and success in other areas to compensate for their lack of success in sport drills.

For the Pygmalion-prone coach, when an African-American athlete performs equivalent to his Euro-American peers, his performance will be perceived as more effective.

A Pygmalion-prone coach will maximize athletic progress of high expectancy athletes, while limiting achievements of low expectancy teammates.

Psychological characteristics are one of the categories that influence the expectancies made by coaches.

Recent research shows that coaches are now using their expectations of an athlete as part of tryouts. These expectations are usually not based on:

A characteristic(s) of coaches that may not be linked to tendencies to exhibit expectancy-based behavior:

Michael made the shot of the day for his soccer team. His coach attributed his surprising success to poor defense from the opposing team. This is an example of:

________ describes when the coach's expectations regarding the ability of an athlete serve as a predictor that dictates or determines the level of achievement for the athlete.

A recommended behavior for coaches is to design instructional activities or drills that provide all athletes with an opportunity to improve their skill.

The coach's expectations formed on initial judgment are mostly accurate.

A Pygmalion-prone coach will do all of the following EXCEPT:

Which statement, if any, is FALSE regarding the Pygmalion-prone coach's behavior?

These are the ways that a coach's expectations can affect an athlete's behavior with the exception of:

What kind of individual is least likely to be affected by a coach's expectations?

Sport Psychology: Past, Present, Future

Motor Skill Learning for Effective Coaching and Performance

A Positive Approach to Coaching Effectiveness and Performance Enhancement

The Motivational Climate, Motivation, and Implications for Empowering Athletes and the Promotion of the Quality of Sport Engagement

Leadership in Sports: The Critical Importance of Coach and Athlete Leadership

The Sport Team As an Effective Group

Communicating Effectively

Psychological Characteristics of Peak Performance

Increasing Awareness for Sport Performance

Goal Setting for Peak Performance

Understanding and Managing Stress in Sport

Using Imagery As a Mental Training Tool in Sport

Cognitive Techniques for Building Confidence and Enhancing Performance

Concentration and Strategies for Controlling It

Mindfulness in Sport

Integrating and Implementing a Psychological Skills Training Program

A Social-Cognitive Approach to Conducting Evidence Based Coach-Training Programs

Gender, Diversity, and Cultural Competence

When to Refer Athletes to Other Helping Professionals

Doping in Sport: Causes and Cures

Athlete Burnout: An Individual and Organizational Phenomenon

Injury Risk and Rehabilitation: Psychological Considerations

Athletes Careers and Transitions

Exercise and Physical Activity Participation: An Identity-Centered Approach

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