Question 1

Every athlete should be required to use a pre-competition or competition readying procedure.

Accepted Answer

A) True 
 B)False  False

Question 2

When teaching mental skills to a group of athletes, the best approach is to be:

Accepted Answer

A)  predetermined in approach 
B)  flexible 
C)  individualized 
D)  flexible and individualized 
A)  predetermined in approach 
B)  flexible 
C)  individualized 
D)  flexible and individualized D

Question 3

As competition nears, the sport psychology consultant should emphasize the one correction that will lead to the greatest improvement in performance.

Accepted Answer

A) True 
 B)False  False

Question 4

______ and ______ are key personal development skills that Vealey feels are an important part of psychological skills training.

Accepted Answer

A)  Self-regulation, communication skills 
B)  Identity achievement, interpersonal competence 
C)  None of these 
D)  Team interactions, personal growth 
A)  Self-regulation, communication skills 
B)  Identity achievement, interpersonal competence 
C)  None of these 
D)  Team interactions, personal growth

Question 5

Good coaches and sport psychology consultants:

Accepted Answer

A)  allow the athletes to make every decision 
B)  avoid observing athletes before the first session 
C)  emulate their successful mentors 
D)  teach and lead by example 
A)  allow the athletes to make every decision 
B)  avoid observing athletes before the first session 
C)  emulate their successful mentors 
D)  teach and lead by example

Question 6

What is one of the disadvantages of sport psychology consultants conducting mental training programs with teams?

Accepted Answer

A)  their inability to relate to athletes 
B)  their inability to work with injured athletes 
C)  their lacking knowledge of the sport 
D)  lack of day to day availability 
A)  their inability to relate to athletes 
B)  their inability to work with injured athletes 
C)  their lacking knowledge of the sport 
D)  lack of day to day availability

Question 7

When can athletes stop psychological skills training?

Accepted Answer

A)  at the end of the season 
B)  when they have completed the training program 
C)  when the coach feels they no longer need it 
D)  athletes should not stop training mental skills 
A)  at the end of the season 
B)  when they have completed the training program 
C)  when the coach feels they no longer need it 
D)  athletes should not stop training mental skills

Question 8

What is the name of the model that attempts to combine performance enhancement goals with ones of personal balance and fulfillment in order to try and become truly holistic?

Accepted Answer

A)  IZOF 
B)  Educational Model 
C)  Resonance Performance Model 
D)  Periodization of Mental Training 
A)  IZOF 
B)  Educational Model 
C)  Resonance Performance Model 
D)  Periodization of Mental Training

Question 9

Who should be conducting psychological skills training programs?

Accepted Answer

A)  coaches 
B)  teammates 
C)  parents 
D)  sport psychologist or certified mental performance consultant 
A)  coaches 
B)  teammates 
C)  parents 
D)  sport psychologist or certified mental performance consultant

Question 10

What two approaches do sport psychologists often use when working with athletes?

Accepted Answer

A)  research and psychological 
B)  clinical and educational 
C)  educational and psychological 
D)  clinical and psychological 
A)  research and psychological 
B)  clinical and educational 
C)  educational and psychological 
D)  clinical and psychological

Question 11

What is one of the most critical aspects of successfully implementing a mental training program?

Accepted Answer

A)  self-regulation 
B)  generalization 
C)  goal attainment 
D)  problem identification 
A)  self-regulation 
B)  generalization 
C)  goal attainment 
D)  problem identification

Question 12

At the beginning of each special mental training session, the coach or sport psychologist should outline for the athletes:

Accepted Answer

A)  all of these elements should be explained 
B)  content 
C)  the purpose 
D)  approximate time of length of the session 
A)  all of these elements should be explained 
B)  content 
C)  the purpose 
D)  approximate time of length of the session

Question 13

What factors outside the psychological realm that influence performance should sport psychology consultants first understand?

Accepted Answer

A)  biomechanics 
B)  physiological conditioning 
C)  equipment 
D)  all of these factors should be understood by sport psychology consultants 
A)  biomechanics 
B)  physiological conditioning 
C)  equipment 
D)  all of these factors should be understood by sport psychology consultants

Question 14

______ is a technique in which the athlete(s) determines the psychological skills needed for success and then assesses his or her strengths or weaknesses specific to those skills.

Accepted Answer

A)  Performance profiling 
B)  Foundation skills training 
C)  Personal development skills 
D)  Problem identification 
A)  Performance profiling 
B)  Foundation skills training 
C)  Personal development skills 
D)  Problem identification

Question 15

When there is not adequate time or commitment for a comprehensive training program, consultants should avoid:

Accepted Answer

A)  emphasize a few skills 
B)  superficially work on all skills needed 
C)  prioritize objectives 
D)  observing performers 
A)  emphasize a few skills 
B)  superficially work on all skills needed 
C)  prioritize objectives 
D)  observing performers

Question 16

Which of the following is not a problem a sport psychology consultant faces?

Accepted Answer

A)  overcoming athletes reluctant to participate in mental skills training 
B)  knowing the sport too well 
C)  making sure athletes systematically practice their mental skills 
D)  lack of time spent with individual athlete in a team setting 
E)  gaining trust of the athletes 
A)  overcoming athletes reluctant to participate in mental skills training 
B)  knowing the sport too well 
C)  making sure athletes systematically practice their mental skills 
D)  lack of time spent with individual athlete in a team setting 
E)  gaining trust of the athletes

Question 17

Once the athlete has successfully used his/her new mental skill, he/she can usually end mental skills training until the next season.

Accepted Answer

A) True 
 B)False

Question 18

An effective psychological intervention does not need to be systematic nor do a variety of mental skills need to be integrated and it can be implemented without considering the sport context and the individual performer or team.

Accepted Answer

A) True 
 B)False

Question 19

To improve access to mental training, Weinberg, Neff, and Jurica (2012) suggested:

Accepted Answer

A)  access would be improved by following each of these guidelines or suggestions 
B)  online sessions should follow best practices in mental training and provide useful tolls to enhance program success 
C)  online sessions should be taught by sport psychology experts 
D)  provide online mental training sessions that are affordable, automated, and internet-based 
A)  access would be improved by following each of these guidelines or suggestions 
B)  online sessions should follow best practices in mental training and provide useful tolls to enhance program success 
C)  online sessions should be taught by sport psychology experts 
D)  provide online mental training sessions that are affordable, automated, and internet-based

Question 20

What is the ideal length of time for an athlete's first exposure to a formal mental skills training program?

Accepted Answer

A)  4 to 6 months 
B)  2 to 6 months 
C)  6 to 8 months 
D)  3 to 6 months 
A)  4 to 6 months 
B)  2 to 6 months 
C)  6 to 8 months 
D)  3 to 6 months

Exam 17: Integrating and Implementing a Psychological Skills Training Program

Every athlete should be required to use a pre-competition or competition readying procedure.

When teaching mental skills to a group of athletes, the best approach is to be:

As competition nears, the sport psychology consultant should emphasize the one correction that will lead to the greatest improvement in performance.

______ and ______ are key personal development skills that Vealey feels are an important part of psychological skills training.

Good coaches and sport psychology consultants:

What is one of the disadvantages of sport psychology consultants conducting mental training programs with teams?

When can athletes stop psychological skills training?

What is the name of the model that attempts to combine performance enhancement goals with ones of personal balance and fulfillment in order to try and become truly holistic?

Who should be conducting psychological skills training programs?

What two approaches do sport psychologists often use when working with athletes?

What is one of the most critical aspects of successfully implementing a mental training program?

At the beginning of each special mental training session, the coach or sport psychologist should outline for the athletes:

What factors outside the psychological realm that influence performance should sport psychology consultants first understand?

______ is a technique in which the athlete(s) determines the psychological skills needed for success and then assesses his or her strengths or weaknesses specific to those skills.

When there is not adequate time or commitment for a comprehensive training program, consultants should avoid:

Which of the following is not a problem a sport psychology consultant faces?

Once the athlete has successfully used his/her new mental skill, he/she can usually end mental skills training until the next season.

An effective psychological intervention does not need to be systematic nor do a variety of mental skills need to be integrated and it can be implemented without considering the sport context and the individual performer or team.

To improve access to mental training, Weinberg, Neff, and Jurica (2012) suggested:

What is the ideal length of time for an athlete's first exposure to a formal mental skills training program?

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

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

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

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

Filters

and are key personal development skills that Vealey feels are an important part of psychological skills training.