Deck 18: A Social-Cognitive Approach to Conducting Evidence Based Coach-Training Programs

Question 1

In the CET intervention replication study, one of the four major results was that athletes of the trained coaches had lower levels of performance anxiety than the control group.

Answer 1

True

Question 2

All are recommendations for effective and engaging presentations EXCEPT:

A) prepare
B) if it works, don't fix it
C) cover less, not more
D) spice it up

Answer 2

if it works, don't fix it

Question 3

The following are ways to assess the efficacy of a coach-training program with the exception of:

A) analyze if it has a theoretical/empirical foundation
B) measure its effects on attitudes and behaviors of the trained coaches
C) ascertain how opposing coaches react to coaches who received training
D) survey the athlete's evaluation pre- and post-season

Answer 3

ascertain how opposing coaches react to coaches who received training

Question 4

The most important determinate of the effects of youth sport participation lie in:

A) the external rewards to be gained
B) the relationship between coach and athlete
C) improved fitness and health
D) friends to be made

Question 5

In CET, the persuasion process involves:

A) credibility
B) sensitivity
C) generalizability
D) appearance

Question 6

The CET philosophy of winning focuses on maximizing young athlete's performance in competition.

Question 7

Striving for victory is one of the motivational underpinnings of CET training.

Question 8

Which of the following does not represent a research finding for coaches who received CET compared to a control group?

A) their players showed increases in general self-esteem
B) responded to mistakes with more encouragement and technical instruction and fewer punitive responses
C) had a better won-loss record
D) gave more reinforcement in response to good performance and effort
E) better liked and perceived as better teachers

Question 9

The self-enhancement model of self-esteem proposed that:

A) people who are high in self-esteem are particularly responsive to variations in supportiveness from others
B) people who are low in self-esteem are particularly responsive to variations in supportiveness from others
C) self-esteem is independent from positive/negative feedback
D) self-esteem is based on positive feedback

Question 10

Which of the following does not describe the coach effectiveness training philosophy toward winning?

A) success is not equivalent to winning
B) winning isn't everything, nor is it the only thing
C) athletes should be taught that success is found in striving for victory
D) failure is not the same thing as losing
E) avoid discussing winning

Question 11

Behaviors initiated by coaches but not in response to a discernible preceding event are called:

A) elicited behaviors
B) organization
C) reactive behaviors
D) spontaneous behaviors

Question 12

According to research with the CBAS, coach likeability was very dependent on won/loss record.

Question 13

A goal of developing and conducting educational programs designed to positively affect coaching behaviors is to ensure that:

A) there exists a more standardized coaching style throughout the nation
B) coaches commit to doing more than they presently do
C) there is an increased likelihood that youngsters will have a more positive sport experience
D) coaches are better prepared for possible liability and negligence issues

Question 14

A motivational climate which defines success in terms of self-improvement, task mastery, and exhibiting maximum effort and dedication is:

A) mastery climate
B) achievement goal climate
C) ego-oriented climate
D) id-oriented climate

Question 15

A good strategy for setting the stage for implementing a successful sport psychology workshop on coach training would be:

A) approach coaches in a condescending manner
B) intimate that the training program is designed to protect athletes from coaches
C) let participants know that their sharing of input is very valuable
D) convey the impression that what the coaches have been doing is incorrect

Question 16

The CBAS assesses 12 categories of coaching behaviors.

Question 17

Coaching behaviors are measured by Smoll and Smith's:

A) Coaching Evaluative Questionnaire
B) Coaching Behavior Assessment System
C) Instructor Functional Analysis
D) Multidimensional Behavior Analysis

Question 18

Coaches evaluated _________ how frequently they used the CBAS behaviors when interacting with their athletes.

A) mostly inaccurately
B) less accurately than athletes' parents
C) quite accurately
D) better than their athletes

Question 19

Won-loss records accounted for more variance in player attitudes toward the coach than did differences in coaching behaviors.

Question 20

The mediational model of coach-athlete interaction is sequenced as follows:

A) coaches' behaviors, athletes evaluative reactions, athletes' perceptions and recall
B) coaches' behaviors, coach-athlete interactions, athletes' evaluative reactions
C) coaches' behaviors, athletes' perceptions and recall, athletes' evaluative reactions
D) athletes' perceptions and recall, coach-athlete interactions, coaches' behaviors

Question 21

Coach responses to immediately preceding athlete or team behaviors are called:

A) reactive behaviors
B) organization
C) emitted behaviors
D) spontaneous behaviors

Question 22

Which of the below, if any, are NOT target behaviors that a CET workshop would like to increase?

A) all are desired target behaviors
B) technical instruction
C) reinforcement
D) mistake contingent encouragement
E) corrective instruction