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social science
positive psychology

Questions and Answers of Positive Psychology

What are three metaphors that may be helpful to use when explaining mindfulness concepts?
What is cognitive defusion, and how may it help athletes?
How are mindfulness-based approaches different from traditional sport psychology interventions?
What is Wegner’s theory of ironic mental processes, and what is the relevance to sport performance?
What are three myths about mindfulness?
How does mindfulness fit into Buddhist philosophy?
Provide two examples of when and how developing performance and pre-performance protocols might be used to improve concentration.Study Questions
Briefly describe the four exercises under the section “Increasing Focusing and Refocusing Skills.”
Provide an example of how the technique of “turning failure into success” might be used and a brief description of why the strategy might be effective.
What is centering, why would you use it, and how is it done?
How can attentional cues and triggers and the TIC-TOC exercise be used to either focus or refocus concentration?
Describe the techniques of dress rehearsal, rehearsal of simulated competition, and mental rehearsal; give an example of each; and discuss the premise behind why they are effective strategies to keep
Explain the process versus outcome notion with regard to attentional phenomena.
Describe how to prevent and treat choking.
How is choking defined in terms of attentional focus?
How do arousal level and anxiety influence attentional focus and choking?
Diagram the figure depicting Nideffer’s four types of attentional focus, distinguish conceptually among the four (including when to use each), and give an example of each.
Describe Moran’s and Nideffer’s nine principles for understanding concentration and attention control training.
Under what circumstances are you most likely to lose or not have appropriate concentration?
What five factors help determine if you have lost attention?
Under maximally demanding conditions, what five components are entailed in good concentration?
How might a video be designed and used to enhance an athlete’s confidence and performance?
What is the purpose of a coping audio or video file, and how is this purpose accomplished?
How does a mastery audio or video file help an athlete develop appropriate self-talk?
What are the guidelines for determining and using affirmations?
When John monitors his self-talk, what five criteria should he use to determine whether his self-talk and underlying beliefs are rational or irrational?
Using the ABCDE model, provide an example for how you can use the REBT cognitive restructuring model to help an athlete modify irrational and distorted thinking.
List and describe at least eight types of irrational and distorted thinking.
How does countering a negative self-statement differ from reframing? Give examples of both in response to the statement “I’m always getting beaten on my opponent’s first serve” or an
Describe how a coach or sport psychology consultant might help athletes use the techniques of thought stoppage and changing negative thoughts to positive thoughts.
Susie, a varsity golfer, is concerned that her self-talk may be having an adverse effect on her play. What three techniques could she use to become more aware of her self-talk, and how might she use
Name and describe the seven uses for self-talk. Using any sport or exercise setting, provide an example of each.
Compare and contrast optimistic and pessimistic explanatory styles in terms of the three dimensions of explanatory style. How would you rate yourself on each of these?
What is the relationship between (a) self-talk and self-esteem and (b) self-confidence and self-efficacy?
Describe how the self-talk of a successful athlete is different from that of an unsuccessful athlete. Give five examples of self-talk from each.
Can imagery hurt athletes’ performance? Explain and then identify how athletes can avoid this negative imagery effect.
What is the difference between external and internal imagery, and how can athletes use each perspective?
What are three different times imagery can be used optimally by athletes?
Explain why and how imagery can be polysensory.
Develop an imagery program for an athlete in your sport using the imagery cookbook.
Explain five specific ways that athletes can make their imagery training more functionally equivalent.
What are five different ways imagery can be used by athletes?
How does imagery enhance performance in terms of the functional equivalence explanation?
Describe the four phases of setting up an imagery training program.
Briefly describe some of the evidence supporting the positive influence of imagery on sport performance.
Provide five examples of energizing techniques a sport psychology consultant might recommend to athletes to enhance their activation state.
Describe a typical “restructuring” stress management intervention with an athlete or coach.
Summarize the two main strategies that sport psychology consultants recommend to “reduce”the intensity of symptoms experienced when competing in sport, and describe the interventions within each
Contrast the three emotion-focused coping approaches and when to use them.
Provide examples of three preventative stress management strategies coaches may use in sport.
Compare and contrast the concepts underlying an emotion- versus problem-focused coping strategy to managing stress in sport.
Name, describe, and discuss the merits of early arousal-based approaches, contemporary anxiety theories, and mechanistic explanations offered to explain the relationship between stress and
Identify three different methods sport psychology consultants can use to measure performers’experiences of stress.
Consider how negative emotions such as anxiety that occur as a consequence of the stress process can actually have beneficial effects for performance for athletes.
Summarize the typical responses athletes and coaches report associated with stress in sport.
Give examples of the potential demands athletes and coaches may encounter when competing in sport.
Discuss the role of appraisal in how an athlete or coach may experience and manage the stress associated with competing in sport.
Explain Lazarus’s (1991) cognitive motivational relational theory and its role in the stress process.
How can a coach create a supportive goal-setting atmosphere?
Four types of group goals have been set: individual group members’ goals for themselves, the group’s goals for individual members, the group’s goals for the group, and individual
Give an example of goal-setting that is not technique related.
Is it easier to adjust goals upward or downward? Explain.
Indicate why failing to set performance and process goals is a common problem when setting goals with athletes.
Describe the three phases of a goal-setting system for coaches and sport psychology consultants.
Think of your own sport and physical activity involvement and identify two goals you have set in the past. Evaluate your two goals relative to the 12 goal-setting guidelines presented in this chapter.
Describe what is meant by saying life skill goal-setting programs teach for goal-setting transfer.
Briefly describe Locke and colleagues’ (1981) mechanistic and Burton and colleagues’ cognitive explanations for the relationship between goal-setting and performance.
Define what a goal is and differentiate between the following types of goals: (a) specific objective, (b) outcome, (c) performance, (d) process, and (e) group goals.
What are The Rs? How does awareness fit into the model?
When might imagery and group discussion be used to increase awareness?
How can psychological questionnaires and physiological monitoring be used to increase awareness of ideal performance states?
How can a sport journal and performance feedback sheets be used to increase awareness?Describe what might be included in a journal and feedback sheets.
What is mindfulness, and how can mindfulness be integrated into your practice and competition?
What is meant by playing on the edge? What techniques can help an athlete become aware of this skill?
Give an example of focused practice.
Why is it important to incorporate awareness training with the physical skills that are already being performed in practice?
What is the difference between merely performing skills and experiencing skills?
Why is it important that athletes be aware of their ideal performance state?
If you were a coach or administrator, how would you minimize the problems faced by Olympic athletes who did not achieve their goals?
What is organizational stress and how might it influence athletes’ performances?
What are things that coaches may do that will interfere with peak performance?
Describe how athletes’ relationships with their teammates may influence optimal performance.
Describe mental toughness and its relationship to performance.
What are the primary psychological skills that elite athletes use? What is the association between these skills and peak performance?
Summarize the major psychological characteristics of elite athletes.
What are the primary psychological characteristics that distinguish between more and less successful athletic performances?
Describe several metaphors you associate with successful and less successful performances.
What is the IZOF model and how does it relate to peak performance?
What factors will enhance and hinder flow experiences?
Summarize the psychological states typically associated with peak performances.
Compare and contrast flow and clutch states. Then describe how these relate to, but are distinct from, peak performance.
What are some things you could do to become a better listener?
Why are active listening and empathy such important skills for a sport psychology consultant to develop in working with coaches and athletes?
The volleyball team at Nike University tends to clam up when the going gets tough (i.e., communication breaks down; the team loses its intensity, enthusiasm, and focus in critical situations and
As a coach or sport psychology consultant, what would you do to intervene if interpersonal conflict arose among team members that resulted in disruption of group cohesion and team harmony?
As a sport psychology consultant, what are some things you would do to improve coach–athlete communications?
Give some behavioral examples of verbal and nonverbal communication in sport.
What factors interfere with effective communication processes in sport?
Why is communication an important tool for a coach and sport psychology consultant to possess?
Give at least one example (using a sport of your choice) of a strategy that a coach or sport psychologist could employ to enhance group cohesiveness using each of the following factors:(a)

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