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social science
positive psychology

Questions and Answers of Positive Psychology

Discuss how a psychological skills program might be evaluated.
John, a golfer, goes to a sport psychologist because his play is “erratic.” One of the sport psychologist’s observations is that he has no consistent preshot readying procedure. How might the
Discuss the benefits of Performance Profiling from a sport psychology consultant and athlete’s point of view?12 Discuss Vealey’s distinction between psychological methods and psychological
Discuss the use of psychological inventories to help assess athletes’ psychological skills.
Discuss what would be covered in a first interview with an athlete.
When is the best time to implement a psychological skills training program?
When is the best time to practice psychological skills?
How much time should be spent in mental training?
What are some advantages and disadvantages of a coach or sport psychology consultant conducting a mental training program?
Discuss who will benefit most from psychological skills training.
Based on research, discuss three things a consultant can do to enhance his/her effectiveness.
Are psychological skills intervention programs effective in enhancing performance? Provide evidence to support your answer.
Discuss three different models of sport psychology practice/intervention.
Provide two examples of when and how developing performing protocols might be used to improve concentration.
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 in regard to attentional phenomena.
Describe how to prevent and treat choking.
How is choking defined in terms of attentional focus?
How does arousal level influence attentional focus?
What does it mean to play to one’s attentional strength and when are you most likely to do so?
Diagram the figure depicting the four different types of attentional focus, distinguish conceptually among the four (including when to use each), and give an example of each.
Describe the eight principles that underlie 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 videotape, CD, or DVD be designed and used to enhance an athlete’s confidence and performance?
What is the purpose of a coping tape or file, and how is this purpose accomplished?
How does a mastery tape or 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?
List and describe at least eight types of irrational and distorted thinking. Provide an example for how you can use the ABC cognitive restructuring intervention to help an athlete modify his or her
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 psychologist 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.
Identify and describe the three explanations provided in this chapter that address how imagery works to enhance sport performance.
What are five different ways imagery can be used by athletes?
Vividness, controllability, and self-awareness are three areas of Basic Training in the imagery training program. Define each of these and describe the role each plays in training an athlete to use
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 psychologist might recommend to athletes to enhance their activation state.
Describe a typical “restructuring” stress management intervention with an athlete.
Summarize the two main strategies that sport psychologists recommend to “reduce”the intensity of symptoms experienced when associated with competing in sport and describe the interventions within
Compare the three emotion-focused coping approaches to dealing with the symptoms associated with demands of competing in sport.
Provide examples of three problem-focused coping stress management strategies athletes may use in sport.
Compare and contrast the concepts underlying an emotion- versus problem-focused coping strategy to managing stress in sport.
Name and outline the principles of the three “contemporary” mechanistic explanations for the stress and performance relationship.
Briefly summarize and discuss the merits of the five different approaches that have been offered to describe the relationship between stress and performance in sport.
Identify three different methods sport psychologists can use to measure athletes’ 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.
Summarize the typical responses athletes report associated with stress in sport.
Give examples of the potential demands athletes may encounter when competing in sport.
Discuss the role of appraisal in how an athlete experiences and manages the stress associated with competing in sport.
Explain Lazarus’ (1991) cognitive motivational relational theory (CMRT) 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 members’
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 psychologists.
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’s and his 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 R’s? 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 meant by playing on the edge? What techniques can help an athlete become aware of this skill?
Describe how the all-or-none syndrome can be overcome.
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 are factors that will enhance and hinder flow experiences?
Define flow and describe its dimensions.
Summarize the psychological states typically associated with peak performances.
Define peak performance.

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