Applied Sport Psychology Personal Growth to Peak Performance 7Th Edition By Jean Williams – Test Bank

 

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Sample Questions Are Posted Below

 

Chapter 5

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

 

Multiple Choice Items

 

1. Rosenthal and Jacobson’s (1968) teacher expectations research showed that:
2. teachers’ expectations were higher for children that were the brightest
3. teachers held higher expectations for children labeled as “late bloomers”
4. children for whom the teachers had the highest expectations performed better
5. both a and c
6. both b and c (page 78 left, 78 right)

 

Answer: e

 

2. ________ 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:
3. intuitive coaching
4. self-fulfilling prophecy (page 79 right)
5. efficacy coaching
6. none of the above

 

Answer: b

 

3. Early in the athletic season, coaches form performance expectations on an athlete based on:
4. racial or ethnic background
5. style of dress
6. past performance achievements
7. what other coaches/teachers have to say
8. all of the above (page 80 left)

 

Answer: e

 

4. These are the ways that a coach’s expectations can affect an athlete’s behavior with the exception of:
5. quantity and quality of instruction
6. frequency and type of performance feedback given to the athlete
7. coaches discussing with each other who they think will excel in season and in which positions (page 82 left, 82 right)
8. frequency and quality of interactions between coach and athlete

 

Answer: c

 

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:
6. establish a lower standard of performance
7. require more practice drill time
8. be less persistent in helping the player learn a skill
9. all of the above
10. both a and c (pages 82 left, 82 right)

 

Answer: e

 

6. 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:
7. negative attribution for low-expectancy athlete (page 83 right)
8. negative attribution for high-expectancy athlete
9. positive attribution
10. redirected attribution

 

Answer: a

 

7. Which statement, if any, is FALSE regarding the Pygmalion-prone coach’s behavior:
8. provide high-expectancy athletes informational and corrective feedback
9. provide positive communication to low-expectancy athletes
10. attribute success for the low-expectancy athletes to external factors
11. attribute failure for low-expectancy athletes to lack of ability
12. all the statements are true (pages 82 left, 82 right)

 

Answer: e

 

8. A Pygmalion-prone coach will do all of the following EXCEPT:
   1. believe that people’s traits and abilities are fixed
   2. believe that success comes from having good athletes, not improvements
   3. hold stereotypic beliefs
   4. have flexible pre-season expectations (pages 93 left)

 

Answer: d

 

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

1. adolescent athletes
2. athletes who play for coaches who are astute judges of skill
3. athletes who are high acheiving (page 86 right)
4. athletes who set low standards for themselves

 

Answer: c

 

10. All of the following groups may experience expectation-bias behavior EXCEPT:
11. African Americans
12. females
13. early maturing males (pages 88 right, 89 left)
14. early maturing females

 

Answer: c

 

11. A characteristic(s) of coaches that may be linked to tendencies to exhibit expectancy-based behavior:
12. homophobic
13. autocratic coaching style
14. prejudiced
15. all of the above (pages 91 left, 91 right)
16. both a and c

 

Answer: d

 

12. Entity theorists believe that:
13. people’s traits and abilities are fixed (page 91 right)
14. skills and behavior are learned
15. personalities are the result of experiences
16. those who concentrate on changing their behavior will be successful

 

Answer: a

True-False Items

 

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

Answer: False 94 left

 

14. 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.

Answer: False 82 right

 

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

Answer: True 84 right

 

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

Answer: True 85 left, 85 right

 

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

Answer: True 94 right

 

18. A Pygmalion-prone coach tends to give low-expectancy athletes less frequent reinforcement and less appropriate and beneficial feedback after successful performance. Answer: True 83 left

 

19. 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.

Answer: False 88 right

 

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

Answer: True 80 right

 

Matching Items

 

21.  mastery-oriented team  climate	a)      Coaches expectations for the ability of each individual dictate the level of achievement each athlete will ultimately reach
22.  Pygmalion-prone coaching	b)      An experiment to determine whether student’s academic progress was affected by teachers’ expectations
23.  type and frequency of feedback	c)      A coach credits the success of an athlete to the weakness of another team or the generosity of a judge
24.  attribution in low-expectancy	d)      Place greatest emphasis on the development of individual players’ skills
25.  “Pygmalion in the Classroom”	e)      Feedback can be reinforcement, punishment, etc., and differ in frequency to each athlete depending on the coach

 

Answers 21-25: d, a, e, c, b       Pages 92 left, 79 right, 81 right – 82 left, 83 right, 78 left