Coaching test #2

In Dr. Gilbert's work with a wide range of coaches, which postcompetition strategy has he found most valuable for coaches? A one-page competition reflection card A brief training session to work on deficiencies noted in the competition An extensive video review session with the entire coaching staff 30 minutes of vigorous exercise A formal verbal debriefing with each athlete

A one-page competition reflection card

What type of practice best promotes perceptual attunement, which develops athlete ability to make adjustments based on changes in the environment? Random practice Noncompetitive practice Highly structured deliberate practice Long-term practice Blocked practice

Random practice

Which is not one of Coach John Wooden's eight principles of practice design? Teach fundamentals before creativity. Do conditioning for learning. Teach new material at the end of practice. Avoid altering a plan during the lesson. Increase complexity from practice to practice

Teach new material at the end of practice.

Synergistic adaptation refers to training that is appropriately matched to an athlete's level of maturation the fact that LTAD stages should be matched closely to specific ages that apply to all athletes the use of distinct training windows that correspond to specific stages of development the need to adapt physical training programs to match athlete gender the fact that all athletes develop at approximately the same pace

training that is appropriately matched to an athlete's level of maturation

Which of the following is consistent with the developmental model of sport participation (DMSP)? Expert athletes have coaches who focus on highly structured coach-led practice sessions should specialize in one position as soon as possible to maximize early success typically grow up in environments with high amounts of free play rarely specialize in just one sport at an early age focus predominantly on deliberate practice at an early age

typically grow up in environments with high amounts of free play

When coaches pull athletes aside during competitions to teach, they should use words that create emotions toward the opponent use the same words they use when teaching the skill during practices use the same words used when teaching but in a different tone of voice use the same words used when teaching but combine with unfamiliar body language use new words to get their athletes' attention

use the same words they use when teaching the skill during practices

To help build a growth mind-set, coaches can teach athletes to add the word ________ to the end of self-critical statements that are commonly used when learning new skills. again always never sometimes yet

yet

Which term is used to describe a sort of mental blueprint that contains information about how to perform basic skills? Task blueprint Growth mind-set Mastery goal orientation Fixed mind-set General motor program

General motor program

Which term is used to rate how quickly foods provide energy? Glycemic index Retinol activity equivalent Caloric ratio pyramid Fullness factor Daily values

Glycemic index

Which term is used for a consistent emotion-performance status associated with peak performance? Inverted U Iceberg profile Maximum arousal Zone of proximal development State anxiety

Iceberg profile

Which source of value for athlete learning is directly addressed by providing incentives, in the form of rewards, when athletes successfully complete learning activities? Instrumental value Intrinsic value Competitive value Success recognition value External value

Instrumental value

Which statement is most accurate about sharing practice goals with athletes before they arrive at the practice? It gives athletes time to prepare mentally for the practice challenge. It has not been shown to make any difference. Athletes benefit only if they set their own goals for every practice. It reflects a coach's lack of trust and confidence in athletes. It ensures that athletes will be more focused in the forthcoming practice session.

It gives athletes time to prepare mentally for the practice challenge.

What is the term used to describe the first three stages of the long-term athlete development (LTAD) model? Physical literacy FUNdamentals Learning to train Nondeliberate practice Cognitive stage of learning

Physical literacy

When do athletes most need their coach's encouragement during a competition? When performing well but results are not coming When losing When evenly matched with their opponent in a closely fought competition Near the end of the competition when they are fatigued When winning

When performing well but results are not coming

Performance feedback focuses on the result of the skill attempt the way in which the skill was executed the mistakes that need to be corrected the outcome of the performance how the athlete performed in relation to another athlete

the way in which the skill was executed

Studies of successful American high school and college coaches in sports such as basketball, football, softball, volleyball, and track and field show that coaches averaged more than ________ hours of participation as athletes before they became coaches. 2,500 5,000 1,000 3,000 10,000

3,000

Regarding precompetition sleep, most experts recommend that athletes strive for as much sleep as they can get 9 to 10 hours of sleep at least 12 hours of sleep each of the two nights before competition no more than 7 hours of sleep to avoid feeling over-rested whatever amount of sleep feels right to them

9 to 10 hours of sleep

The quest for a single sport gene is obsolete partly because humans in general share ____ percent of the genetic sequence. 80 99 50 75 90

99

Which statement about practice is most accurate? Athletes should conserve energy for competitions, when it matters most. Most coaches are taught how to design quality practice sessions. Highly structured practice is best for all levels of athletes. Competition success is determined by which player or team practices most. A quality performance is the natural extension of practice.

A quality performance is the natural extension of practice.

Which of the following is a recommended strategy for coaches to engage athletes who don't play much during a competition? Teach them how to distract the opponent verbally to give their teammates an advantage. Assign them an important observation task. Ask them to ensure that the water bottles are always full. Ask them to monitor the officials closely and note any incorrect calls. Promise them playing time if there is an opportunity to put them in the game.

Assign them an important observation task.

Which teaching strategy is recommended because it serves as an advanced primer for learning and performance by focusing the athletes' attention on relevant cues to prepare for quality practice? Midseason one-on-one interviews with athletes Team meetings before every practice Athlete peer evaluations Athlete written self-assessments Coach report cards

Athlete written self-assessments

Which statement best reflects results of research on practices? Athletes spend too much time working on their weaknesses. Practice design does not influence athlete behavior and discipline. Quality practice sessions are the norm, not the exception. Practice design failures mostly involve high school coaches. Athletes are inactive nearly half the time during practices.

Athletes are inactive nearly half the time during practices.

Which statement about athlete talent development is most accurate? Athletes should sample multiple sports through the end of high school. Playing a single position within a sport from a young age increases the chances of playing pro. Early sport specialization is linked with longer and more successful sport involvement. Athletes typically reach physical and emotional maturity around the age of 15. Playing a single sport from ages of 11 to 15 increases the chances of making a national team.

Athletes should sample multiple sports through the end of high school.

Which of the following statements about motivation and deliberate practice is most accurate? Deliberate practice tasks for athletes must be enjoyable Athletes who become experts are highly self-motivated (intrinsic) A person's perceived competence is not an important factor in sustaining commitment Athletes who become experts rely on others to keep them motivated (extrinsic) Reaching some undeniable limit on performance at some point is normal

Athletes who become experts are highly self-motivated (intrinsic)

What labels are used to describe the two general types of feedback? External and internal Positively and negatively orientated Immediate and delayed Subjective and objective Augmented and task-intrinsic

Augmented and task-intrinsic

Which of the following is not consistent with key discoveries made about emotions and peak performance? Both pleasant and unpleasant emotions can be helpful to performance. There is one ideal level of precompetition mental and emotional arousal for all athletes. Athletes consistently perform better when their emotions are just above their zone of individual readiness. Optimal precompetition arousal is best thought of as a single point in the arousal-performance relationship. Only pleasant emotions are helpful to performance.

Both pleasant and unpleasant emotions can be helpful to performance.

Which of the following terms is used to describe how expert athletes organize their knowledge? Serialization Chunking Sequential Randomization Deliberate sorting

Chunking

Which statement about practice goals is most accurate? Athletes usually respond negatively to practices that require full focus and concentration. Coaches commonly set clear and specific goals for each practice session. Experienced coaches don't need to plan practices. Coaches can reduce discipline issues by communicating high expectations. Athlete learning increases when practice goals are within their comfort zone.

Coaches can reduce discipline issues by communicating high expectations.

Which of the following is a recommended strategy for improving competition coaching? Ask athletes to prepare the competition game plan. Create a list of competition checkpoints. Try to observe as much as possible without any preconceived notions of what to expect. Give an intense pregame speech. Meet with team captains only to review the competition plan.

Create a list of competition checkpoints.

Which statement best represents the relationship between early signs of athletic talent and future success as an athlete? Early signs of athletic talent are good predictors of athletic success for female athletes Early signs of athletic talent are predictors of athletic success for gymnastics and figure skating Early signs of athletic talent are good predictors of athletic success for male athletes Early signs of athletic talent are extremely good predictors of future success Early signs of athletic talent are extremely poor predictors of future success

Early signs of athletic talent are extremely poor predictors of future success

Which statement about priming and learning is most accurate? John Wooden always kept players guessing about what would be taught in future practices. Speed and accuracy increases when athletes first envision their movements in slow motion. Evidence shows that the priming effect may only last as little as five minutes. Ideally, coaches will prime athletes only right before a skill is to be taught. Although priming is commonly used, no scientific evidence supports its use.

Evidence shows that the priming effect may only last as little as five minutes.

Which of the following is not a recommended strategy to ensure that important component skills are not overlooked when coaching? Try a walk-through of the practice activity on your own. Record yourself in the act of coaching. Discuss and test a description of the practice activity with a less-experienced coach. Explain the component skills to your most skilled athlete and ask for feedback. Try explaining how to perform the target skill to a coach of a different sport.

Explain the component skills to your most skilled athlete and ask for feedback.

Which of the following is not one of the characteristics of purposeful (deliberate) practice? Requires getting out of one's comfort zone Has very broad, learner-set targets Is focused and requires full attention Involves direct feedback Has well-defined, specific goals

Has very broad, learner-set targets

Which statement best represents how successful coaches behave during competitions? Intervene only when athletes ask for help Intervene at preset regular intervals (e.g., every 5 minutes) Never let athletes make important tactical decisions without coach input Intervene only when absolutely necessary Relay all messages through the team captains

Intervene only when absolutely necessary

According to the developmental model of sport participation, which stage of athlete development requires a high amount of deliberate practice? Entry into sport years Specializing years Investment years Sampling years Recreational years

Investment years

Which statement is most accurate about the athletic experience of great coaches? The greatest athletes make the greatest coaches. Most great coaches never even competed in the sport in which they succeed as a coach. Great coaches must have competed at least at the level of competition they intend to coach. Great coaches must be able to demonstrate all the skills they are intend to teach. Many successful coaches were only average athletes

Many successful coaches were only average athletes

What is the correct order of the stages in the common three-stage model of skill mastery? Mental stage, unconscious stage, practice stage Unconscious stage, conscious stage, automatic stage Practice stage, mental stage, automatic stage Mental stage, practice stage, automatic stage Mental stage, conscious stage, automatic stage

Mental stage, practice stage, automatic stage

Which statement about the role of pregame music is false? The influence of music on performance is enhanced when combined with imagery. Playing music during the warm-up helps athletes feel less anxious. Playing music during the warm-up increases motivation to play well. The coach should select pregame music. Playing music during the warm-up detracts from team cohesion.

Playing music during the warm-up detracts from team cohesion.

Which term is used to describe what expert athletes do in practice and how their practice differs from those of less-skilled athletes? Practice variability Practice microstructures Practice complexity Gamelike practices Maximal athlete skill development

Practice microstructures

Which principle of athlete learning is associated with having athletes demonstrate a skill before teaching it to them? Motivation directly influences learning. Elaborative interrogation forces athletes to access prior knowledge and make new connections to this knowledge. Prior knowledge can help or hinder learning. Skill mastery requires learning component skills. Deliberate practice should be combined with targeted feedback.

Prior knowledge can help or hinder learning.

What term is used to describe research showing an overrepresentation of athletes in professional sport who were born early in the selection year? Differential age impact Relative age effect Late bloomer effect Synergistic adaptation Age by gender sport phenomenon

Relative age effect

Which of the following is most appropriate following a win? Immediately retreat to a private area to start planning how to win the next event. Invite the opponents to share in your celebration. Taunt the opponents. Enthusiastically celebrate in public to allow supporters to share in the win. Strive to temper immediate and public postcompetition celebrations.

Strive to temper immediate and public postcompetition celebrations.

Which statement best reflects current research on the amount of deliberate practice required to become an expert athlete? An athlete can handle an unlimited amount of deliberate practice each day Expertise in sport can be attained with as little as one hour of deliberate practice per week Much more than 10,000 hours of deliberate practice is needed to become an expert athlete Exactly 10,000 hours of deliberate practice are needed to become an expert athlete The amount of deliberate practice needed to reach the pinnacle of a sport varies widely.

The amount of deliberate practice needed to reach the pinnacle of a sport varies widely.

What is the most common reason that coaches neglect the teaching of component skills? They expect athletes to work on component skills on their own. They are in a much different and more advanced stage of learning. They assume that component skills will be developed naturally when working on the whole skill. They don't prepare a written practice plan. They expect assistant coaches to teach component skills.

They are in a much different and more advanced stage of learning.

What is the label given to the stage of skill mastery that helps explain the expert blind spot? Unconscious competence Conscious competence Critical competence Conscious incompetence Uncritical incompetence

Unconscious competence

Which statement most accurately reflects how successful coaches approach requests from parents to communicate postcompetition? Competition decisions should be discussed and resolved before leaving the competition site. All competition decisions are final and therefore are not open for discussion with any parent. Correct! Wait 24 hours after the end of the competition before discussing competition decisions. Decisions should only be discussed if requested by a parent of a key player. Discuss competition decisions immediately following the competition.

Wait 24 hours after the end of the competition before discussing competition decisions.

Psychological momentum is generally defined as a feeling that performance is swinging rapidly in either a positive or negative direction an observable performance change in a negative direction a sudden failure or performance error a naturally occurring phenomenon in all sports that is unavoidable a sense that an athlete or team is about to build an insurmountable lead on their opponents

a feeling that performance is swinging rapidly in either a positive or negative direction

Blocked practice is generally considered more effective when an athlete is first learning a new skill or concept coaching fundamental skills to young athletes teaching a technical skill to the entire team teaching a tactical skill or strategy to a subgroup of the team an athlete has already learned a skill well

an athlete is first learning a new skill or concept

Learning is best viewed as something that only occurs under the direct supervision of a coach how an athlete feels about his or her performance the process that leads to the desired outcome, knowledge, or attitude having four components: process, change, experience, outcome An observable outcome such as the ability to hit a golf ball successfully

an observable outcome such as the ability to hit a golf ball successfully

Research shows that athletes prefer an informational or instructional pregame speech when they are competing early in the season don't feel prepared to compete are competing against an unfamiliar opponent are favored to win against a weaker opponent are considered the underdog

are competing against an unfamiliar opponent

Emerging research shows that athlete learning is enhanced when the coach explains how to perform a skill based on personal experience athletes are allowed to introduce their own variations into the movement pattern athletes are told to perform a skill with the same movement pattern repeatedly athletes are discouraged from performing skills in whatever way feels right to them athletes adhere to the most widely accepted method for performing a specific skill

athletes are allowed to introduce their own variations into the movement pattern

Athletes see the value in their training activities by connecting training activities to one or more of these three common value sources: short-term value, outcome value, long-term value attainment value, extrinsic value, instrumental value attainment value, intrinsic value, instrumental value intrinsic value, outcome value, long-term value intrinsic value, extrinsic value, instrument value

attainment value, intrinsic value, instrumental value

When selecting skills to teach, coaches first must clearly identify all ______________ skills that will influence athletes' ability to perform the target skill successfully. tactical advanced technical component strategic

component

Learning occurs best when new knowledge is connected to existing and accurate knowledge organized in a random way connected to the most recent thing that was learned organized sequentially

connected to existing and accurate knowledge

When they describe what they know about a topic, such as bunting in baseball, athletes demonstrate declarative knowledge deliberate knowledge topical knowledge procedural knowledge technical knowledge

declarative knowledge

The simplest and most effective relaxation technique that coaches can teach their athletes is diaphragmatic breathing biofeedback positive self-talk multidimensional brain priming progressive muscle relaxation

diaphragmatic breathing biofeedback

When coaches ask athletes why questions, the athletes have to access prior knowledge and make new connections. The term for this teaching technique is reflection in action critical reflection elaborative interrogation strategic questioning interpretive reflection on action

elaborative interrogation

The three components that define an effective way to coach during competitions are examine, educate, enact excite, examine, encourage excite, educate, examine excite, encourage, educate examine, encourage, educate

examine, encourage, educate

With regard to practice design, athlete motivation increases when coaches make all the decisions regarding practice activities emphasize that hard work and repetition are required to make each activity worthwhile avoid telling athletes why practice activities are important, because it saves time provide detailed explanations about the importance of each practice activity Correct! explain the rationale for practice activities and the way in which they will improve performance

explain the rationale for practice activities and the way in which they will improve performance

When introducing a new strategy, athlete learning will be strongest if the coach starts by showing the athletes a video of an expert athlete performing the strategy giving athletes handouts and articles to read about the strategy before trying it in practice having the athletes try the strategy while they are being videotaped explaining how the new strategy is like other strategies they have already learned teaching the strategy to the best athletes, who can then help teach the strategy to others

explaining how the new strategy is like other strategies they have already learned

A primary driver of athlete motivation to learn based on the subjective value they place on the purpose of the learning activity is referred to as coach expectancies athlete expectancies training rationale goal importance outcome value

goal importance

The focus of precompetition activities should be on ensuring that athletes are calm and rested covering details about an opponent's tendencies teaching athletes new tactics keeping athletes busy helping athletes feel physically and mentally ready

helping athletes feel physically and mentally ready

The learning sweet spot, also referred to as the zone of proximal development, is most likely to be found when there is a match between high challenge activity and high athlete skill level moderate challenge activity and moderate athlete skill level high challenge activity and low athlete skill level low challenge activity and low athlete skill level low challenge activity and high athlete skill level

high challenge activity and high athlete skill level

When coaches set mastery goals for their athletes, they are teaching them to focus more on tactical skill development technical skill development proving their ability as opposed to improving their ability improving their ability as opposed to proving their ability succeeding today

improving their ability as opposed to proving their ability

Relaxation strategies are most effective if they are learned just before the competition help raise muscle tone help athletes avoid thinking about the way they are feeling require the use of sophisticated biofeedback equipment keep athletes focused on the present

keep athletes focused on the present

Practice goals that emphasize that effort and success are within the athlete's control are referred to as outcome goals performance goals mastery goals coach-directed goals CARS goals

mastery goals

The most successful coaches understand that an effective pregame speech should be calmly presented to prevent overhyping the athletes be emotionally charged to inspire athletes focus on tactical details and instructions match the needs of the athletes at that particular moment be given only by the coach to ensure consistency of the message

match the needs of the athletes at that particular moment

Emphasizing transferable sport skills such as agility, balance, strength, coordination, and decision-making skills is referred to as ... specialized training the learn to compete stage of LTAD deliberate practice free play multilateral development

multilateral development

The evidence is clear; coaches should ___________________ for more effective coaching during competitions. focus on identifying performance errors give frequent praise provide athletes a high rate of technical correction observe more and interrupt less leave athletes alone

observe more and interrupt less leave athletes alone

In a typical 15-minute halftime break the best coaches typically spend just the first 5 minutes talking to the team as a whole just the last 5 minutes talking to the team as a whole 5 minutes talking to the team, 5 minutes talking to individual players, and 5 minutes talking to captains the majority of the time talking to the team only 2 to 3 minutes talking to the team as a whole

only 2 to 3 minutes talking to the team as a whole

To gain the most benefit from free-play activities, they should be conducted by adult and athletes together to ensure that athletes stay on task organized and led by the athletes themselves to maximize intrinsic motivation saved for the off-season to promote coach-athlete interaction organized and led by adults to reduce risk of injury used only during the preseason when play and fun is more important

organized and led by the athletes themselves to maximize intrinsic motivation

A common mistake made by many coaches during competitions, from youth all the way to Olympic level, is overcoaching teaching undercoaching overemphasizing teamwork providing excessive positive feedback

overcoaching

The final word on praise during competitions is that praise is most helpful near the end of the competition coaches should strive to make three positive statements for every one corrective statement praise must be earned and genuine praise should be given as frequently as possible throughout the competition praise is most effective at the start of the competition

praise must be earned and genuine

When athletes perform a skill, such as showing how to execute a bunt in baseball in various game scenarios, they are demonstrating procedural knowledge declarative knowledge deliberate knowledge topical knowledge technical knowledge

procedural knowledge

A defining characteristic of free-play activities is that they provide no external recognitions promote athlete creativity minimize intrinsic motivation seldom ensure competitive balance are closely monitored to ensure athlete safety

promote athlete creativity

An effective way to find the appropriate challenge-skill balance when designing athlete learning experiences is to require athletes to keep a learning journal provide athletes with time to reflect during or after practices design all practice sessions for the upcoming season in the off-season create a learning-buddy system interview each athlete after each practice to determine her or his learning needs

provide athletes with time to reflect during or after practices

One of the most common errors that coaches make when designing practices is aving too many goals for the practice forgetting to include a cool-down scheduling practices that are too long letting athletes decide some of the activities to include in the practice forgetting to include a warm-up

scheduling practices that are too long

A _____________ is essential to fulfill the role as coach and leader during competitions. sufficient degree of self-control carefree attitude win-at-all-cost mind-set high emotional level strong physical presence

sufficient degree of self-control

As a rule, coaches should encourage athletes to learn how to use _______________ feedback as much as possible. task-intrinsic delayed coach-augmented corrective positive

task-intrinsic

The coach's role during the second phase of LTAD should emphasize building collective efficacy increasing athlete flexibility and power teaching sport-specific skills and tactics building resilience and mental toughness teaching and reinforcing fundamental movement skills

teaching sport-specific skills and tactics