Chapter 15 quizzes

After a five-month goal-setting program, swimmers were found to a. have learned to set performance goals b. exhibit less anxiety, regardless of their ability to set performance goals c. exhibit less anxiety if they set outcome goals rather than performance goals d. exhibit higher confidence and improved performance if they set outcome goals rather than performance goals e. c and d

A

Directing a performer's attention to important elements of a skill is a. one way in which goal setting can influence performance b. one indirect thought process that explains goal setting's impact on athletes c. not really a part of a systematic goal-setting program because most athletes can direct their own attention appropriately d. the same thing as mobilizing the athlete's effort e. b and c

A

Dishman (1988) found that a spouse's support is a. a critical factor affecting exercise adherence b. probably not relevant for developing a systematic goal-setting program c. recognized as one of the problems associated with the setting and writing down of appropriate goals d. a and c e. all of the above

A

The phrase "out of sight, out of mind" is a reminder to a. write your goals down and place them where they can be easily seen b. write your goals down and put them secretly away, only to be reread at the end of the season c. use visualization when you set your performance goals d. sign a behavioral contract with your coach or parents, which should be placed in a drawer (or some safe place) and reevaluated once a year e. constantly use self-talk while competing to refresh your memory of your goal

A

According to Snyder, hope involves having a realistic goal and a. having a very difficult goal b. being able to reach the goal c. having a high level of concentration d. having a low level of anxiety e. having the self-talk to support it

B

Focusing on performance (as opposed to outcome goals) during competition has been shown to be associated with _____ anxiety and _____ performance. a. more; poorer b. less; superior c. more; superior d. less; poorer e. none of the above

B

When formulating a goal-setting program with a novice goal setter, it is best to a. help the person set multiple goals, such as skill goals, concentration goals, and technique goals b. help the person select one goal from a list of multiple goals she would like to pursue c. let the person choose the top two goals from a list of possible goals that you create for her d. let the person decide on the type and number of goals to pursue

B

"Chip a bucket of golf balls onto a practice green three days a week" is an example of a. a goal that is much too general to be effective b. a good way to define a performance goal that is both specific and realistic c. a strategy for attaining the goal of "lower my handicap by three strokes" d. an inflexible strategy for attaining a goal because it leaves no room for possible interruptions in your schedule e. a and d

C

According to the text, goals should be a. extremely difficult so that only 10% of your players can reach them b. easy enough to achieve so that self-esteem is enhanced c. difficult enough to be a challenge, yet realistic enough to achieve d. set to the same value (e.g., the same score, the same time) for everyone on the same team so that no one is singled out as a favorite e. c and d

C

Having a goal to win the race is an example of a(n) _____ goal, whereas having a goal to "improve my best time" is an example of a(n) ______ goal. a. outcome; process b. process; outcome c. outcome; performance d. subjective; objective e. a and c

C

In an attempt to build hope, Gould and colleagues created the Power 4W program. Which of the following is NOT one of the Power 4W components? a. want power b. wish power c. wade power d. will power e. way power

C

It is recommended that appropriate goals be a. short-term only b. long-term only c. a combination of short- and long-term d. short-term early in the season, then long-term midway through the season e. either short-term or long-term depending on the way you phrase your generalized goals

C

Simply telling an athlete to "do your best" is a. fine for younger kids b. effective when the sport is well learned c. not specific enough d. effective for developing an athlete's commitment e. all of the above

C

Studies of goal setting in business have concluded that a. although goals work in some situations, more often than not, specific goals are not better than "do your best" goals b. it does not matter how difficult your goals are—any goal will be effective c. goal setting works very well d. goal setting is effective but only when the goals are easy e. all of the above

C

Which of the following is (are) true regarding goal-setting practices of high school and collegiate coaches? a. The most important part of goal commitment is goal specificity. b. Coaches were consistent in writing down their goals. c. The only disadvantage noted was setting goals unrealistically high. d. a and b e. a and c

C

Which of the following is NOT a common obstacle in setting goals? a. It is too time consuming. b. There are previous negative experiences in setting goals. c. Goals are too unstructured. d. a and c e. b and c

C

A formal assessment of an athlete's current ability or needs is a. part of the instructor's or leader's preparation stage of implementing a goal-setting program b. great for identifying what areas you think the athlete needs to improve c. part of the education and acquisition stage of implementing a goal-setting program d. a and b e. none of the above

D

Burton (1989a), in a study of basketball skills, found that a. general goals were just as effective as specific goals b. goal setting was effective for all tasks c. short-term goals were more effective than long-term goals d. goal setting enhanced performance better on low- as compared with high-complexity tasks e. goal setting improved performance more for the subjects who were told to "do their best" than for those who were told "improve 15%"

D

In developing a goal-setting program, it is important for individuals to set a. only performance goals b. performance and process goals c. process and outcome goals d. process, performance, and outcome goals e. performance and outcome goals

D

The mechanistic explanation for the effectiveness of goal setting includes a. directing the performer's attention to important elements of a skill b. mobilizing effort and increasing persistence by providing incentives c. the development and employment of new learning strategies d. all of the above e. a and b

D

Which of the following (according to research by Filby and colleagues) would produce the best performance? a. performance goals b. process goals c. outcome goals d. a combination of goals e. subjective goals

D

Burton contends that athletes who set outcome goals will experience more anxiety and lower self-confidence in competition; this is a. because their goals are not within their complete control b. one of the mechanistic explanations for the effectiveness of goal setting c. one of the indirect thought-process explanations for the effectiveness of goal setting d. all of the above e. a and c

E

It is important to _____ throughout the entire goal-setting process. a. provide feedback b. provide support c. provide encouragement d. reevaluate goals e. all of the above

E

Which of the following is (are) a common problem when setting goals? a. setting too few goals b. failing to adjust goals c. failing to recognize individual differences d. all of the above e. b and c

E

Which of the following is (are) useful for setting team goals? a. establishing short-term goals first b. monitoring progress toward team goals c. fostering team confidence concerning team goals d. all of the above e. b and c

E