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Applied Sport Psychology : Personal Growth to Peak Performance

Jean Williams, Vikki Krane

Chapter 18

A Social-Cognitive Approach to Conducting Evidence Based Coach-Training Programs - all with Video Answers

Educators

Chapter Questions

Problem 1

Explain why evidence based coach-training programs are superior to interventions that are pri-
marily founded on experiential knowledge.

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01:08

Problem 2

Describe the three basic elements of the mediational model of coach–athlete interactions that
served to guide the coaching-behavior research.

Ajay Singhal
Ajay Singhal
Numerade Educator
04:05

Problem 3

What are the two major classes of behaviors included in the CBAS, and what is the difference
between them?

Khalida Dawar
Khalida Dawar
Numerade Educator
01:29

Problem 4

Following development of the CBAS, field studies were conducted to establish relations
between coaching behaviors and children’s evaluative reactions. Describe the basic research
procedures, and discuss the major findings with respect to (a) the role of winning relative
to athletes’ psychosocial outcome measures, (b) relations between coaching behaviors and
athletes’ attitudinal responses, (c) the degree of accuracy with which coaches perceived their
own behaviors, and (d) the role of self-esteem as a mediator variable in coaching-behavior/
athlete-attitude relations.

Alexa Moschella
Alexa Moschella
Numerade Educator
02:28

Problem 5

Describe the research design and methodology incorporated in the studies that tested the effi-
cacy of CET. What were the results with respect to (a) behavioral differences between trained

and untrained coaches, (b) win-loss records, (c) players’ evaluative reactions to trained and
untrained coaches, (d) self-esteem effects, and (e) competitive anxiety differences between
youngsters who played for trained and untrained coaches?

Sarah Howell
Sarah Howell
Numerade Educator
00:32

Problem 6

With respect to achievement goal theory, what are the distinctions between (a) mastery and
ego goal orientations and (b) mastery and ego motivational climates?

Shazia Naz
Shazia Naz
Numerade Educator
01:23

Problem 7

Briefly describe the (a) major behavioral guidelines (i.e., coaching do’s and don’ts) and
(b) mastery-oriented philosophy of winning that are emphasized in the MAC program.

Jessica Reyna
Jessica Reyna
Numerade Educator
01:24

Problem 8

For the outcome research that was conducted to assess the efficacy of the CET/MAC inter-
vention, what were the results with respect to (a) observed and athlete-perceived behavior

differences between trained and untrained coaches, (b) differences between the motivational
climates created by trained and untrained coaches, (c) dispositional differences (sport-related
attitudes and perceptions) for athletes who played for trained versus untrained coaches,
(d) differential patterns of change in athletes’ achievement goal orientations, (e) group
differences in athletes’ academic achievement goals, (f) changes in athletes’ self-esteem,
(g) group differences in athletes’ sport performance anxiety, and (h) differences in sport
attrition for athletes who played for trained versus untrained coaches?

Christopher Stanley
Christopher Stanley
Numerade Educator

Problem 9

In implementing sport psychology workshops for coaches, the trainer should create a positive
learning environment. What are some ways to foster a receptive and cooperative attitude on
the part of coaches? What approaches should be avoided?

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02:03

Problem 10

Describe the components of the healthy philosophy of winning that is taught in MAC, and
indicate how this orientation is designed to combat competitive anxiety.

Srikar Katta
Srikar Katta
Numerade Educator

Problem 11

In conducting a MAC workshop, what is the rationale/justification for presenting empirical
results to coaches?

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