1. Several parents of a middle school volleyball team have approached you because they are concerned about the mannerisms of the coach. The coach yells at the athletes a lot and makes athletes stay after practices and games for extra conditioning when they make mistakes. Several of the athletes are beginning to play poorly and appear tentative in matches. You have agreed to intervene and approach the coach (with full support of the athletic director).
A. Describe why you are concerned about the coach’s actions (i.e., how will his actions affect the children) . Include discussion of the theoretical perspective guiding your interpretation of this situation.
B. Describe suggestions for changing the coach’s approach and enhancing his interactions with the athletes. Be specific in the strategies that you develop for this coach.
2. Following achievement goal theory, you recognize the importance of encouraging a task-orientation in athletes. When athletes are highly ego-oriented, they may engage in less- or unproductive behaviors and mental states.
A. Compare and contrast correlates of high task orientation (with high perceived competence) and high ego orientation (with low perceived competence).
B. What strategies or exercises can you use to help athletes adopt a task-oriented approach in sport?
3. A high school field hockey coach comes to you and asks for advice on developing a goal-setting program for her team.
A. Provide the theoretical background that explains why goal setting influences athletic performance.
B. Describe the program you will help her implement. Include guidelines that will maximize the effectiveness of the goal setting program.
4. Jody is a junior elite downhill skier. She has the potential to ski on the U.S. national team. In practice, her runs are almost flawless; however, in competition her performance drops off considerably. In discussions with her, she complains of shakiness, butterflies in the stomach, and a racing heart before competitions; these feelings make her feel unprepared to compete and cause her to doubt herself.
A. Discuss the theoretical framework that you will lean on as you attempt to establish how to help her.
B. Describe an intervention program that can help Jody be better prepared for competition.
5. You are working with an elite soccer club and want the team to embrace a psychology of excellence. You believe such an approach will enhance confidence, which ultimately can have a positive impact on performance.
A. Describe your overarching philosophy guiding this approach.
B. Using self-talk as the core of your intervention, describe how you will teach your athletes to have a focus on excellence. Include at least 3 exercises to focus self-talk on excellence.
6. In this time of covid and racial unrest, you decide to begin a mindfulness program with a college sport team with whom you work.
A. Develop a script you will use to educate them on what is mindfulness and to convince them that they want to participate in your program.
B. Describe 3 exercises you will teach them. Note the purpose of each exercise, benefits the athletes may gain, and any instructions you will give to the athletes.
7. Coaches often make pre-season judgments of athletes’ ability.
A. Why may this be problematic, and how will it impact the athletes?
B. Develop a plan to help middle school coaches avoid falling into the pitfalls of incorrect pre-season judgments.
8. (a) Define and describe flow.
(b) Explain why this is an important topic for coaches and athletes.
(c) Provide an explanation of factors that will enhance and limit the likelihood of an athlete achieving a flow state.
Applied Sport Psychology Personal Growth to Peak Performance 8th Edition