UNIVERSITY OF EAST ANGLIA. School of Education & Lifelong Learning. Main Series Examination UG Student Registration Number:

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1 UNIVERSITY OF EAST ANGLIA School of Education & Lifelong Learning Main Series Examination UG Student Registration Number: SPORT AND EXERCISE PSYCHOLOGY EDUP4005B Time allowed: 3 hours Section A is worth 20% and Section B is worth 80% Answer ALL questions in section A Each question is weighted equally. Please state your answer clearly in the space provided to the right of the question. Do NOT circle or underline your answer Answer TWO questions in section B Each question is equally weighted Write ALL answers from Section A on this examination paper Write ALL answers from Section B in an answer booklet This paper will be collected at the end of the examination: do not take this question paper out of the examination room Notes are not permitted in this examination Do not turn over until you are told to do so by the Invigilator EDUP4005B Copyright of the University of East Anglia Module Contact: James Newman

2 Page 2 SECTION A 1 In terms of the dimensions of friendship quality, Weiss and Smith (2002) found that in comparison to 14 to 18 year old girls, year old girls reported: a) Lower companionship and higher loyalty and intimacy b) Higher companionship and pleasant play and lower loyalty and intimacy c) Lower things in common and higher conflict d) Lower conflict and lower things in common e) B and D 2 Bill is always concerned with comparing his ability to others and outperforming others. Bill thus has: a) a mastery goal orientation b) a task goal orientation c) an attributional goal orientation d) a performance goal orientation e) an achievement goal orientation 3 At low and high levels of arousal, performance will be lower compared to moderate levels of arousal, is an assumption of which theory? a) Drive theory b) Inverted-U theory c) Multidimensional theory d) Catastrophe theory e) Both c and d 4 Which of the following could be used to reduce anxiety in a sporting situation? a) Imagery b) Goal setting c) Cognitive restructuring d) Performance routines e) All of the above

3 Page 3 5 Basic needs theory suggests that autonomy is necessary to be intrinsically motivated. Autonomy in sport can be described as: a) To experience mastery in sport b) To feel related in the sporting social world c) To feel sporting actions derive from the self d) To experience an internal perceived locus of causality e) Both c and d 6 How does the informational function of external rewards affect intrinsic motivation? a) Produces an internal perceived locus of causality, thus undermining b) Enables an external perceived locus of causality, thus heightening c) Facilitates an internal perceived locus of causality, thus enhancing d) Allows for an external perceived locus of causality, thus depressing 7 A task goal orientation will usually lead to which of the following? a) Persistence in the face of failure b) Selecting moderately difficult tasks or opponents c) A strong work ethic d) All of the above e) Both a and b 8 Roberts and Pascuzzi (1979) found that male and female university students primarily attributed a sporting success to: a) Psychological skills b) Amount of practice c) Luck d) Ability e) Effort

4 Page 4 TURN OVER 9 Attribution theory suggests that people will interpret their environment in such a way to maintain a positive self-image. Therefore, people are likely to: a) Attribute success to their own efforts and abilities b) Attribute failure to uncontrollable factors c) Attribute success to external, uncontrollable factors d) Attribute failure to internal, controllable factors e) Both a and b 10 With reference to the coach-athlete relationship, according to Kelley and Thibaut (1978), which of the following are properties of interdependence? a) Degree of dependence b) Basis of dependence c) Independence d) A and B 11 A moment-to-moment change in one's perceived physiological activation is referred to as a) cognitive state anxiety b) somatic state anxiety c) activation d) trait anxiety e) stress 12 Which of the following is the best description of aggressive behaviour? a) Forceful yet acceptable behaviour b) Physical or psychological behaviour that is intended to harm a targeted person or group c) The rules and principles for distinguishing right from wrong behaviour d) Voluntary behaviour intended to benefit another individual or group of people e) Attempting to gain an unfair advantage over one s rivals, which is evident at an individual and team level in sport

5 Page 5 13 Which level of moral development involves an individual primarily concerned with the mutual interests of all people involved? a) Level 1 b) Level 2 c) Level 3 d) Level 4 e) Level 5 14 Beauchamp, Bray, Eys and Carron (2003) found that athletes who understand their role within a team: a) Experience less anxiety b) View their team as more cohesive c) Understand their responsibility in relation to team performance d) Are more satisfied and fulfilled in their role 15 The experience by which individual performance decreases as the number of people in the group increases is known as: a) Social loafing b) Group cohesiveness c) Team dynamics d) Ringlemann effect e) Group solidity 16 Leaders and managers are often used interchangeably when describing positions within a team. Which of the following statements would be best ascribed to a leader? a) Recruits team members b) Organises group fixtures c) Motivates team members d) Organises operations the group is involved in e) Handles the planning of group activities

6 Page 6 TURN OVER 17 A leader that welcomes team input and facilitates group discussion and decision-making has adopted what type of learning style? a) Authoritarian b) Democratic c) Laissez-faire d) Transactional e) Transformational 18 Which of the following is a descriptor of Jowett and Colleagues coachathlete relationship model? a) 3Cs b) 3+1Cs c) 5 Cs d) 5+1Cs 19 Regardless of age, athletes prefer coaches who: a) Give positive feedback b) Give technical instructions c) Give negative feedback d) Both b and c e) Both a and b 20 An achievement goal is: a) A situation-specific motivational construct b) Focused on the quality of motivation c) An individual s definition of competence or success in a situation d) All of the above

7 Page 7 SECTION B Answer two questions. Start each question on a new page, stating the number of the question being answered. 21 Discuss how rewards can influence in sport, exercise and physical education settings. Illustrate your answer with reference to theory and research. 22 Explain a key theoretical model of arousal, anxiety and performance and describe effective strategies for reducing anxiety. Illustrate your answer with reference to theory and research. 23 Discuss how a leader can influence the experiences of young people in sport and exercise settings, and outline key theoretical perspectives to support your answer. END OF PAPER

c) Redraw the model and place on it relevant attributions for each of the four boxes.

c) Redraw the model and place on it relevant attributions for each of the four boxes. CHAPTER 6: Attribution theory, self-efficacy and confidence, and leadership Practice questions - text book pages 107-108 1) a) Figure 6.21 partly illustrates Weiner s model of attribution. Explain the