PSY 301- CH. 8

1. Role acceptance depends on

a. autonomy
b. feedback and role recognition
c. team norms
d. a and b
e. a and c

d. a & b a. autonomy b. feedback and role recognition

2. A level of performance, pattern of behavior, or belief that is formally or informally established as appropriate by a group is called a
a. norm
b. sanction
c. role
d. team climate
e. standard

a. norm

3. One way athletes interpret whether they are being treated fairly is based on
a. the amount of time reserved for social activities and special privileges
b. the coach’s manner in communicating her views to the athletes
c. the degree of compatibility between the coach’s and athlete’s skill assessments of the athlete
d. b and c
e. a and c

d. b and c b. the coach’s manner in communicating her views to the athletes c. the degree of compatibility between the coach’s and athlete’s skill assessments of the athlete

4. Having athletes eat together or live together is an example of which factor that is important in developing an effective team climate?

a. social support
b. distinctiveness
c. proximity
d. fairness
e. similarity

c. proximity

5. Research has indicated that social support can have a positive impact on which of the following?

a. recovery from injury
b. coping with stress
c. team performance
d. a and b
e. a and c

d. a and b a. recovery from injury b. coping with stress

6. Social loafing is increased under which of the following conditions?

a. task is perceived high in meaningfulness
b. the individual’s teammates are low in ability
c. a comparison against group standards is not possible
d. a and b
e. a and c

c. a comparison against group standards is not possible

7. Which of the following is NOT a defining characteristic of sport teams?

a. a collective sense of identity
b. structured modes of communication
c. specific leadership styles
d. norms
e. distinctive roles

c. specific leadership styles

8. Which of the following is (are) a suggestion(s) for enhancing peer relationships in sport?

a. enable athletes to engage in shared decision-making
b. generate competitive goals
c. select peer leaders on other criteria (e.g., leadership skills) than athletic ability
d. a and c

d. a and c a. enable athletes to engage in shared decision-making c. select peer leaders on other criteria (e.g., leadership skills) than athletic ability

9. The number of athletes holding scholarships and the eligibility requirements are examples of which antecedent of cohesion?

a. environmental factors
b. team factors
c. organizational factors
d. leadership factors
e. personal factors

a. environmental factors

10. Which of the following statements regarding antecedent factors affecting cohesion is (are) FALSE?

a. Larger groups have higher cohesion than smaller groups.
b. More distinctive groups have higher levels of cohesion.
c. Compatibility between a coach and players is related to cohesion.
d. a and b
e. a and c

a. Larger groups have higher cohesion than smaller groups.

11. The questionnaire used most often in the early research on cohesion in sport was called the

a. Group Environment Questionnaire
b. Sport Cohesiveness Questionnaire
c. Multidimensional Sport Cohesion Instrument
d. Unidimensional Sport Cohesion Survey

c. Multidimensional Sport Cohesion Instrument

12. Which of the following statements about cohesion is (are) true?

a. Higher normative expectations are associated with higher levels of cohesion.
b. More sacrifices are made by players when cohesion is high.
c. Higher cohesion is related to a more autocratic decision-making style.
d. a and b
e. b and c

d. a and b a. Higher normative expectations are associated with higher levels of cohesion. b. More sacrifices are made by players when cohesion is high.

13. Which of the following statements is true?

a. The cohesion-performance relationship is positive for both interactive and coactive sports.
b. The cohesion-performance relationship is positive for only interactive sports.
c. The cohesion-performance relationship is negative for only interactive sports.
d. The demands of the sport do not influence the cohesion-performance relationship.

a. The cohesion-performance relationship is positive for both interactive and coactive sports.

14. Which of the following sports require the highest level of task cohesion?

a. golf and archery
b. basketball and ice hockey
c. swimming and tennis
d. baseball and wrestling
e. volleyball and bowling

b. basketball and ice hockey

15. Cohesion positively influences adherence in which of the following situations?

a. smaller university classes (smaller leader-participant ratios)
b. larger fitness centers (higher leader-participant ratios)
c. both smaller and larger leader-participant ratios
d. neither smaller or larger leader-participant ratios

c. both smaller and larger leader-participant ratios

16. The Leadership Scale for Sports identifies which coaching behaviors?

a. social support
b. democratic behavior
c. administrative behavior
d. a and b
e. a and c

d. a and b a. social support b. democratic behavior

17. "Great leaders are born, not made." This statement is an example of which approach to leadership?

a. situational
b. trait
c. behavioral
d. situational-behavioral
e. trait-behavioral

b. trait

18. The definition of leadership usually seen in the literature is

a. the behavioral process of influencing individuals and groups toward set goals
b. being a positive role model
c. the process of creating change in groups and individuals
d. the process of keeping a group working together without conflicts

a. the behavioral process of influencing individuals and groups toward set goals

19. According to Chelladurai’s multidimensional model of sport leadership, which of the following are categories of leader behavior?

a. required leader behavior
b. preferred leader behavior
c. perceived behavior
d. a and b
e. b and c

d. a and b a. required leader behavior b. preferred leader behavior

20. Which of the following is (are) NOT part of effective leadership?

a. leadership style
b. situational factors
c. athlete characteristics
d. leader qualities
e. position power

e. position power

21. Which of the following is NOT an essential characteristic of leadership development in sport?

a. strong relationship with parents
b. enriched tactical knowledge
c. development of high skill
d. strong work ethic
e. good rapport with people

a. strong relationship with parents

22. The leader takes a visionary position and inspires people to follow that position. This is characteristic of

a. transformative leadership
b. contingency management leadership
c. the Bass-Ricardo philosophy of leadership
d. situational leadership
e. democratic leadership

a. transformative leadership

23. Which of the following is NOT an element of communication?

a. a decision to send a message
b. paraphrasing the message
c. receivers receiving and interpreting the message
d. internal response of receiver to the message
e. encoding the message

b. paraphrasing the message

24. Which of the following is (are) a guideline(s) for sending effective messages?

a. Messages should be indirect.
b. Messages should separate fact from fiction.
c. Verbal and nonverbal messages should be congruent.
d. b and c
e. a and c

d. b and c b. Messages should separate fact from fiction. c. Verbal and nonverbal messages should be congruent.

25. Supportive language has which of the following characteristics?

a. manipulative
b. evaluative
c. descriptive
d. a and c
e. b and c

c. descriptive

26. Which of the following is (are) NOT a principle of communication when setting up team meetings?

a. Everyone will have a chance to speak.
b. People should say at least one positive thing about everybody.
c. What is discussed in the meeting is open to others outside the meeting.
d. a and c
e. b and c

c. What is discussed in the meeting is open to others outside the meeting.

27. The "sandwich approach" consists of which of the following elements?

a. a positive statement
b. future-oriented instructions
c. mistake-contingent general encouragement
d. a and b

d. a and b a. a positive statement b. future-oriented instructions

28. Which of the following actions can improve coach-athlete communication?

a. Administer discipline based on the personality of the athlete.
b. Convey rationales about why you expect certain behaviors.
c. Provide a supportive and empathic environment.
d. b and c
e. a and c

d. b and c b. Convey rationales about why you expect certain behaviors. c. Provide a supportive and empathic environment.

29. Which of the following is NOT an assumption when dealing with a confrontation?

a. Process is as important as content.
b. Everyone is right from his or her own perspective.
c. There are enough resources to meet all needs.
d. A confrontation should be viewed as a competition.
e. All needs are perceived to be legitimate.

d. A confrontation should be viewed as a competition.