CH. 14 DQ’s:
1. How does one manage confidence in order to prevent a lack of confidence or overconfidence?
2. Expectations through stereotyping have become difficult to ignore, how can a coach prevent themselves from doing such a thing that may lead to negative results for his team?
3. By definition self-efficacy appears to be the same as self-confidence. How are they both different from one another?
4. In sports how do you differentiate overconfidence or lack of confidence from just having a bad game?
CH. 16 DQ’s:
1. What is the reason that associative attentional strategy works best for successful marathoners instead of dissociative attentional strategy?
2. There was an occasion that I was playing baseball and I dazed off, but somehow my body knew to move to catch the ball when it came my way. Can one really succeed without focus/concentration, was this just plain old luck or was I somehow unknowingly focused?
3. In this chapter I read about internal and visual distractors, more specifically attending to past events. It says to not think of past mistakes and focus on the task at hand, but in some cases in attempting to ignore these mistakes people may think of them more or are reminded of them by others. What should one do in this case when it becomes more difficult to ignore?
4. I’ve noticed basketball players such as Steve Nash go through a small routine before shooting a free throw and some athletes listen to music before a game to relax. Which form of routine is most affective in game or before?
Ch. 12 DQ’s:
1. How is it that Edmund Jacobson’s progressive relaxation technique works to relax one away from their feeling of somatic anxiety?
2. How is cognitive-affective stress management training (SMT) applied in a sport related example?
3. If stress inoculation training (SIT) is meant to enhance immunity to stress, what keeps a person from completely freaking out and making things worse because of the added amount of stress?
4. Is one form of coping better than the other, problem-focused coping or emotion-focused coping, or are they both necessary for dealing with stress related problems?
CH. 11 DQ’s:
1. When are psychological skills training a necessity or important in non sport situations?
2. What is the best way to gain/practice psychological skills training? How soon can you expect results?
3. Which phase of psychological skills training is the most important, education, acquisition or practice and why?
4. How can one avoid and/or deal with the problems that may sometimes occur when using a psychological skills training program?
CH. 10 DQ’s:
1. Can a nonverbal message be expressed accidentally or are they just automatic responses that accurately express our emotions?
2. In attempting to receive a message effectively, how can one prevent oneself from dazing off and why does this occur?
3. Can one train themselves to be a better listener and how can one do so?
4. In the reading it said, “Someone who speaks when she is angry will make the best speech she will forever regret.” What does this saying mean?
CH. 9 DQ’s:
1. How are leaders in a non sport setting different from those in a sport setting? Are certain characteristics more important than others?
2. Which leadership approach is most effective, trait, behavioral situational or interactional and why?
3. How do leadership styles and approaches interact or merge together? Does the chosen approach decide the style? What’s the difference?
4. On many occasions I’ve heard the saying, “Born to be a leader,” but are leadership qualities really something you are born with or can they be learned?
1. When teaching is it better to use short comments than long lectures as Coach Wooden most often did? If so why?
2. Coach Wooden used short comments and demonstrations to teach his players the right way to play the game, which is more affective for the athlete to grasp?
3. Coach Wooden mentions in an interview that each person learns differently and even knowing the material performed poorly on tests. How do you teach someone who knows the material, how to perform better on a test?
4. Why do some teachers forget what it means to be a teacher, acquire a different definition in their minds or like in the article they believe once at a higher level they shouldn’t teach, but students must just learn on their own?
CH. 8 DQ’s:
1. Does a team with both task and social cohesion perform better than a team with only task cohesion, or as long as there is task cohesion both teams can perform equally well?
2. Stability in a team can ultimately lead to success, but can a new team automatically click together from the get go and achieve equal success?
3. Who is seen as more important or effective in building team cohesion, the coach or the leader?
4. How can you avoid social cliques on a football team that separates the team into two categories, defense and offense?
CH. 7 DQ’s:
1. After reading, “Recognizing the Differences Between Groups & Teams,” I still don’t understand what the differences are. What sets these two apart?
2. What is it about the pressure of social norms that causes us to doubt ourselves or plainly choose the wrong answer? Can we train ourselves not to do this?
3. How does the Ringelmann Effect differ from social loafing?
4. In what other ways, other than those most common, can you prevent or reduce social loafing on a team?