Sport‌‌Psychology‌‌2014‌‌Midterm‌‌2‌‌Study‌‌Guide‌ ‌
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The‌‌midterm‌‌covers‌‌chapters‌‌7/8/9/11/14/16‌‌and‌‌info‌‌from‌‌class‌‌on‌‌leadership.‌‌Imagery.‌‌
Coaching‌‌(including‌‌guest‌‌speakers‌‌and‌‌videos)‌‌etc.‌ ‌
NOT‌‌Chapters‌‌19‌‌and‌‌21.‌ ‌
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CHAPTER‌‌7‌‌GROUP‌‌AND‌‌TEAM‌‌DYNAMIC‌ ‌
● team;‌‌group‌‌of‌‌people‌‌who‌‌interact‌‌to‌‌accomplish‌‌shared‌‌objectives‌ ‌
○ linear‌‌theory‌ ‌
■ groups‌‌move‌‌progressively‌‌through‌‌different‌‌stages‌ ‌
■ groups‌‌go‌‌through‌‌4‌‌stage:‌ ‌
● forming;‌‌team‌‌members‌‌familiarize‌‌themselves‌ ‌
● storming;‌‌resistance‌‌to‌‌leader,‌‌resistance‌‌to‌‌control‌‌by‌‌group‌ ‌
● norming;‌‌hostility‌‌is‌‌replaced‌‌by‌‌solidarity‌‌and‌‌cooperation‌ ‌
● performing‌ ‌
○ cyclical‌‌pattern;‌ ‌
■ groups‌‌develop‌‌similar‌‌to‌‌life‌‌cycle‌‌like‌‌birth,‌‌growth,‌‌death‌ ‌
● groups‌‌play‌‌for‌‌a‌‌season,‌‌then‌‌break‌‌up‌‌after‌ ‌
○ pendular‌‌theory‌ ‌
■ group‌‌does‌‌not‌‌move‌‌progressively‌‌through‌‌stages‌‌in‌‌linear‌‌fashion‌ ‌
● role;‌‌set‌‌of‌‌beh‌‌reqd‌‌or‌‌expected‌‌of‌‌person‌‌occupying‌‌certain‌‌position‌‌in‌‌a‌‌group‌ ‌
○ formal‌‌role:‌‌dictated‌‌by‌‌nature‌‌and‌‌structure‌‌of‌‌organization‌ ‌
○ informal‌‌roles‌‌evolve‌‌from‌‌interactions‌‌among‌‌group‌‌members‌ ‌
● role‌‌clarity:‌‌making‌‌sure‌‌players‌‌understand‌‌and‌‌accept‌‌role‌ ‌
● social‌‌support‌‌refers‌‌to‌‌an‌‌exchange‌‌of‌‌resources‌‌between‌‌at‌‌least‌‌2‌‌people‌‌perceived‌‌
by‌‌provider‌‌or‌‌recipient‌‌to‌‌be‌‌intended‌‌to‌‌enchance‌‌the‌‌well‌‌being‌‌of‌‌recipent‌‌ ‌
● distinctiveness;‌‌when‌‌group‌‌feels‌‌distinct,‌‌its‌‌feeling‌‌of‌‌unity‌‌and‌‌oneness‌‌accrue‌‌ ‌
● abilities‌‌of‌‌individual‌‌team‌‌members‌‌do‌‌no‌ ‌always‌‌serve‌‌as‌‌good‌‌predicators‌‌of‌‌how‌‌a‌‌
team‌‌will‌‌perform‌ ‌
● coordination‌‌losses‌‌occur‌‌when‌‌timing‌‌bw‌‌teammates‌‌is‌‌off‌ ‌
● steiner’s‌‌model‌‌of‌‌actual‌‌productivity;‌‌actual‌‌productivity=potential‌‌productivity‌‌(team’s‌‌
possible‌‌best‌‌performance)-losses‌‌attributable‌‌to‌‌faulty‌‌group‌‌processes‌ ‌
● ringelmann‌‌effect;‌‌decline‌‌in‌‌progress‌‌of‌‌rope‌‌pulling‌‌as‌‌group‌‌increased‌ ‌
● social‌‌loafing;‌‌team‌‌put‌‌less‌‌effort‌‌bc‌‌loss‌‌in‌‌motivation‌ ‌
● team‌‌climate‌‌questionaire;‌‌measure‌‌athletes‌‌feelings‌‌about‌‌being‌‌on‌‌team‌‌and‌‌
perceptions‌‌of‌‌coach’s‌‌behavior‌‌and‌‌attitudes‌ ‌
● best‌‌players‌‌in‌‌a‌‌group‌‌will‌‌lose‌‌if‌‌no‌‌teamwork‌ ‌
● steiner’s‌‌model‌‌of‌‌acutal‌‌productivity;‌‌show‌‌relation‌‌between‌‌individual‌‌abilities‌‌or‌‌
resources‌‌on‌‌a‌‌team‌‌and‌‌how‌‌team‌‌members‌‌interact‌ ‌
○ acutal‌‌productivity‌‌=‌‌potential‌‌productivity‌‌-‌‌losses‌‌attrributable‌‌to‌‌faulty‌‌group‌‌
processes‌ ‌
● potential‌‌producitivty;‌‌team’s‌‌possible‌‌best‌‌performance‌ ‌
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motivation‌‌losses‌‌occur‌‌when‌‌team‌‌members‌‌do‌‌not‌‌give‌‌100%‌‌effort‌ ‌
teams‌‌are‌‌usually‌‌as‌‌god‌‌as‌‌their‌‌weakest‌‌player‌ ‌
team‌‌climate‌‌develops‌‌from‌‌how‌‌players‌‌perceive‌‌the‌‌interelationships‌‌among‌‌the‌‌group‌‌
members.‌‌Social‌‌suppot,‌‌proximity,‌‌distinctiveness,‌‌fairness,‌‌and‌‌similairty‌ ‌
individual‌‌skills‌‌are‌‌only‌‌moderateky‌‌related‌‌to‌‌teams‌‌success.‌‌Getting‌‌greater‌‌
contributions‌‌from‌‌each‌‌player‌‌is‌‌critical‌‌for‌‌high‌‌level‌‌team‌‌performance.‌‌Videotapping‌‌
and‌‌playing‌‌back‌‌can‌‌maximize‌‌success.‌ ‌
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CHAPTER‌‌8‌‌GROUP‌‌COHESION‌ ‌
● cohesion;‌‌total‌‌field‌‌of‌‌forces‌‌which‌‌act‌‌on‌‌members‌‌to‌‌remain‌‌in‌‌group‌ ‌
○ doesnt‌‌always‌‌enhance‌‌group‌‌performance‌‌but‌‌can‌‌create‌‌positive‌‌enviornment‌ ‌
● attractiveness‌‌of‌‌group;‌‌individual’s‌‌desire‌‌for‌‌interpersonal‌‌interactions‌‌with‌‌other‌‌group‌‌
members‌‌and‌‌a‌‌desire‌‌to‌‌be‌‌involved‌‌in‌‌group’s‌‌activities‌ ‌
● means‌‌control;‌‌benefits‌‌that‌‌a‌‌member‌‌can‌‌derive‌‌by‌‌being‌‌associated‌‌with‌‌group‌ ‌
○ example:‌‌playing‌‌for‌‌high‌‌ranked‌‌college‌‌footbal‌‌team‌‌might‌‌accrue‌‌athletes‌‌
recognition‌‌and‌‌value‌‌in‌‌draft‌ ‌
● task‌‌cohesion‌‌reflects‌‌the‌‌degree‌‌to‌‌which‌‌members‌‌of‌‌a‌‌group‌‌work‌‌together‌‌to‌‌achieve‌‌
common‌‌goals.‌ ‌
● social‌‌cohesion‌‌reflects‌‌degree‌‌to‌‌which‌‌members‌‌of‌‌a‌‌team‌‌like‌‌each‌‌other‌‌and‌‌enjoy‌‌
one‌‌another’s‌‌company.‌ ‌
● Conceptual‌‌model‌‌of‌‌cohesion‌ ‌
○ environmental‌‌factors:‌‌normative‌‌forces‌‌holding‌‌a‌‌group‌‌together.‌‌Like‌‌
scholarships,‌‌expectations‌‌of‌‌one,‌‌location‌‌restriction‌ ‌
○ personal‌‌factors,‌‌leadership‌‌factors,‌‌team‌‌factors‌ ‌
● sociogram;‌‌tool‌‌to‌‌measure‌‌social‌‌cohesion‌ ‌
● direction‌‌of‌‌causality;‌‌if‌‌cohesion‌‌leads‌‌to‌‌performance‌‌success‌‌or‌‌performance‌‌success‌‌
leads‌‌to‌‌cohesion‌ ‌
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CHAPTER‌‌9‌‌LEADERSHIP‌ ‌
● leadership;‌‌one‌‌influence‌‌other‌ ‌
● leadership‌‌traits;‌‌stable‌‌personality‌‌dispositions‌‌such‌‌as‌‌intelligence,‌‌assertiveness,‌‌
independence,‌‌confidence‌ ‌
● reactive‌‌behavior;‌‌responses‌‌to‌‌specific‌‌player‌‌behavior;‌‌as‌‌when‌‌a‌‌coach‌‌instructs‌‌after‌‌
an‌‌error‌ ‌
● spontaneous‌‌behavior;‌‌initiated‌‌by‌‌coach.‌‌Example:‌‌coach‌‌yell‌‌encouragement‌ ‌
● multidimensional‌‌model‌‌of‌‌sport‌‌leadership;‌‌Leader‌‌efficacy‌‌in‌‌sport‌‌will‌‌vary‌‌depending‌‌
on‌‌characteristics‌‌of‌‌athletes‌‌and‌‌constraints‌‌of‌‌situation.‌‌Depend‌‌on‌‌how‌‌well‌‌3‌‌types‌‌of‌‌
leader‌‌behavior-‌‌required,‌‌perferred,‌‌and‌‌acutal‌ ‌
● leadership‌‌scale‌‌for‌‌sports‌‌(LSS);‌‌measure‌‌leadership‌‌behavior‌‌ ‌
● interactional‌‌approach;‌‌what‌‌determines‌‌effective‌‌leadership‌‌is‌‌interaction‌‌of‌‌situation‌‌
and‌‌a‌‌leader’s‌‌behavior‌‌ ‌
● behaviroal‌‌approach;‌‌relatively‌‌universal‌‌set‌‌of‌‌behavior‌‌characterizes‌‌successful‌‌
leaders‌ ‌
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cognitive-mediational‌‌model‌‌of‌‌leadership;‌‌athlete’s‌‌perceptions‌‌of‌‌coach‌‌behavior‌‌
primarily‌‌determine‌‌players’‌‌reaction‌‌and‌‌responses‌‌to‌‌these‌‌behaviors.‌‌But‌‌in‌‌
interactional‌‌model‌‌tradtion,‌‌player‌‌and‌‌coach‌‌behavior‌‌are‌‌influenced‌‌by‌‌situational‌‌
factors‌‌as‌‌well‌‌as‌‌individual‌‌difference‌‌characteristics‌‌of‌‌both‌‌coaches‌‌and‌‌players‌ ‌
Personal‌‌and‌‌situational‌‌factors‌‌affect‌‌leader‌‌behavior.‌ ‌
○ age,‌‌maturity,‌‌gender,‌‌nationality,‌‌sport‌‌type‌ ‌
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Chapter‌‌11‌‌Introduction‌‌to‌‌psychological‌‌skills‌‌training‌ ‌
● skills‌‌is‌‌not‌‌the‌‌real‌‌problem,‌‌but‌‌deficiency‌‌of‌‌mental‌‌skills‌‌is‌‌cause‌ ‌
● psychological‌‌skills‌‌training‌‌(PST):‌‌systematic‌‌and‌‌consistent‌‌pratice‌‌of‌‌mental‌‌or‌‌
psychological‌‌skils‌‌for‌‌purpose‌‌of‌‌enchancing‌‌performance,‌‌increasing‌‌enjoument,‌‌or‌‌
achieveing‌‌greater‌‌sport‌‌activity‌ ‌
○ there‌‌is‌‌many‌‌myths‌‌of‌‌PST‌ ‌
○ 3‌‌phrases:‌‌education,‌‌acquisition,‌‌and‌‌pratice‌‌phrase.‌ ‌
● talk‌‌yourself‌‌to‌‌success‌ ‌
● best‌‌to‌‌do‌‌PST‌‌program‌‌during‌‌off‌‌season‌‌or‌‌preseason‌ ‌
● common‌‌problems:‌‌deficiency‌‌of‌‌conviction,‌‌time,‌‌sport‌‌knowledge,‌‌follow‌‌up‌ ‌
● knowledge‌‌base‌‌of‌‌PST;‌‌research‌‌studies‌‌and‌‌practical‌‌experience‌ ‌
● Goal‌‌setting,‌‌positive‌‌self-talk,‌‌mental‌‌imagery‌‌and‌‌mental‌‌rehearsal,‌‌and‌‌relaxation‌‌PST‌‌
methods‌‌have‌‌all‌‌been‌‌proven‌‌to‌‌improve‌ ‌
● 3‌‌phrases:‌‌education,‌‌acquisiton,‌‌and‌‌pratice‌ ‌
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Ch‌‌14‌ Self‌‌confidence‌ ‌
● sometimes‌‌confidence‌‌is‌‌felt‌‌not‌‌only‌‌by‌‌athletes‌‌but‌‌by‌‌their‌‌competitors‌ ‌
● confidence‌‌is‌‌essential‌‌to‌‌be‌‌successful‌ ‌
○ sometimes‌‌they‌‌have‌‌self-doubts‌ ‌
○ even‌‌though‌‌critical,‌‌it‌‌won’t‌‌overcome‌‌incompetence‌ ‌
● self‌‌confidence;‌‌belief‌‌tht‌‌one‌‌can‌‌successfully‌‌perform‌‌desired‌‌beh.‌‌One‌‌believe‌‌one‌‌will‌‌
get‌‌job‌‌done.‌ ‌
● state‌‌self‌‌confidence;confidence‌‌might‌‌be‌‌something‌‌you‌‌feel‌‌today‌‌and‌‌therefore‌‌it‌‌
might‌‌be‌‌unstable‌ ‌
● trait‌‌self‌‌confidence;‌‌confidence‌‌might‌‌be‌‌part‌‌of‌‌your‌‌personality‌‌and‌‌thus‌‌be‌‌stable‌ ‌
● benefits‌‌of‌‌self‌‌confidence‌ ‌
○ high‌‌expectancy‌‌of‌‌sucess,‌‌can‌‌influence‌‌affect,‌‌beh,‌‌cognitions‌ ‌
● optimal‌‌self‌‌confidence;‌ ‌
○ relationship‌‌bw‌‌confidence‌‌and‌‌performance‌‌can‌‌be‌‌represented‌‌by‌‌inverted‌‌U‌ ‌
■ performance‌‌improves‌‌as‌‌level‌‌of‌‌confidence‌‌increases‌‌up‌‌to‌‌optimal‌‌
point‌ ‌
● lack‌‌of‌‌confidence;‌‌many‌‌have‌‌skills‌‌to‌‌be‌‌successful‌‌but‌‌lack‌‌confidence‌‌under‌‌
pressure.‌ ‌
○ self‌‌doubts‌‌undermine‌‌performance‌‌bc‌‌create‌‌anxiety‌ ‌
● overconfidence;‌‌performance‌‌declines‌ ‌
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○ much‌‌less‌‌a‌‌problem‌‌than‌‌underconfidence‌‌but‌‌results‌‌can‌‌be‌‌disasterous‌ ‌
Sport‌‌confidence‌‌model‌ ‌
○ constructs‌‌of‌‌sports‌‌confidence,‌‌sources‌‌of‌‌sport‌‌confidence,‌‌consequences‌‌of‌‌
sports‌‌confidence,‌‌facators‌‌influencing‌‌sport‌‌confidence‌ ‌
expectations‌‌influence‌‌performance‌ ‌
○ your‌‌expectations‌‌of‌‌others‌‌affect‌‌not‌‌only‌‌own‌‌beh,‌‌but‌‌others‌‌too‌ ‌
self‌‌efficacy;‌‌perception‌‌of‌‌one’s‌‌ability‌‌to‌‌perform‌‌a‌‌task‌‌successfully‌‌is‌‌really‌‌a‌‌situation‌‌
specific‌‌form‌‌of‌‌self‌‌confidence‌ ‌
○ tldr:‌‌strength‌‌of‌‌one's‌‌belief‌‌in‌‌one's‌‌own‌‌ability‌‌to‌‌complete‌‌tasks‌‌and‌‌reach‌‌
goals‌ ‌
○ sources:‌ ‌
■ performance‌‌accomplishments;‌‌if‌‌experiences‌‌are‌‌generally‌‌successful,‌‌
they‌‌will‌‌raise‌‌level‌‌of‌‌self‌‌efficacy‌ ‌
■ vicarious‌‌experience‌‌(modeling);‌‌ppl‌‌who‌‌watch‌‌skilled‌‌models‌‌perform‌‌
enhance‌‌own‌‌self‌‌efficacy‌ ‌
■ verbal‌‌persusaion,‌‌imaginal‌‌experiences,‌‌physiological‌‌states,‌‌emotional‌‌
states‌ ‌
higher‌‌levels‌‌of‌‌self‌‌efficacy‌‌are‌‌associated‌‌with‌‌better‌‌performance‌ ‌
assessing‌‌self‌‌confidence,‌‌one‌‌would‌‌use‌‌sport‌‌confidence‌‌inventory‌ ‌
building‌‌self‌‌confidence‌ ‌
○ confdence‌‌can‌‌be‌‌improved‌‌in‌‌a‌‌variety‌‌of‌‌ways:‌‌acting‌‌confident,‌‌using‌‌imagery,‌‌
using‌‌goal‌‌mapping‌‌(personalized‌‌plan‌‌for‌‌athelete‌‌tht‌‌contains‌‌various‌‌types‌‌of‌‌
gials)‌ ‌
athelthtes‌‌should‌‌more‌‌focus‌‌on‌‌performance‌‌and‌‌process‌‌goals,‌‌not‌‌outcome‌‌goal‌ ‌
building‌‌tram‌‌efficacy‌ ‌
○ production,‌‌activation,‌‌evaluation‌ ‌
confidence‌‌can‌‌be‌‌built.‌‌Good‌‌to‌‌use‌‌imagery.‌ ‌
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Ch‌‌16‌‌CONCENTRATION‌ ‌
● concentration‌‌refers‌‌to‌‌a‌‌person’s‌‌ability‌‌to‌‌exert‌‌deliberate‌‌mental‌‌effort‌‌on‌‌what‌‌is‌‌more‌‌
impt‌‌in‌‌any‌‌given‌‌situation‌ ‌
● concentration:‌ ‌
○ selective‌‌attn:‌‌focusing‌‌on‌‌relevant‌‌cues‌‌in‌‌environment‌ ‌
○ attentional‌‌focus:‌‌maintaining‌‌attentional‌‌focus‌‌over‌‌time‌ ‌
○ having‌‌awareness‌‌of‌‌situation‌‌and‌‌performance‌‌errors‌ ‌
○ shifting‌‌attentional‌‌focus‌‌when‌‌needed‌ ‌
● concentration‌‌refers‌‌to‌‌focusing‌‌onthe‌‌relevant‌‌environmental‌‌cues‌‌or‌‌selective‌‌attn‌ ‌
○ ‌Disregard‌‌distactions.‌ ‌
● when‌‌environment‌‌changes‌‌quicly,‌‌attentional‌‌focus‌‌must‌‌also‌‌change‌‌quickly‌ ‌
● learning‌‌and‌‌pratice‌‌can‌‌help‌‌build‌s
‌ elective‌‌attn‌ ‌
○ he‌‌can‌‌take‌‌eyes‌‌off‌‌ball‌‌bc‌‌of‌‌pratice‌ ‌
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maintaining‌‌attentinal‌‌focus‌‌for‌‌duration‌‌of‌‌the‌‌competition‌‌is‌‌also‌‌concentration‌ ‌
Burke‌‌suggested‌‌different‌‌attentional‌‌styles‌‌depending‌‌on‌‌if‌‌play‌‌is‌‌continuous‌‌has‌‌a‌‌few‌‌
breaks‌‌or‌‌many‌‌breaks.‌‌The‌‌difficulty‌‌of‌‌maintaining‌‌concentration‌‌throuhout‌‌a‌‌
competiution‌‌is‌‌the‌‌risk‌‌of‌‌losing‌‌ceoncetration‌‌due‌‌to‌‌fatigue‌ ‌
situational‌‌awareness:‌‌one’s‌‌ability‌‌to‌‌understand‌‌what‌‌is‌‌going‌‌on‌‌around‌‌him‌ ‌
shift‌‌attentional‌‌focus‌‌‌ability‌‌to‌‌alter‌‌scope‌‌and‌‌focus‌‌attention‌‌as‌‌demanded‌‌by‌‌
situation‌ ‌
○ golf‌‌and‌‌then‌‌there’s‌‌wind‌ ‌
○ necessary‌‌and‌‌hard,‌‌esp‌‌when‌‌time‌‌pressured‌ ‌
information‌‌processing‌‌approach‌ ‌
○ single‌‌channel,‌‌variable‌‌approach,‌‌multiple‌‌pool‌‌theory‌‌approach‌ ‌
attentional‌‌capacity:‌‌not‌‌as‌‌centeralized‌‌but‌‌rather‌‌as‌‌distibuted‌‌throughout‌‌the‌‌nervious‌‌
system‌ ‌
attentional‌‌selectivity:‌‌letting‌‌some‌‌info‌‌into‌‌brain‌‌while‌‌other‌‌info‌‌ignored‌ ‌
○ using‌‌a‌‌flashlight‌‌at‌‌dark‌ ‌
○ if‌‌one‌‌is‌‌more‌‌proficient:‌‌they‌‌can‌‌move‌‌from‌‌more‌‌conscious‌‌control‌‌to‌‌more‌‌
automatic‌ ‌
attentional‌‌capacity:‌‌attention‌‌is‌‌limited‌‌in‌‌the‌‌amt‌‌of‌‌info‌‌that‌‌can‌‌be‌‌processed‌‌at‌‌one‌‌
time‌ ‌
○ controlled‌‌processing‌‌is‌‌mental‌‌processing‌‌tht‌‌involves‌‌conscous‌‌attn‌‌and‌‌
awareness‌‌of‌‌what‌‌you‌‌are‌‌doing‌‌when‌‌you‌‌perform‌‌a‌‌sport‌‌skill‌ ‌
○ automatic‌‌processing:‌‌mental‌‌processing‌‌without‌‌conscious‌‌attn‌ ‌
○ SO,‌‌performers‌‌become‌‌more‌‌proficient‌‌and‌‌attentikonal‌‌capacity‌‌becomes‌‌more‌
automatic,‌‌attn‌‌is‌‌freed‌‌up‌‌to‌‌focus‌‌on‌‌different‌‌aspects‌‌of‌‌the‌‌playing‌‌situation‌ ‌
attentional‌‌alertness:‌‌increases‌‌in‌‌emotional‌‌arousal‌‌narrow‌‌the‌‌attentionalfield‌‌bc‌‌of‌‌a‌‌
systematic‌‌reduction‌‌in‌‌range‌‌of‌‌cues‌‌that‌‌a‌‌performer‌‌considers‌‌in‌‌executing‌‌a‌‌skill‌ ‌
attentional‌‌control‌‌is‌‌impt‌‌discriminating‌‌factor‌ ‌
effective‌‌attenders:‌‌ppl‌‌who‌‌concentrate‌‌well‌ ‌
chocking;‌‌athlete’s‌‌poor‌‌performance‌‌under‌‌pressure‌ ‌
gamesmanship;‌‌competitors‌‌use‌‌strategic‌‌ploys‌‌in‌‌effort‌‌to‌‌disrupt‌‌concentration‌‌of‌‌
oppoent‌ ‌
self‌‌talk‌‌used‌‌to‌‌enhance‌‌concentration‌ ‌
○ internal‌‌distracter,‌‌but‌‌can‌‌be‌‌used‌‌for‌‌positive,‌‌instructional,‌‌and‌‌negative.‌ ‌
thought‌‌stopping;‌‌concentrating‌‌on‌‌undersired‌‌thought‌‌brifely‌‌and‌‌then‌‌using‌‌cue/trigger‌‌
to‌‌stop‌‌thought‌‌and‌‌clear‌‌mind‌‌ ‌
change‌‌negative‌‌self‌‌talk‌‌into‌‌positive.‌ ‌
effective‌‌attenders;‌‌people‌‌who‌‌concentrate‌‌well‌ ‌
simulation‌‌training;‌‌coaches‌‌simulate‌‌acutal‌‌competivive‌‌environment‌‌ ‌
cue‌‌words;‌‌trigger‌‌response‌‌and‌‌form‌‌of‌‌self‌‌talk.‌‌“watch‌‌ball”‌‌“relax”‌ ‌
use‌‌nonjudgemental‌‌thinking‌ ‌
attentional‌‌problems‌‌can‌‌be‌‌internal/external‌‌distracters.‌‌ ‌
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____‌ ‌1.‌ ‌Sara‌‌is‌‌playing‌‌softball‌‌in‌‌the‌‌NCAA‌‌finals‌‌and‌‌the‌‌crowd‌‌at‌‌this‌‌game‌‌are‌‌mostly‌‌
rooting‌‌for‌‌the‌‌other‌‌team‌‌(the‌‌home‌‌team).‌ ‌Sara‌‌is‌‌surrounded‌‌by‌‌negative‌‌stimuli‌‌-‌‌the‌‌crowd,‌‌
the‌‌other‌‌coaches‌‌and‌‌players,‌‌and‌‌even‌‌the‌‌sports‌‌commentators‌‌who‌‌are‌‌discussing‌‌the‌‌
game‌‌on‌‌camera‌‌behind‌‌her.‌ ‌Sara‌‌goes‌‌up‌‌to‌‌bat‌‌and‌‌tunes‌‌out‌‌all‌‌of‌‌those‌‌noxious‌‌stimuli‌‌and‌‌
manages‌‌to‌‌hit‌‌a‌‌home‌‌run.‌ ‌What‌‌aspect‌‌of‌‌attention‌‌is‌‌Sara‌‌using?‌ ‌
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____‌ ‌2.‌ ‌A‌‌sailor‌‌imagines‌‌an‌‌upcoming‌‌race‌‌and‌‌uses‌‌imagery‌‌to‌‌strategize‌‌several‌‌different‌‌
responses‌‌to‌‌possible‌‌scenarios‌‌during‌‌the‌‌race.‌ ‌What‌‌type‌‌of‌‌imagery‌‌would‌‌this‌‌be?‌ ‌
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____‌ ‌3.‌ ‌When‌‌we‌‌discuss‌‌imagery,‌‌we‌‌discuss‌‌various‌‌perspectives‌‌that‌‌can‌‌be‌‌used‌‌in‌‌
imagining‌‌situations.‌ ‌If‌‌an‌‌athlete‌‌is‌‌using‌‌imagery‌‌and‌‌they‌‌can‌‌“see‌‌themselves”‌‌performing‌‌
all‌‌the‌‌actions‌‌in‌‌real‌‌time‌‌and‌‌complete‌‌detail,‌‌almost‌‌as‌‌if‌‌they‌‌are‌‌watching‌‌a‌‌videotape‌‌of‌‌
themselves‌‌performing‌‌–‌‌what‌‌might‌‌we‌‌call‌‌this?‌ ‌
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____‌ ‌4.‌ ‌When‌‌athletes‌‌use‌‌imagery‌‌as‌‌a‌‌performance‌‌enhancement‌‌tool,‌‌it‌‌can‌‌occasionally‌‌
backfire‌‌and‌‌instead‌‌hurt‌‌their‌‌performance.‌ ‌What‌‌types‌‌of‌‌problems‌‌can‌‌incorrect‌‌use‌‌of‌‌
imagery‌‌can‌‌lead‌‌to‌‌in‌‌an‌‌athlete?‌ ‌
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____‌ ‌5.‌ ‌What‌‌are‌‌the‌‌core‌‌competency‌‌(style)‌‌of‌‌leadership‌‌and‌‌what‌‌would‌‌it‌‌look‌‌like‌‌in‌‌a‌‌
case‌‌study‌‌or‌‌two?‌ ‌
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____‌ ‌6.‌ ‌What‌‌are‌‌irrational‌‌and‌‌illogical‌‌thoughts‌‌and‌‌other‌‌cognitive‌‌distortions?‌ ‌What‌‌do‌
negative‌‌and‌‌positive‌‌thoughts‌‌look‌‌like?‌ ‌What‌‌is‌‌cognitive‌‌re-appraisal‌‌and‌‌what‌‌would‌‌it‌‌look‌‌
like‌‌in‌‌use?‌ ‌How‌‌can‌‌you‌‌BEST‌‌re-frame‌‌negative‌‌thoughts‌‌and‌‌what‌‌would‌‌it‌‌look‌‌like‌‌if‌‌you‌‌
did?‌ ‌Basically‌‌know‌‌all‌‌the‌‌stuff‌‌on‌‌PST‌‌skills‌‌–‌‌study‌‌the‌‌powerpoints‌‌in‌‌particular‌‌in‌‌this‌‌area‌‌
and‌‌make‌‌up‌‌case‌‌studies‌‌that‌‌would‌‌describe‌‌each‌‌skill.‌ ‌
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____‌ ‌7.‌ ‌Jill‌‌is‌‌an‌‌Olympic‌‌level‌‌athlete‌‌who‌‌normally‌‌does‌‌not‌‌have‌‌to‌‌put‌‌a‌‌lot‌‌of‌‌effort‌‌into‌‌
her‌‌games‌‌-‌‌she‌‌is‌‌a‌‌total‌‌“natural”.‌ ‌Now‌‌that‌‌she‌‌is‌‌practicing‌‌with‌‌the‌‌Olympic‌‌team‌‌though,‌‌
she‌‌finds‌‌that‌‌she‌‌is‌‌in‌‌with‌‌a‌‌lot‌‌of‌‌older‌‌and‌‌much‌‌better‌‌players,‌‌she‌‌has‌‌a‌‌lot‌‌of‌‌stress‌‌trying‌‌
to‌‌do‌‌everything‌‌-‌‌keep‌‌up‌‌with‌‌her‌‌studies,‌‌train‌‌for‌‌the‌‌Olympics‌‌AND‌‌manage‌‌her‌‌friendships‌‌
and‌‌various‌‌stressors.‌ ‌Jill‌‌is‌‌suddenly‌‌not‌‌playing‌‌well‌‌-‌‌she‌‌makes‌‌a‌‌lot‌‌of‌‌errors‌‌and‌‌does‌‌not‌‌
feel‌‌well‌‌about‌‌her‌‌performance.‌ ‌How‌‌would‌‌you‌‌explain‌‌Jill’s‌‌problem?‌ ‌
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____‌ ‌8.‌ ‌Imagery‌‌is‌‌most‌‌effective‌‌as‌‌a‌‌tool‌‌for‌‌performance‌‌enhancement‌‌when….?‌ ‌And‌‌
when‌‌not?‌ ‌
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____‌ ‌9.‌ ‌Karen‌‌is‌‌a‌‌world‌‌class‌‌diver.‌ ‌She‌‌practices‌‌her‌‌skill‌‌daily‌‌in‌‌the‌‌pool‌‌and‌‌works‌‌with‌‌
a‌‌really‌‌good‌‌coach.‌ ‌Karen‌‌suffers‌‌a‌‌shoulder‌‌injury‌‌and‌‌is‌‌going‌‌to‌‌be‌‌unable‌‌to‌‌physically‌‌
practice‌‌diving‌‌for‌‌at‌‌least‌‌two‌‌months.‌ ‌What‌‌skills‌‌can‌‌we‌‌use‌‌with‌‌Karen‌‌to‌‌help‌‌her‌‌recover‌‌
and‌‌maintain‌‌her‌‌motivation‌‌and‌‌skills?‌ ‌
‌
____‌ ‌10.‌ ‌What‌‌would‌‌be‌‌a‌‌good‌‌example‌‌of‌‌the‌‌use‌‌of‌‌psychological‌‌skills‌‌training‌‌
application?‌ ‌What‌‌specific‌‌PST‌‌skills‌‌work‌‌in‌‌various‌‌situations‌‌and‌‌what‌‌would‌‌case‌‌studies‌‌of‌‌
this‌‌look‌‌like?‌ ‌What‌‌would‌‌NOT‌‌work‌‌and‌‌when?‌ ‌
‌
‌
____‌ ‌11.‌ ‌What‌‌are‌‌coping‌‌strategies‌‌and‌‌how‌‌do‌‌we‌‌use‌‌them‌‌and‌‌what‌‌are‌‌the‌‌various‌‌
styles‌‌called‌‌and‌‌what‌‌would‌‌they‌‌look‌‌like?‌ ‌
‌
____‌ ‌12.‌ ‌What‌‌would‌‌attentional‌‌focus‌‌look‌‌like‌‌in‌‌a‌‌specific‌‌sport‌‌such‌‌as‌‌football?‌ ‌What‌‌
different‌‌types‌‌of‌‌attentional‌‌focus‌‌will‌‌be‌‌used‌‌and‌‌when?‌ ‌
‌
____‌ ‌13.‌ ‌Coach‌‌Bob‌‌is‌‌working‌‌with‌‌a‌‌group‌‌of‌‌basketball‌‌players‌‌who‌‌are‌‌about‌‌to‌‌go‌‌to‌‌the‌‌
NCAA‌‌championships‌‌at‌‌a‌‌college‌‌far‌‌away‌‌from‌‌home.‌ ‌He‌‌has‌‌them‌‌work‌‌on‌‌their‌‌full-court‌‌
game‌‌(running‌‌up‌‌and‌‌down‌‌the‌‌entire‌‌court)‌‌while‌‌he‌‌and‌‌a‌‌group‌‌of‌‌college-age‌‌friends‌‌
scream‌‌and‌‌yell‌‌insults‌‌and‌‌and‌‌throw‌‌things‌‌from‌‌the‌‌sidelines‌‌into‌‌the‌‌middle‌‌of‌‌the‌‌game.‌ ‌
Why?‌ ‌
‌
____‌ ‌14.‌ ‌What‌‌things‌‌might‌‌lead‌‌an‌‌athlete‌‌to‌‌choke‌‌during‌‌a‌‌game?‌ ‌
‌
____‌ ‌15.‌ ‌What‌‌skills‌‌can‌‌an‌‌athlete‌‌use‌‌DURING‌‌a‌‌game‌‌to‌‌re-focus‌‌and‌‌get‌‌rid‌‌of‌‌negative‌‌
thoughts?‌ ‌
‌
____‌ ‌16.‌ ‌Bruce‌‌Abernathy‌‌describes‌‌attention‌‌as?‌ ‌
‌
____‌ ‌17.‌ ‌John‌‌is‌‌an‌‌elite‌‌level‌‌college‌‌basketball‌‌player.‌ ‌When‌‌he‌‌is‌‌playing‌‌in‌‌a‌‌game‌‌he‌‌is‌‌
bombarded‌‌with‌‌information‌‌from‌‌the‌‌game‌‌and‌‌from‌‌his‌‌own‌‌internal‌‌thoughts,‌‌as‌‌well‌‌as‌‌game‌
strategy,‌‌coaching‌‌input,‌‌etc.‌ ‌John’s‌‌coach‌‌is‌‌yelling‌‌at‌‌him‌‌from‌‌the‌‌sidelines,‌‌his‌‌mom‌‌is‌‌in‌‌the‌‌
stands‌‌cheering‌‌him‌‌on‌‌while‌‌his‌‌dad‌‌yells‌‌out‌‌specific‌‌instructions‌‌regarding‌‌what‌‌his‌‌dad‌‌
thinks‌‌John‌‌should‌‌be‌‌doing,‌‌the‌‌other‌‌players‌‌are‌‌jeering‌‌at‌‌each‌‌other,‌‌the‌‌flourescent‌‌lights‌‌
are‌‌flickering‌‌overhead,‌‌and‌‌the‌‌ball‌‌is‌‌being‌‌passed‌‌from‌‌player‌‌to‌‌player.‌ ‌John‌‌tunes‌‌out‌‌his‌‌
dad,‌‌mom,‌‌the‌‌jeering,‌‌the‌‌lights,‌‌and‌‌the‌‌crowd‌‌noise‌‌and‌‌pays‌‌attention‌‌to‌‌his‌‌coach‌‌and‌‌the‌‌
ball‌‌in‌‌play.‌ ‌What‌‌is‌‌this‌‌an‌‌example‌‌of,‌‌in‌‌terms‌‌of‌‌attentional‌‌theory?‌ ‌
‌
‌
____‌ ‌18.‌ ‌Kit‌‌is‌‌a‌‌gymnast‌‌who‌‌is‌‌working‌‌with‌‌a‌‌sport‌‌psychologist.‌ ‌The‌‌sport‌‌psychologist‌
is‌‌encouraging‌‌Kit‌‌to‌‌use‌‌the‌‌skill‌‌of‌‌imagery.‌ ‌The‌‌imagery‌‌that‌‌Kit‌‌is‌‌currently‌‌focusing‌‌on‌‌
involves‌‌seeing‌‌herself‌‌performing‌‌her‌‌sport‌‌with‌‌great‌‌success‌‌-‌‌executing‌‌all‌‌of‌‌her‌‌moves‌‌and‌‌
routines‌‌flawlessly‌‌and‌‌winning‌‌medals.‌‌What‌‌type‌‌of‌‌imagery‌‌is‌‌this‌‌and‌‌why?‌ ‌Will‌‌specific‌‌
imagery‌‌routines‌‌work‌‌well‌‌for‌‌other‌‌athletes‌‌on‌‌a‌‌team‌‌if‌‌they‌‌worked‌‌for‌‌one‌‌athlete?‌ ‌What‌‌do‌‌
successful‌‌imagery‌‌programs/routines‌‌look‌‌like‌‌and‌‌when‌‌are‌‌they‌‌effective?‌ ‌
‌
____‌ ‌19.‌ ‌What‌‌strategies‌‌work‌‌well‌‌to‌‌improve‌‌team‌‌cohesion?‌ ‌Satisfaction?‌ ‌
‌
____‌ ‌20.‌ ‌Your‌‌book‌‌lists‌‌several‌‌leadership‌‌syles‌‌and‌‌characteristics‌‌and‌‌discusses‌‌which‌‌
styles‌‌are‌‌most‌‌effective‌‌in‌‌a‌‌team‌‌environment‌‌(sports).‌ ‌Which‌‌of‌‌the‌‌following‌‌is‌‌considered‌‌
an‌‌effective‌‌leadership‌‌style‌‌that‌‌a‌‌coach‌‌of‌‌?????‌‌(various‌‌sports)‌ ‌might‌‌use?‌ ‌
‌
____‌ ‌21.‌ ‌What‌‌are‌‌team‌‌mission‌‌statements‌‌and‌‌how‌‌would‌‌you‌‌write‌‌one?‌ ‌
‌
____‌ ‌22.‌ ‌How‌‌would‌‌you‌‌work‌‌with‌‌an‌‌athlete‌‌to‌‌improve‌‌his‌‌processing‌‌capacity?‌ ‌
‌
____‌ ‌23.‌ ‌Your‌‌book‌‌discusses‌‌the‌‌differences‌‌between‌‌teams‌‌and‌‌groups.‌ ‌Know‌‌this.‌ ‌Also‌‌
know‌‌the‌‌various‌‌theories‌‌and‌‌stages‌‌of‌‌group‌‌development‌‌and‌‌what‌‌they‌‌would‌‌look‌‌like‌‌in‌‌a‌‌
case‌‌example.‌ ‌How‌‌to‌‌assist‌‌players‌‌who‌‌are‌‌in‌‌various‌‌stages‌‌and‌‌are‌‌thus‌‌not‌‌performing‌‌
well?‌ ‌How‌‌about‌‌helping‌‌athlete’s‌‌with‌‌their‌‌roles‌‌and‌‌role‌‌acceptance‌‌and‌‌all‌‌that?‌ ‌
‌
____‌ ‌24.‌ ‌What‌‌are‌‌good‌‌examples‌‌of‌‌groups‌‌conforming‌‌and‌‌establishing‌‌norms?‌ ‌What‌‌are‌‌
various‌‌types‌‌of‌‌norms‌‌and‌‌what‌‌do‌‌they‌‌look‌‌like?‌ ‌
‌
____‌ ‌25.‌ ‌Bill‌‌wants‌‌to‌‌play‌‌team‌‌frisbee‌‌golf,‌‌but‌‌he‌‌needs‌‌to‌‌find‌‌a‌‌team‌‌to‌‌play‌‌with.‌ ‌He‌‌
decides‌‌to‌‌recruit‌‌people‌‌to‌‌play‌‌with‌‌him‌‌and‌‌he‌‌wants‌‌to‌‌ensure‌‌that‌‌his‌‌frisbee‌‌golf‌‌team‌‌is‌‌
awesome‌‌and‌‌is‌‌a‌‌really‌‌fun‌‌team‌‌to‌‌be‌‌part‌‌of.‌ ‌Which‌‌of‌‌the‌‌following‌‌things‌‌would‌‌be‌‌most‌‌
helpful‌‌to‌‌Bill‌‌to‌‌ensure‌‌that‌‌he‌‌has‌‌a‌‌great‌‌team‌‌climate‌‌on‌‌his‌‌new‌‌frisbee‌‌golf‌‌team?‌ ‌
‌
‌
____‌ ‌26.‌ ‌Teams‌‌have‌‌a‌‌tendency‌‌to‌‌be‌‌slightly‌‌less‌‌productive‌‌than‌‌the‌‌individual‌‌abilities‌‌of‌‌
each‌‌member‌‌would‌‌indicate.‌ ‌What‌‌theories‌‌discuss‌‌this?‌ ‌How‌‌do‌‌we‌‌combat‌‌the‌‌problem?‌ ‌
‌
‌
____‌ ‌27.‌ ‌Sandy‌‌is‌‌a‌‌youth‌‌sports‌‌coach‌‌who‌‌works‌‌for‌‌the‌‌city‌‌running‌‌youth‌‌recreation‌‌
programs.‌ ‌Sandy‌‌is‌‌putting‌‌together‌‌a‌‌new‌‌youth‌‌basketball‌‌league‌‌for‌‌very‌‌little‌‌kids‌‌(6‌‌and‌‌
under)‌ ‌and‌‌he‌‌wants‌‌to‌‌ensure‌‌that‌‌every‌‌person‌‌who‌‌joins‌‌this‌‌basketball‌‌team‌‌has‌‌a‌‌great‌‌
time‌‌and‌‌that‌‌the‌‌team‌‌is‌‌very‌‌cohesive‌‌and‌‌satisfied.‌ ‌What‌‌should‌‌she‌‌do‌ ‌
‌
____‌ ‌28.‌ ‌What‌‌would‌‌be‌‌some‌‌useful‌‌strategies‌‌for‌‌unifying‌‌a‌‌team‌‌and‌‌creating‌‌cohesion‌‌
and‌‌high‌‌performance‌‌when‌‌overcoming‌‌a‌‌very‌‌significant‌‌obstacle‌‌that‌‌comes‌‌from‌‌outside‌‌the‌‌
team?‌ ‌How‌‌about‌‌obstacles‌‌from‌‌inside‌‌the‌‌team‌‌(such‌‌as‌‌attitudes‌‌or‌‌a‌‌new‌‌coach‌‌or‌‌a‌‌player‌‌
who‌‌dies‌‌or‌‌other‌‌things)‌ ‌
‌
‌
____‌ ‌29.‌ ‌What‌‌can‌‌coaches‌‌do‌‌to‌‌help‌‌athletes‌‌remain‌‌calm‌‌and‌‌focused‌‌during‌‌games?‌ ‌
What‌‌won’t‌‌work?‌ ‌
‌
____‌ ‌30.‌ ‌A‌‌golfer‌‌realizes‌‌that‌‌he‌‌is‌‌never‌‌anxious‌‌during‌‌practice,‌‌but‌‌he‌‌is‌‌often‌‌anxious‌‌
during‌‌games.‌ ‌What‌‌strategies‌‌will,‌‌and‌‌won’t‌‌work‌‌to‌‌reduce‌‌his‌‌anxiety?‌ ‌
‌
‌
‌
____‌ ‌31.‌ ‌During‌‌class‌‌we‌‌discussed‌‌the‌‌concept‌‌of‌‌mental‌‌toughness‌‌–‌‌know‌‌this‌‌concept‌‌
and‌‌what‌‌it‌‌would‌‌look‌‌like‌‌in‌‌a‌‌case‌‌study‌‌and‌‌such‌ ‌
‌
‌
____‌ ‌32.‌ ‌When‌‌conducting‌‌a‌‌needs‌‌assessment‌‌on‌‌an‌‌athlete‌‌to‌‌determine‌‌a‌‌treatment‌‌plan‌‌
and‌‌goals‌‌for‌‌sport‌‌psychology‌‌techniques,‌‌we‌‌refer‌‌to‌‌skills‌‌that‌‌are‌‌either‌‌“foundational”,‌‌
performance‌‌based‌‌or‌‌facilitative.‌ ‌What‌‌are‌‌these?‌ ‌
‌
‌
‌
‌
---‌ ‌
OK,‌‌we’re‌‌done‌‌here.‌ ‌Have‌‌fun‌‌studying!‌ ‌
‌
---‌ ‌
‌
Sport‌‌Psychology‌‌2014‌‌Midterm‌‌2‌‌Study‌‌Guide‌ ‌
‌
The‌‌midterm‌‌covers‌‌chapters‌‌7/8/9/11/14/16‌‌and‌‌info‌‌from‌‌class‌‌on‌‌leadership.‌‌Imagery.‌‌
Coaching‌‌(including‌‌guest‌‌speakers‌‌and‌‌videos)‌‌etc.‌‌there‌‌is‌‌a‌‌lot‌‌on‌‌imagery,‌‌though‌‌your‌‌
syllabus‌‌does‌‌not‌‌tell‌‌you‌‌to‌‌read‌‌that‌‌chapter‌‌for‌‌this‌‌midterm‌‌–‌‌you‌‌might‌‌want‌‌to.‌ ‌Below‌‌is‌‌a‌‌
list‌‌of‌‌many‌‌of‌‌the‌‌actual‌‌questions‌‌from‌‌the‌‌midterm.‌ ‌Also‌‌listed‌‌are‌‌“topics”‌‌that‌‌other‌‌
questions‌‌pertain‌‌to.‌ ‌If‌‌it‌‌is‌‌not‌‌on‌‌this‌‌study‌‌guide,‌‌it‌‌is‌‌not‌‌a‌‌topic‌‌on‌‌the‌‌midterm.‌ ‌We‌‌will‌‌have‌‌
a‌‌study‌‌session‌‌right‌‌before‌‌the‌‌midterm‌‌(11:15-12:15)‌‌in‌‌the‌‌cafeteria‌‌over‌‌by‌‌the‌‌ATM’s,‌‌but‌‌I‌‌
will‌‌not‌‌be‌‌lecturing‌‌or‌‌“giving”‌‌you‌‌any‌‌answers,‌‌as‌‌I‌‌am‌‌already‌‌spoon-feeding‌‌you‌‌the‌‌test‌‌
below…….‌ ‌You‌‌may‌‌come‌‌and‌‌meet‌‌with‌‌other‌‌students‌‌to‌‌ask‌‌them‌‌what‌‌they‌‌think‌‌and‌‌you‌‌
can‌‌all‌‌work‌‌together‌‌quietly‌‌to‌‌study.‌‌(we‌‌will‌‌do‌‌this‌‌same‌‌thing‌‌right‌‌before‌‌the‌‌final‌‌exam‌‌–‌‌
same‌‌place,‌‌different‌‌time)‌ ‌This‌‌will‌‌happen‌‌both‌‌on‌‌Thursday‌‌before‌‌the‌‌midterm‌‌(the‌‌day‌‌the‌‌
paper‌‌is‌‌due)‌‌AND‌‌on‌‌Tuesday‌‌right‌‌before‌‌the‌‌midterm.‌ ‌I‌‌will‌‌be‌‌there‌‌solely‌‌to‌‌answer‌‌
questions‌‌that‌‌pertain‌‌to‌‌understanding-‌‌not‌‌to‌‌answer‌‌the‌‌questions‌‌given‌‌to‌‌you‌‌below‌‌directly.‌ ‌
The‌‌ANSWER‌‌CHOICES‌‌to‌‌the‌‌questions‌‌are‌‌not‌‌given,‌‌so‌‌be‌‌aware‌‌that‌‌you‌‌might‌‌be‌‌thinking‌‌
that‌‌the‌‌question‌‌is‌‌about‌‌something‌‌different‌‌and‌‌the‌‌answer‌‌choices‌‌that‌‌show‌‌up‌‌on‌‌the‌‌
midterm‌‌might‌‌then‌‌confuse‌‌you‌‌a‌‌bit.‌ ‌Use‌‌this‌‌to‌‌STUDY,‌‌not‌‌just‌‌to‌‌find‌‌the‌‌specific‌‌answers.‌ ‌
In‌‌many‌‌cases,‌‌the‌‌questions‌‌have‌‌been‌‌altered‌‌slightly‌‌from‌‌what‌‌is‌‌on‌‌the‌‌midterm‌‌to‌‌make‌‌
them‌‌less‌‌obvious‌‌on‌‌the‌‌study‌‌guide.‌ ‌The‌‌questions‌‌that‌‌involve‌‌in-class‌‌info‌‌such‌‌as‌‌videos‌‌
we‌‌watched‌‌or‌‌the‌‌guest‌‌speaker‌‌are‌‌not‌‌included‌‌below.‌ ‌Obviously‌‌there‌‌will‌‌be‌‌questions‌‌on‌‌
those‌‌things.‌ ‌There‌‌are‌‌50‌‌total‌‌questions,‌‌despite‌‌what‌‌the‌‌numbers‌‌say‌‌below.‌ ‌You‌‌may‌‌still‌‌
use‌‌a‌‌notecard,‌‌but‌‌it‌‌MUST‌‌comply‌‌with‌‌the‌‌5x7”‌‌rule‌‌and‌‌MUST‌‌be‌‌cardstock‌‌that‌‌is‌‌directly‌‌
typed‌‌or‌‌written‌‌on,‌‌not‌‌be‌‌paper‌‌and‌‌not‌‌be‌‌paper‌‌glued‌‌to‌‌cardstock.‌ ‌Figure‌‌it‌‌out‌‌–‌‌it’s‌‌a‌‌
printer‌‌function….‌ ‌We‌‌will‌‌take‌‌away‌‌all‌‌non-compliant‌‌notecards.‌ ‌DON’T‌‌BE‌‌LATE‌‌TO‌‌THE‌‌
MIDTERM‌‌OR‌‌YOU‌‌WON’T‌‌BE‌‌ALLOWED‌‌TO‌‌TAKE‌‌IT‌‌(obviously‌‌those‌‌of‌‌you‌‌coming‌‌directly‌‌
from‌‌another‌‌class‌‌don’t‌‌have‌‌to‌‌run,‌‌but‌‌please‌‌try‌‌to‌‌be‌‌here‌‌as‌‌close‌‌to‌‌on‌‌time‌‌as‌‌possible‌‌–‌‌
there‌‌is‌‌only‌‌about‌‌a‌‌five‌‌minute‌‌cushion).‌ ‌Leave‌‌early‌‌that‌‌day‌‌–‌‌traffic‌‌is‌‌a‌‌nightmare‌‌this‌‌time‌‌
of‌‌year…‌ ‌
Remember,‌‌if‌‌you‌‌do‌‌well‌‌on‌‌the‌‌first‌‌two‌‌midterms‌‌–‌‌you‌‌don’t‌‌have‌‌to‌‌take‌‌the‌‌final!!!!‌ ‌
Also‌‌remember‌‌that‌‌during‌‌week‌‌10‌‌there‌‌will‌‌be‌‌an‌‌online‌‌bonus‌‌quiz,‌‌so‌‌that‌‌might‌‌also‌‌help‌‌
you‌‌get‌‌a‌‌great‌‌grade!‌ ‌Yay!‌ ‌
Unfortunately,‌‌we‌‌won’t‌‌be‌‌posting‌‌the‌‌project‌‌grades‌‌until‌‌the‌‌END‌‌of‌‌week‌‌10‌‌–‌‌that’s‌‌just‌‌
because‌‌we‌‌have‌‌to‌‌grade‌‌280‌‌of‌‌these‌‌and‌‌it‌‌takes‌‌time‌‌to‌‌do‌‌so……‌ ‌ ‌
‌