Chapter 16

Question 1

What are psychosocial influences?

Answer 1

Interaction of individual (functional) constraints with environmental (sociocultural) constraints

Question 2

What is self-esteem?

Answer 2

A self-evaluation of indivdual capability - this can be general or specific

Question 3

TorF: With self-esteem, a person’s belief in the correctness of a self-evaluation is more important than the accuracy of a self-evaluation

Answer 3

True

Question 4

What influences childrens self-esteem?

Answer 4

By verbal and non-verbal communication from significant others

Question 5

What do children before age 10 rely on for physical competence?

Answer 5

They depend more on parental outcomes than direct comparisons to determine physical competence

Question 6

What do children after age 10 rely on for physical competence?

Answer 6

They rely more on comparisons with and appraisals given by thier peers to determine physical competence

Question 7

What is perceived competence?

Answer 7

Those with high perceptions of competence tend to have more positive reactions in sport and physical activity then those who feels less competent

Question 8

How is emotion and physical activity related?

Answer 8

Emotions associated with participation in sport and physical activity affect self-esteem development - emotions can impact self-esteem and motivation

Question 9

What other factors are associated with enjoyment in participating in sports as a child?

Answer 9

Enjoyment in pre- and young adolescents is furthered by perceptions of high quality, mastery, low parental pressure, and greater parent and coach satisfaction

Question 10

A person with high self-esteem makes the following casual attributions:

Answer 10

• INTERNAL: person is responsible for their own success or failure
• STABLE: the outcome-influencing factors are consistent from one situation to the next
• CONTROLLABLE: person is in control of the outcome-influencing factors

Question 11

A person with low self-esteem makes the following casual attributions:

Answer 11

• EXTERNAL: success and failure are due to influence outside the person
• UNSTABLE: the outcome is based on fluctuating influences (eg. luck)
• UNCONTROLLABLE: the person is unable to control or influence the outcome

Question 12

What kind of behaviours do children with low self-esteem portray when making inaccurate attributions about outcomes?

Answer 12

• Unwillingness to try challenging tasks
• Lack of effort to do well
• Avoidance to participate

Question 13

What is self-efficacy?

Answer 13

To believe in one’s ability to successfully perform or accomplish tasks in a specific situation to obtain a desired outcome

Question 14

High perceived competence can result in:

Answer 14

• Higher self-esteem
• Increased performance effort
• Increased engagement

Question 15

What does the teacher-centered approach entail?

Answer 15

• Instructor designs and presents developmentally appropriate activities in class
• Instructor chooses when to progress students to the next task

Question 16

What does the student-centered approach entail?

Answer 16

• Student has optimal control engagement-related decisions
• Student effort is recognized as connected to the outcome

Question 17

In the developmental relationship between perceived competence and motor ability, how is it in early childhood?

Answer 17

• The perception of motor behaviours is inaccurate
• Moderate positive relationships seen between perceived and actual motor competence

Question 18

In the developmental relationship between perceived competence and motor ability, how is it in middle childhood?

Answer 18

• Perception improves
• Boys perceive their motor competence to be higher and girls perceive their motor competence to be lower than they are

Question 19

In the developmental relationship between perceived competence and motor ability, how is it in adolesence?

Answer 19

• Actual and perceived motor competence only moderately correlated
• 4 clusters