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1. Discuss goals (e.g., goal-setting, orientation) in sport (ch. 5). In doing so, describe the various types of goals outlined in the book and the respective impact of goal type. Then, in attempting to describe the goal-setting performance links, how can goals direct attention, increase effort, and prolong persistence? Be sure to describe these thoroughly and offer examples to help illustrate points. Also respond to the following: would youth athletes (as opposed to adult athletes) benefit from a particular goal type over other forms? Why or why not? 2. Discuss the stress and arousal (ch. 6) processes in sport contexts. First, outline critical factors related to the physiology and psychology of arousal. How do these systems interact to result in arousal? Then, briefly discuss key theory (e.g., drive theory, social facilitation, inverted-U, IZOF) as they relate to arousal and performance. Is one of these theories preferable to others? Why or why not? Lastly, discuss ways in which levels of arousal may be monitored, but also manipulated in terms of increasing or decreasing. 3. Discuss imagery in sport (ch.7). In doing so, introduce the term imagery. Then, offer thorough coverage of the theories of why imagery works and other ideas related to how imagery may enhance performance. Why does the author suggest earlier may be better for imagery training? Throughout your responses, include examples to illustrate how imagery may be best implemented for athletes. 4. Discuss aggression in sport (ch. 8) by outlining the main forms and how it may be measured. Consider also key theories which clarify aggression and sport. Which theory in particular may help understand the importance of modeling, and why young athletes may mimic aggressive behaviors they observe in other (including professional) athletes? What are some ways in which aggression may be reduced in sport contexts? Offer examples to help illustrate points.


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