earned helplessness and diminishes motivation B1 - Identifies that avoiding "high-intensity ergometer tests" and threatening to quit are symptoms of extremely low self-efficacy and high anxiety in an ego-threatening environment B1 - Outlines **attribution retraining**: advising Elena to help her athletes attribute failure to unstable, controllable factors (such as technical execution, stroke synchronization, or pacing strategy) instead of physical height B1 - Outlines **mastery climate shifts**: advising Elena to transition from outcome goals (regatta standings) to process goals (e.g., improving split times, technical precision on the water) to promote a task-oriented mindset B1 - Recommends techniques to enhance self-efficacy using Bandura's sources: - *Performance accomplishments*: structuring training with shorter, highly achievable rowing pieces to ensure "early wins" - *Vicarious experiences*: showing the rowers video footage of smaller-stature crews executing excellent technique and winning races B1 - Recommends further techniques to enhance self-efficacy: - *Verbal persuasion*: Elena delivering constructive, positive reinforcement focusing on skill progression - *Physiological arousal control*: using relaxation or breathing exercises to help rowers manage anxiety before ergometer tests B143:T65c,- States that the study aimed to examine the relationship between imagery and self-confidence/self-efficacy in a sample of 122 youth soccer players (aged 11–14) B1 - Identifies that the Sport Imagery Questionnaire for Children (SIQ-C) was used to measure five types of imagery: Cognitive Specific (CS), Cognitive General (CG), Motivational Specific (MS), Motivational General-Arousal (MG-A), and Motivational General-Mastery (MG-M) B1 - States that all five types of imagery positively correlated with both self-confidence and self-efficacy A1 - Highlights that Motivational General-Mastery (MG-M) was the strongest predictor of both self-confidence and self-efficacy A1 - Notes that this relationship held true across both recreational and competitive levels of participation A1 - Defines sports confidence as a general belief in sports-related ability, and self-efficacy as a situation-specific form of confidence B1 - Explains that MG-M imagery involves mentally rehearsing coping strategies, staying focused, and overcoming adversity or mistakes M1 - Explains how these mental mastery experiences directly target and enhance psychological sources of self-efficacy (imaginal experiences) M1 - Explains how coaches/psychologists can design imagery training programs focused on mastery scenarios to build overall self-belief M1 - Presents a well-structured, coherent explanation using appropriate psychological terminology to address both self-confidence and self-efficacy C144:T671,- Identifies the key study by Munroe-Chandler et al. (2008), noting its focus on young athletes (aged 11–14) B1 - Defines sports confidence (general belief in sporting success) and self-efficacy (situation-specific belief in one's capability to succeed) B1 - Explains that Munroe-Chandler et al. (2008) measured imagery using the Sport Imagery Questionnaire for Children (SIQ-C) across five types: CS, CG, MS, MG-A, and MG-M B1 - Identifies that Motivational General-Mastery (MG-M) was found to be the strongest predictor of both self-confidence and self-efficacy B1 - Applies MG-M to the gymnastics context (e.g., visualizing recovering from a fall, staying focused after a poor apparatus routine, or maintaining control under pressure) M1 - Explains that MG-M imagery targets the psychological sources of self-efficacy by providing mental mastery experiences M1 - Suggests how coaches can design specific MG-M scripts or training sessions for b

Motivation (Cognitive)

Question 8

Motivation (Cognitive) Questions

Motivation (Cognitive)

Question 8

Motivation (Cognitive) Questions