Instructor Resource
Neck, Self-leadership, 2e
1. Which of the following is not a positive psychological outcome related to fitness?
a. reduction in anxiety and depression
b. reduction in depression and tension
c. reduction in tension and anxiety
d. increase in tension and stress
2. Which of the following is not a focal point of an effective exercise program according
to Neck and Cooper?
a. endurance
b. strength
c. flexibility
d. yoga
3. How much moderate exercise do the American Heart Association’s guidelines for
optimal exercise suggest should be completed per day?
a. 20 minutes
b. 30 minutes
c. 45 minutes
d. 60 minutes
4. Which of the following is not an example of how Neck and Cooper suggest an adult
diet should be made up of?
a. 20-25 percent daily calories from fat
b. 50-70 percent daily calories from complex carbohydrates
c. 10-20 percent of calories from protein sources
d. 25–35 percent daily calories from fat
5. Which of the following uses the removal of negative cues when using self-leadership
to promote health and fitness?
a. removing candy dish from coffee table
b. moving TV to a less used room
c. changing driving route to avoid fast-food restaurants
d. putting treadmill in TV room
6. Which of the following is not increasing positive cues when using self-leadership to
promote health and fitness?
a. displaying a sign on refrigerator to eat healthy diet
b. displaying an inspiring picture on wall of athlete performing well in physical sport in
which you engage
c. removing TV from a frequently used room
d. placing exercise equipment in room to remind to use
7. Which of the following can negative self-talk do to an individual’s engagement in
fitness goals?
a. reduce energy and increase happiness
b. reduce self-confidence and increase happiness
c. reduce happiness
d. reduce energy and self-confidence
8. When setting personal goals, which of the following is a key to setting longer-term
goals?
a. setting unreasonably hard goals
b. setting shorter-term goals/objectives
c. focusing solely on the longer-term goal
d. not focusing on short-term rewards
9. If a positive experience in fitness results in praise from others, you are engaging in
which type of self-leadership strategy?
a. self-talk
b. finding purpose
c. mental imagery
d. removing negative cues
10. Emotional self-leadership has a profound impact on ______.
a. emotions
Instructor Resource
Neck, Self-leadership, 2e
SAGE Publishing, 2020
b. behaviors
c. actions
d. emotions, behaviors, and actions
11. Understanding the processes by which we influence which emotions we have, when
we have them, and how we experience and express them is called emotional ______.
a. self-leadership
b. self-regulation
c. response
d. contagion
12. Which of the following is/are times those emotional self-leadership strategies can be
applied?
a. before the emotion arises
b. after the emotion has been triggered
c. after the emotion has passed
d. before the emotion arises and after the emotion passes
13. Which of the following is not a strategy in which emotional regulation strategies can
appeal to our primary senses?
a. fragrances that trigger moods
b. exercising
c. leaving the situation
d. music or sounds that promote relaxation
14. Which of the following abilities does emotional intelligence involve?
a. perceive our own and other’s emotions
b. understand our own or another’s emotions
c. regulate our own emotions
d. perceive, understand, and regulate our own emotions
15. Which of the following can emotional intelligence be conceptualized as?
a. a capacity or ability demonstrated by certain people (ability EI)
b. a constellation of personality traits and self-perceived abilities (mixed EI)
c. an overarching umbrella to self-leadership
d. ability EI and mixed EI
16. What type of concepts can emotional intelligence and self-leadership be when
dealing with emotions?
a. opposing
b. complimentary
c. parallel
d. symmetrical
17. Emotional intelligence represents abilities or characteristics that individuals can
draw upon to cope with and respond to emotion-provoking situations and events, while
emotional self-leadership is/are ______.
a. a capacity or an ability demonstrated by certain people
b. a constellation of personality traits and self-perceived abilities
Instructor Resource
Neck, Self-leadership, 2e
SAGE Publishing, 2020
c. processes of influencing emotions including certain choices and actions
d. the same thing as emotional intelligence
18. The mechanism(s) through which self-leadership strategies can influence stress
coping include ______.
a. self-efficacy and optimism
b. optimism and positive emotions
c. positive emotions
d. self-efficacy and positive emotions
19. Which of these are not a kind of effective stress coping?
a. extreme thinking
b. positive reappraisal
c. goal-directed problem-focused
d. infusion of positive meaning
20. What is the type of psychological stress assessment when a person perceives that
an injury or loss has already occurred?
a. threat
b. harm/loss
c. challenge
d. hurt
21. All of the following are types of psychological stress and stress assessments except
______.
a. threat
b. harm/loss
c. challenge
d. hurt
22. Which of the following types of self-leadership strategies can be used to reframe
threat assessments as challenge assessments, resulting in more emotions that are
positive and a greater ability to cope with stress?
a. positive self-talk
b. removal of negative cues
c. visualizing successful outcomes
d. challenge dysfunctional beliefs
23. Individuals who have an optimistic explanatory style tend to not view bad events in
their lives as ______.
a. temporary
b. pervasive
c. specific
d. impersonal
24. Which self-leadership strategies can be used to have the most impact on changing
pessimistic explanatory thoughts into optimistic explanatory styles?
a. disputing negative self-talk, engaging in functional self-dialogue, visualizing success
b. self-goal-setting, removing negative cues, increasing positive cues
c. self-goal-setting and self-observation
d. focusing on natural rewards, self-goal-setting, and visualizing success
25. People with pessimistic explanatory styles tend to see bad events around them as
______.
a. personal, temporary, and pervasive
b. impersonal, temporary, and pervasive
c. personal, permanent, and specific
d. personal, permanent, and pervasive
26. Engaging in self-leadership strategies to learn optimism can have direct bearing on
success in life areas such as ______.
a. work and school
b. work and sports
c. work, school, and sports
d. school and sports
28. Flow occurs when goals are ______.
a. clear, provide immediate feedback, and are extremely challenging
b. clear, provide immediate feedback, and are challenge equivalent to individual’s
capacity to perform
c. vague, provide feedback, and are challenging
d. clear and extremely challenging
29. Increasing individual happiness can be done through the application of ______.
a. creativity
b. persistence
c. humor
d. all of these
30. Effective use of self-leadership can be used to experience ______.
a. psychological flow and happiness
b. psychological flow
c. psychological flow, happiness, and personal satisfaction
d. personal satisfaction and happiness
31. Out of which area of research has the field of psychological flow developed?
a. social cognitive theory
b. social role theory
c. positive psychology
d. intrinsic motivation theory
1. Research has shown that the relationship between fitness and job performance is
limited to people with physically demanding jobs.
2. Within a self-leadership and fitness framework, increased fitness can lead to
increased usage in self-leadership strategies.
3. Emotional self-leadership strategies can be applied in difficult emotional situations in
ways that reduce negative emotional experiences and dysfunctional behaviors.
4. Emotional intelligence and self-leadership are opposing concepts that do not work
together to help people manage their emotions.
5. The only mediating mechanism through which self-leadership can help facilitate
stress coping is through an increase in positive emotions.
6. The engagement in self-leadership strategies, particularly constructive thought
strategies, can lead to an increased optimistic explanatory style.
7. Engaging in constructive thought and natural reward strategies can ultimately lead to
happiness by creating a positive psychological flow.
8. Happiness is a fleeting and uncontrollable emotion, to a large extent.
1. Compare and contrast between emotional intelligence and emotional self-leadership.
What are the basic tenets of each of these areas, and where do they differ?
2. Explain how self-leadership strategies can be used to help individuals cope with
stress. What mediating mechanisms can be used to help alleviate stress in this process,
and how are these mediating variables different from one another?
3. Describe the manner and give examples in which some of the following self–
leadership strategies can be used to lead to better fitness and health for individuals.
Choose from the following self-leadership strategies and discuss how three of them lead
to better fitness and health: self-observation, finding natural rewards, mental imagery,
self-talk, self-goal-setting, and beliefs.
4. Explain how self-leadership strategies can be used to help influence your happiness
and flow. How is self-leadership used to help create and protect your own personal
happiness? What is the interaction between these three concepts?
5. How do self-leadership strategies influence the degree to which individuals use either
optimistic or pessimistic explanatory styles? How can self-leadership skills be used to
help learn optimistic thought patterns?