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Kin574 Sport & Exercise Psych > 1. Arousal & Performance > Flashcards

1. Arousal & Performance Flashcards

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1
Q

Stress

A
  • Demands greater than perceived individual’s resources
  • demands are perceived, vary from person to person
    —- ex) pain tolerance
  • factors can vary from person to person as well
    —- ex) environment i.e context
  • Individuals perception of the situation: facts, demands, environment - other sort of constraints in which they feel induced stress (cannot be given from one to another)
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2
Q

Resources

A

Factors that one can resort to which can stem from:
- self
- other individuals
- tangible objects
…
Environment = context

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3
Q

What happens when stress is felt?

A
  • Range of response/felt
    1. easy.
    2. optimally challenged*
    3. too hard. (pressure is too high.)
    …
    research shows people perform the best when they feel adequately prepared
    …
    (know examples)
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4
Q

Anxiety

A
  • Threat appraisal (something new arising that may cause harm)
  • similarly, levels of anxiety are PERCEIVED.
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5
Q

State vs. Trait

A

State = acute
Trait = chronic

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6
Q

State Anxiety: Construct Definition

A
  • arousal state characterized by feelings of apprehension, nervousness, tension
  • a measure of how the athlete feels at a particular moment in time
  • example of measure: Competitive State Anxiety Inventory-2 (Gould et al)
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7
Q

Trait Anxiety: Construct Definition

A
  • a personality disposition, more chronic in nature
  • tendency to perceive, evaluate, or feel a situation as threatening or non-threatening
  • and they respond with varying levels of increased arousal or state anxiety
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8
Q

Results of both

A

fatigue

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9
Q

State Trait Golf Example

A
  • LOOK IN TEXT
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10
Q

Anxiety & Performance: 2 Components

A

Somatic & Cognitive

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11
Q

Anxiety & Performance: Somatic Anxiety

A

Somatic (physical)

  • example: hotness in body/face, heart rate increasing, muscle tension
  • typically stronger at beginning (initial reaction), then should dissipate over time during performance (i.e. get in rhythm)
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12
Q

Anxiety & Performance: Cognitive Anxiety

A

Cognitive (exessive worry)

  • example: fear of failure (actual word fear is used in definition)
  • negative expectations last longer
  • should have a longer impact on performance (lasts longer)
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13
Q

Comparing Cognitive & Somatic Anxiety

A
  • generally, cognitive more detrimental than somatic
  • typically stays with you longer
  • ex) can ruminate over bad performance for days
  • but not always the case, research also suggests experiences of success also can stay with you
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14
Q

Means of Mitigating Performance Anxiety
(low test prio)

A
  • breathing exercises
  • muscle relaxation
    //
  • assess symptoms (autonomic hyperactivity) and tension (physiological symptoms); interventions are mostly self-report
  • evaluation of the self, perception
    —- evaluate other components such as self-confidence
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15
Q

Anxiety vs Arousal

A
  • anxiety: there’s some fear, loss of self control

— Physical tension; muscle contraction, perspiration

—- ex) when car cuts you off with dangerous maneuver:
…
- arousal: speaks to attentional focus. certain perception (also on a spectrum) of a situation, arousal is how much attention is given to a specific situation

—- ex: arousal: Michael Phelps alert/focused, no awareness of person in his face. arousal levels actually optimal, but awareness diverted specifically

//

  • fine distinctions between physiological symptoms and changes felt
  • situational; depends again on how the person interprets

—- again, when you hear interprets, think ‘self report’

  • range (personal perception) and additional entities included when experiencing anxiety or arousal
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16
Q

Arousal

A
  • construct definition: intensity dimension of behavior

{ deep sleep - drowsy - relaxed - alert - excited }

  • i.e level of attention
    state of alertness/readiness of a person to complete a certain task
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17
Q

Arousal Importance In Sport

A

arousal affects performance by impacting:
- focus
- energy levels
- response times

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18
Q

Conscious Processing Hypothesis

A
  • suggests that when an athlete is under pressure, they may revert to an earlier state of learning and use more conscious control over their movements
  • this can lead to a decrease in performance because the conscious processes interfere with automatic task execution
  • What does it look like for beginner (mechanical) vs expert (break skill down) ?
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19
Q

Conscious Processing Hypothesis: Abstract Examples

A

What does it look like for beginner (mechanical) vs expert (break skill down) ?

  • looks more concerted
  • opposite of fluid
  • affect attentional (resources and conscious control)
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20
Q

Conscious Processing Hypothesis: Examples

A

Golf putting:
- In a study, experts maintained putting proficiency when making technical adjustments, but the adjustments altered the timing and consistency of their strokes. However, conscious monitoring of their putting strokes impaired their performance

Climbing:
- participants experienced increased climbing time, longer grasping holds, and slower movements while climbing under conditions of anxiety

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21
Q

Drive Theory: Founders

A
  • Hull (1940), Spence & Spence (1966)
  • Early (preliminary) theory to describe arousal and performance
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22
Q

Drive Theory: Tenets that are Missing
{know this}

A
  • largely debunked due to omitting various tenets:
    — variability depending on situation; i.e. habit in terms of what one does could be completely different in practice vs game
    — social facilitation: presence of others can increase arousal and improve performance or vice versa
    — and research shows that too much arousal can lead to decrease in performance
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23
Q

Drive Theory: Dominant Response

A
  • as drive (arousal) increases, dominant response increases

— i.e. an experienced performer will execute the skill well, as the dominant habit is well rehearsed, whereas inexperienced performer will execute poorly as their dominant habit is not well learned

— a dominant response for novices is: mechanical, non-fluid
— a dominant response for experts is: fluid, subconscious

24
Q

Drive Theory: Impact of audience or social influences

A

Pressure, Influence

25
Q

Drive Theory Examples

A

Weightlifting:
- in a weightlifting comp, having higher arousal may increase adrenaline, helping lift heavier weights.

Combat sports:
- reactions need to be fast and instinctive, having increased arousal can boost the athletes’ reaction times/aggression, with also the response times to blocking/counter punching.

26
Q

Inverted U Yerkes-Dodson: Significance

A

● Widely referenced in sports psych
● Highlights importance of managing arousal levels for different tasks
● Helps athletes find/maintain optimal levels of intensity

27
Q

Inverted U Yerkes Dodson: Examples

A
  1. low arousal = not attentive enough to perform
    – ex) delay in reaction of Forest Gump when someone gives him the football
  2. too high arousal (perhaps due to pressure or other external factors) = extremely attentive but to the point where the skill isn’t executed as well
    – ex)

{personal scale}

28
Q

Yerkes Dodson Example

A

A basketball player shooting free throws, where moderate arousal is optimal. Too little arousal could lead to underperformance due to a lack of focus, too much could lead to muscle tension affecting the shot accuracy.

29
Q

Cusp Catastrophe Model (CCM): Founding Researcher

A

Hardy (1990)

30
Q

Cusp Catastrophe Model (CCM)

A
  • Inverted U but inclusive of factors when athlete has LOW levels of worry (level of concern)
    //
  • Physiological (somatic) arousal
    —- inverted U applies
  • worry (cognitive) anxiety)
    — a threshold will be reached
    — after optimal arousal, dramatic decline in performance

{think cusp like cup; beer pong bell curve}

31
Q

Cusp Catastrophe Model: Example

A

RORY V BRYSON

A golfer may be able to maintain performance with rising arousal as long as cognitive anxiety (worrying about missing the putt) stays low. If in a high-stakes situation, if worry increases + increased arousal can lead to a sudden collapse in performance, like missing an easy shot.

32
Q

Cusp Catastrophe Model: Critiques

A
  • no consideration of self confidence

— not considered as a potential confounding variable
— may act as a buffer
— hardy & colleagues claim self confidence would allow an individual to tolerate higher levels of arousal
»> physiologically, could argue the response could vary

  • This model is complex and hard to apply in a practical setting compared to other models.
33
Q

IZOF: Founding Researchers

A

Hanin (1980, 1986)

34
Q

IZOF: Overview

A
  • Individualized zones of optimal functioning
    — everyone has her/her own ‘optimal zone’
    — you are in it or out of it
  • optimal zone can be different in exercise vs sport or in different exercises
35
Q

IZOF Example 1

A

A sprinter may excel with high arousal, but a golfer may need lower arousal to maintain precision

36
Q

IZOF Example 2

A

A tennis player might learn they perform best with moderate arousal levels, and can maintain energy and concentration while avoiding muscle tension that sometimes high arousal can bring.

37
Q

IZOF: Limitations

A
  1. states difference with affect
    - affect = emotion associated with a particular situation
    - which is: what is produced with cognitive/emotional sensation, when (not necessarily recalling) but currently experiencing
    — i..e what emotions come up when you think of taking a test vs spending time with friends

2.
- does not explain why the individual differences occur
—- thoughts?

38
Q

Arousal & Attentional Focus: Founding Researcher

A

Easterbrook

39
Q

Attentional Focus can be explained on:

A

Two Planes
X Axis: Internal/External
Y Axis: Broad/Narrow

40
Q

Arousal & Attentional Focus: Hypothesis

A
  • arousal can cause attention to narrow, which helps people to select from available stimuli and respond appropriately
  • the amount of information a person can process at once is reduced by high levels of emotional arousal or stress - causing people to focus on most important cues, while ignoring peripheral cues
  • based on idea that the drive or motivation to withdraw is the mechanism behind attentional selectivity, however some studies challenge this
  • amount of attentional capacity available is determined by arousal levels and the effort to process a stimulus. extent to which a stimulus is processed depends on amount of attentional capacity available
41
Q

Attention & Arousal: Lecture Breakdown

A

When currently talking about arousal, focusing on levels of performance.

If you are attending to things that are outside of yourself too much, your performance and attention/arousal to yourself is going to be very limited

ex) DW neice paying attention to saying hi to them and picking flowers and not the game

42
Q

Attentional Styles: Broad External

A
  • attention is directed outward to the environment, encompassing a wide range of stimuli
  • ex athlete’s experience: aware of overall game situation and the positions of teammates and opponents
43
Q

Attentional Styles: Broad Internal

A
  • wide focus directed internally
  • ex athlete’s experience: attuned to their own thoughts, emotions, and bodily sensations.
  • style useful for self-reflection and strategy planning
44
Q

Attentional Styles: Narrow External

A
  • concentrating on specific cues or details in the external environment
  • ex athlete’s experience: focus intensely on a single opponent, a particular part of the playing field, coach/teammates, or a specific movement
45
Q

Attentional Focus: Narrow Internal

A
  • centers on internal thoughts, shutting out external stimuli
  • ex athlete’s experience: may employ during moments requiring precise motor skills or when executing a specific technique
46
Q

Attentional Control Theory: Founding Researcher

A

Eysenck et al.

47
Q

Attentional Focus: Too Low

A
  1. Too Low:
    — Field of attention is too broad. Paying attention to unnecessary cues.
48
Q

Attentional Focus: Too High

A
  1. Too High:
    — Field of attention too narrow. Miss important cues (or shift attention to irrelevant cues)
    — ex self centered teammate missing open passes
49
Q

Attentional Focus: Optimal

A

Focuses on all relevant cues

50
Q

Attentional Control Theory: Overview

A
  • Goal-directed attentional system (top-down) and stimulus-driven (bottom-up)
  • not only a goal, but stimulus driven (what to do, task at hand, what is needed, resources required)
  • an inverse; when one increases, the other decreases
51
Q

Attentional Control Theory: Tenets

A
  • Get distracted by wrong things
  • lose ability to lock out distractions
  • overthinking actions
  • low mental energy
52
Q

Attentional Control Theory: Example 1

A

An anxious golfer may become distracted by small noises or the pressure of the tournament, making it difficult for them to concentrate on their putting technique.

53
Q

Attentional Control Theory: Example 2

A

Soccer Penalty kick -
Before the penalty kick the soccer player is experiencing anxiety and finds it hard to block out the crowd noise and focus just on the goal. She is overthinking the mechanics of the kick which leads to her misfiring the shot at the goalkeeper resulting in a missed goal.

54
Q

Attentional Control Theory: Example 3

A

March Madness - as tourney progresses, see a play where someone is wide open but person with the ball is too focused on what’s in front of them/attention elsewhere

55
Q

Coping: Construct Definition

A

How one manages specific situations

56
Q

Coping: 3 Types

A
  1. Problem Focused: goal is to eliminate/manage demand
    — ex) paper to write, going to write the paper
  2. Emotion-Focused: negative emotions experienced
    — feeling a type of way from situation, acknowledging it and letting it pass
  3. Avoidance Coping: (Cohen) disengagement cognitively
    — least effective according to research
57
Q

Coping: Application - Psych Skills

A

Psychological Skills:

  1. Positive Self Talk: help athlete to perceive what their strengths are and apply these to situation where they may be apprehensive
  2. Relaxation
  3. Imagery
  4. Goal-setting: help them with comprehending what they want to do and how to get there

Kin574 Sport & Exercise Psych (7 decks)

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