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Sports Psychology Yr 1 > Anxiety, Arousal and Stress > Flashcards

Anxiety, Arousal and Stress Flashcards

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1
Q

Define Arousal

A

A blend of physiological and psychological activation

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2
Q

Define Anxiety

A

The negative emotional state associated with feelings of worry or nervousness and apprehension

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3
Q

Give the 4 sub-headings of anxiety

A

Cognitive
Somatic
State
Trait

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4
Q

Define Cognitive anxiety

A

Thought component of anxiety associated with worry and concern about capability to achieve a task

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5
Q

Define somatic anxiety

A

Physiological component of anxiety associated with performers increase in HR and BP

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6
Q

Define state anxiety

A

Moment to moment changes in feelings of nervousness or worry to a situation deemed as threatening

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7
Q

Define trait anxiety

A

Acquired predisposition to perceive situations as threatening, responding to these with disproportionate state anxiety levels.

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8
Q

Give 3 physiological symptoms indicating anxiety/arousal

A 
o	Heart rate
o      Blood Pressure
o	Respiration
o	Skin conductance
o	Biochemistry
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9
Q

What can the global and multi-dimensional self-report scales be used to indicate

A

Levels of anxiety/arousal

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10
Q

Give one problem associated with the competitive state anxiety inventory

A

Subject to bias

Subjective

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11
Q

Give one benefit associated with the competitive state anxiety inventory

A

Sport specific, so reliable for athletes

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12
Q

Define stress

A

A state of psychological tension produced by certain perceived physiological and/or psychological pressures facing the performer. It is the perceived imbalance between the demands of the situation and the capability of the performer to meet them.

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13
Q

Give the order of the stress response

A

Environmental demand
Individual’s perception of the ED
Stress response
Behavioural outcome

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14
Q

Give examples of the stress response

A
  • Arousal
  • State anxiety
  • Muscle tension
  • Attention changes
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15
Q

Describe drive theory

A

This states that as arousal/state anxiety increases so does performance.

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16
Q

Describe the inverted-u hypothesis

A

As physiological arousal increases, so does performance, but only up to an optimal point. If arousal is too high, performance will decrease.

17
Q

Describe the IZOF

A

Each individual has a preferred level of state anxiety that results in the best performance. Rather than an optimal point, there is a bandwidth and performance with levels of anxiety within the band will result in optimal functioning.

18
Q

Describe the catastrophe model

A

Performance will increase with arousal up to an optimum point, but, if after that point cognitive arousal remains high then rather than being a gradual drop in performance there is a catastrophic drop.
If the performer can regain composure, performance will improve again.

19
Q

What happens to performance if anxiety is viewed as facilitative

A

Performance improves

20
Q

What happens if performance is viewed as debilitative

A

Performance decreases

21
Q

Describe Jones’ control model of competitive anxiety

A

A stressor is introduced, and the performers individual differences affect whether they feel in control or not. If they do feel in control, symptoms are interpreted as facilitative and vice versa

22
Q

Describe how arousal can influence performance (bullet points)

A
  • Increased muscle tension
  • Increased coordination difficulties
  • Attentional narrowing
  • Focusing on incorrect cues
  • Performance worries and situation irrelevant thoughts
23
Q

What is the experience of complete failure in performance called (caused by arousal)

A

Choking

24
Q

How might an athlete view anxiety differently to a non-athlete?

A

They may see it as more facilitative

25
Q

What are the three headings of anxiety reduction techniques called

A
  • Somatic
  • Cognitive
  • Multimodal
26
Q

Describe biofeedback

A

Being attached to a machine which measures HR, Breathing rate, blood pressure etc. Through practice, the performer can learn to control these responses and transfer these techniques to the game situation

27
Q

Give a disadvantage of biofeedback

A

 Time consuming to learn

 Requires sophisticated machinery

28
Q

Describe progressive muscular relaxation

A

Performers’ learn to tense and then relax specific muscle groups to develop awareness of what tension feels like to relax in a game

29
Q

Describe breathing (ART)

A

Controlling breathing rate to reduce muscular tension and focus the mind

30
Q

Describe imagery

A
  • External imagery- performer pictures themselves performing task successfully as others would see them
  • Internal imagery- performer pictures themselves performing task successfully as they would see the situation themselves
31
Q

Describe positive self-talk

A

Maintaining a positive focus by talking to themselves e.g. I can do it

32
Q

Describe autogenic training

A

Series of exercises designed to produce the sensations of warmth and heaviness to produce a relaxed state

33
Q

Describe stress inoculation training

A

An individual is exposed to stress in increasing amounts, thereby enhancing their immunity to stress

34
Q

Give 3 ways to increase arousal

A
  • Increase breathing rates
  • Act energised
  • Use mood words and positive statements
  • Listen to music
  • Use energising imagery
  • Complete a pre-comp workout
35
Q

Give 3 sources of stress (personal)

A
  1. Trait anxiety
  2. Self esteem
  3. Social physique evaluation anxiety
36
Q

Describe Reversal Theory

A

The effect of arousal on performance depends on an individual’s interpretation of their arousal level. Best performance is when they view arousal as pleasant excitement

37
Q

Describe the Multidimensional Anxiety Theory

A

States increases in cognitive anxiety decreases performance. At the same time, somatic anxiety is related to performance in an inverted U

38
Q

How can increased arousal affect attention

A

By changing the attentional style- so the peak flow cannot occur (if negatively changed)

39
Q

How can a coach use knowledge of arousal to benefit performance

A
  1. Identify optimal arousal levels
  2. Recognise how situational factors will affect this level
  3. Recognise signs of arousal increasing
  4. Tailor coaching and instructional practices to individuals
  5. Develop self-confidence

Sports Psychology Yr 1 (9 decks)

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