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Sports Psychology > arousal, stress and anxiety > Flashcards

arousal, stress and anxiety Flashcards

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1
Q

what is arousal?

A

a blend of physiological and psychological activation, varying in intensity along a continuum

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2
Q

the 2 sides of the arousal continuum?

A

from deep sleep to frenzy (high level of mind and body energy)

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3
Q

what is anxiety?

A

negative emotional state with feelings of worry, nervousness and apprehension associated with activation or arousal of the body

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4
Q

cognitive component of anxiety?

A

changes in worries and negative thoughts

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5
Q

somatic component of anxiety?

A

changes in perceived physiological arousal

physical symtpoms of worry (cognitive anxiety)

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6
Q

what is trait anxiety?

A

disposition that predisposes one to view nondangerous circumstaces as threatening and to respond with disproportionate state anxiety levels

stable over time

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7
Q

what is state anxiety?

A

moment-to-moment changes in feelings of nervousness, worry and apprehension associated with arousal of the body

“right now” feelings

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8
Q

what is cognitive state anxiety?

A

moment-to-moment changes in worries and negative thoughts

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9
Q

what is somatic state anxiety?

A

moment-to-moment changes in perceived physiological arousal

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10
Q

who is more likely to have more state anxiety in a situation?

A

high not low trait anxious people

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11
Q

the 2 ways to measure anxiety and arousal?

A

physiological signs

CSAI-2- competitive state anxiety inventory

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12
Q

which physiological signs to measure and issues with this way of measurement?

A

heart rate, respiration etc

could increase due to awareness of being measured

may be altered due to a different factor so lack of direct causality

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13
Q

what are the 3 scales of CSAI-2 and what does it stand for?

A

cognitive anxiety
somatic anxiety
self-confidence

competitive state anxiety inventory

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14
Q

what is stress?

A

how hard a task is compared to our perceived capability of doing it (doesn’t matter if we are able if don’t think we are)

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15
Q

in what situation would there be a low amount of stress?

A

low task demand and high perceived capability

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16
Q

what are the 4 stages of the stress process?

A

environmental demand

individual’s perception of the environmental demand

stress response

behavioural consequences

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17
Q

when does stress occur?

A

when there’s a substantial imbalance between physical and psychological demands and the perceived capability to complete them

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18
Q

what is environemtnal demand?

A

could be a physical demand e.g batting in baseball

could be a psychological demand e.g pressure from parents

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19
Q

what is perception of demand?

A

amount of “threat” perceived in a situation (imbalance between demand and capability) which is hihgly influenced by individuals level of trait anxiety

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20
Q

what is the stress response?

A

physical and psychological response to perception of situation

stress repsonse would involve increased state anxiety, inrceased worries, heightened pyhsiological arousal and increased muscle tension
IF perceive imbalance between demands and ability

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21
Q

what are the behaviural consequences?

A

actual behaviour of individual under stress: if state anxiety increases, will the indivdual deteriorate or will performance improve?

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22
Q

why does the final stage in the stress process feed back to the first?

A

if indivdual performs poorly, other people may laugh and so additional psycholigcal demand on child and continues

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23
Q

what are some sources of stress for coaches?

A

inability to control athletes performance, communication

pressure of so many roles

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24
Q

what are some stress sources for officials?

A

making controversial call, confrontatins with coaches and players and physical abuse

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25
Q

will parental pressure increase perception of anxiety more in an ego motivational climtae (focus on outcome) or a mastery motiational climate (focus on imporvemtn)?

A

ego motivational climate

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26
Q

what are the two situational sources of stress?

A

event importance

uncertainty surrounding outcome

27
Q

what is event importance?

A

more important the event, more stress provoking it is

event importance is subjective as may seem much more important to one person than the others e.g being watched by scouts

28
Q

what is uncertainty?

A

greater the uncertainty, the greater the stress

causes stress both in and outside of sport

29
Q

what does the drive theory state?

A

as an indivdual’s arousal or state anxiety increases, so too does performance
relationship direct and linear

30
Q

what does the inverted U-hypothesis state?

A

that physiological arousal leads to increased performance up to a point and then it decreases if arousal continues to increase

31
Q

what is the izof hypothesis?

A

indivudalised zones of optimal functioning

32
Q

what does the izof hypothesis state?

A

those with a low izof perform best / ‘in the zone’when state anxiety level is low
those with high izof perform best / ‘in the zone’ when state anxiety level high

positive nd negative eotions that both enhance and hinder performance and differs for individuals

33
Q

what does the catastrophe model state about those with low cognitive anxiety?

A

physiological arousal increases with performance up to a point and then when it continues, the performance decreases

34
Q

what does the catastrophe model state about those with high cognitive anxiety?

A

physiological arousal increases with performance up to a point, then steadily decreases then plumets
states it is possible to then improve performance again if arousal levels reduce

35
Q

what is the main issue with the inverted u, catasrophe model, izof and drive theory?

A

don’t include an individual’s interpretation of anxiety symtpoms

36
Q

what is essential to consider when understanding the anxiety-performance relationship?

A

intensity : how much anxiety someone feels

direction : whether the individual interprets the anxiety as facilitating or debilitating to performance

37
Q

what does Jones model of facilitative and debilitative anxiety state?

/anxiety direction and instensity

A

how an individual interprets the ‘stressor’ of anxiety (dependent on trait anxiety and self-esteem)

whether the individual believes themselves to be in control and has positive / negative expectancies of ability to cope and goal attainment
(facilitative or debilitative to performance)

38
Q

what does viewing anxiety as facilitative lead to?

A

superior performance to someone seeing anxiety as debilitative

39
Q

what leads to someone viewing anxiety as facilitative?

A

if state anxiety is viewed as controllable and person has self-confidence

40
Q

what are the 3 personal sources of stress?

A

trait anxiety
self-esteem
social physique anxiety

41
Q

how does self esteem relate to stress?

A

lower self esteem = lower confidence and higher state anxiety

42
Q

what is social physique anxiety?

A

the degree to which people become anxious when others observe their physiques
experience more stress during fitness evaluation
negative correlation between social physique anxiety and perceived physical ability

43
Q

how to prevent / reduce social physique anxiety?

A

physical actvity intervetions e.g allowing baggy tops instead of tight ones can increase participation in physical activity

44
Q

criticisms of the drive theory?

A

no start or end points

45
Q

criticims of the inverted u theory?

A

whether optimal performance always occurs at the mid arousal point

46
Q

crticisms of the izof model?

A

doesn’t explain why indivduals zones of optimal performance

47
Q

what does multidimensional anxiety theory predict?

A

that cognitive state anxiety is negatively related to performance
somatic state anxiety is related to performance in an inverted U

48
Q

criticism of multidimensional anxiety theory?

A

cogntive state anxiety not always detrimental to performance, depends on individuals perception of anxiety

49
Q

what does reversal theory state?

A

one has to perceive high arousal as good to perform well

can reverse interpretations of arousal moment-to-moment

50
Q

what does frequency of anxiety state?

A

those who view anxiety as facilitative have lower frequencies of cognitive anxiety and higher frequencies of self-confidence in precomptetition

knowing how frequentl and when people have anxiety is helpful

51
Q

term for when arousal seen as positive?

A

psyching up

52
Q

term for when arousal seen as negative?

A

psyching out

53
Q

2 ways arousal influeces performance?

A

muscle tension, fatigue and co-ordination difficulties

attention, concentration and visual search changes

54
Q

what is the link between arousal and an indivdual’s visual field?

A

increased arousal narrows performers attentional field so may only focus on one thing not all important aspects of a situation e.g the goalkeeper not the ball

under arousal leads to a broad attentional focus taking in task-relevant and irrelevant information

55
Q

link between arousal and scanning?

A

high arousal = less scanning so less likely to pick up more than one thing at a time

56
Q

link between arousal and attention and concentration?

A

high arousal may lead one to shift to dominant attention style which isn’t appropriate for task at hand

high arousal and state anxiety may lead to one focusing on inappropriate cues such as cognitive anxiety (worrying about worrying) so not concentrating

57
Q

link between anxiety visual attention?

A

higher anxiety disrupts visual attention reducing quiet eye period

58
Q

5 guidelines to applying arousal, stress and anxiety knowledge to professional practice?

A
  1. identify optimal combination of arousal related emotions for best performance
  2. recognise how personal and situational factors influence arousal, axniety and performance
  3. recognise signs of increased arousal and anxiety in ppts
  4. tailr coaching practices to individuals (arousal and tate anxiety may need to be reduced, maintained or increased)
  5. develop confidence of individuals to help cope with stress and anxiety (e.g positive practice environment and to view mistakes as building blocks to progress)
59
Q

some signs and symtpoms of increased stress and anxiety?

A

cold, clammy hands
constant need to pee
sweating
inability to sleep or concentrate

60
Q

how to establish a sense of control in an athlete?

A

practice the event in a similar situation

practice trivial tasks to instill confidence in athlete

61
Q

how to prevent choking?

A

hype up the importance of the event in training in orer to make them train harder

when it comes to the event, play down the importance and don’t allow them to think about consequences

62
Q

what is choking?

A

the result of attentional disturbances cause by self-focus or distraction (e.g thinking about the negative consequences of the action)

63
Q

examples of how to intervene at each stage of stress process?

A

environmental demand : practice
perception of demand : positive self-talk
stress response : deep breathing
behavioural consequences : attribute behaviour to something else (e.g it was raining so performance worse)

64
Q

what does unidimensionality mean in terms of the inverted U hypothesis?

A

it puts anxiety, stress and arousal as one

Sports Psychology (12 decks)

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