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Sport Psych > Lecture 2 - Stress and anxiety > Flashcards

Lecture 2 - Stress and anxiety Flashcards

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1
Q

Who distinguished the types of stress?

A

Selye (1973)

  • good stress = eustress
  • bad stress = distress
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2
Q

give examples of good stress

A
  • eustress = muscles wouldnt grow if they werent stressed

- Learning - wouldnt learn coping strategies without experiencing stress

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3
Q

Who looked at the stress WW2 pilots experienced?

A

Shaffer (1947)

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4
Q

OUtline Shaffer (1947)s findings

A 
ww2 pilots experienced these when flying over enemy territory:
- pounding hear/pulse = 86%
- Tense muscles = 83%
- Irritable/ angry = 80%
- Dry throat/mouth = 80%
ETC
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5
Q

What was gould & Kranes (1992) definition of arousal

A

“a general physiological and psychological activation of the organism that varies on a continuum from deep sleep to intense excitement”

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6
Q

Who proposed the inverted u-hypothesis?

A

Yerkes-dodson (1908)

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7
Q

Who propsed Drive theory?

A

Hull (1943), Spence & Spence (1966)

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8
Q

Outline Drive theory

A

Performance = Habit X Drive

  • habit = how well skill is learned
  • drive = arousal on this spectrum

Basic assumption = for well learned skills, as drive state increases, so should performance - if not learnt so well, drive state increasing will reduce performance

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9
Q

Outline Arent & Landers (2003) experiment into Drive theory

A
  • p’s had to be cycling and their movement (start of reaction movement to end) were tested
  • as heart rate increased, movement time decreased
  • higher arousal = better performance
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10
Q

What are the problems with drive theory?

A
  • standard arousal may lead to severl emotions - heart rate doesnt indicate emotion
  • Elite athletes are very good at the skill - so how do we explain choking? - led to development of inverted u
  • not much empirical evidence
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11
Q

Outline Yerkes & Dodson (1908) U hypothesis

A
  • there is an optimal level of arousal, this level is different for simple vs complex skills
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12
Q

Outline Yerkes & dodson (1908) experiment

A

Mice were taught to distinguish between coloured doors/ rooms - they varied how similar the colours were
- they varied intensity of shock from low-medium-high
- they learnt quickest if given a medium shock
- if they were right = food
- if wrong - shock
√ - supported by Arendt & Landers who found the same thing, i.e. too much is bad

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13
Q

What happens when you experience stress

A

fight or flight

- e.g. among all those changes, noradrenaline is secreted, glycogen -> glucose

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14
Q

outline Weinberg & Goulds (2011) definition of anxiety

A

A negative emotional state with feelings of nervousness, worry, and apprehension
Associated with activation of arousal of the body

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15
Q

Define trait anxiety

A

Feel anxious in most circumstances - its a predisposition

See things as a threat + feel anxious about them

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16
Q

Define state anxxiety

A

How you feel in a particular point in time

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17
Q

Who developed competitive trait anxiety?

A

Martens et al (1990)

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18
Q

Outline Martens et al (1990)

A

Gave a questionnaire to assess levels of competitive trait anxiety - e.g. before i compete i feel uneasy

  • found a generall weak association with performance
  • low trait anxious had free ‘phasic movement’ (fluid motion, not stiff or tense)
  • High trait anxious - co-contraction of agonist + antagonise muscles
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19
Q

Who came up with Multidimensional state anxiety>

A

Burton (1988)

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20
Q

OUtline Burton (1988)

A

Multidimensional state anxiety

  • studied swimmers
  • had to report anxiety and self-confidence before events
  • compared it to their performance
  • MSA predicts difference between different components of anxiety and performance
  • e.g. more cog anx leads to worse performance
  • somatic anxiety had an inverted u shape with peformance - optimal level
  • more self-confidence = better performance
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21
Q

Who came up with the competitive state-anxiety inventory-2?

A

Martens et al (1990)

  • questionnaire has questions assessing cognitive anxiety, somatic anx, and self-confidence
  • supports Burton
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22
Q

Evaluate burton (1988)

A

√ - research support from martens et al

√ - Relatinships strongest in short duration events - feel anxious until point of perofmrnace, feel fine once started

23
Q

How does anxiety change before, during and after the event?

A

Cognitive anxiety stays the same until the event, then gets worse
Somatic gets worse in the build up before event, then steadily goes down

24
Q

Define cognitive and somatic anxiety

A 
Cognitive = worry, concentration disruption
Somatic = perceptions of physiological changes
25
Q

What 4 types of anxiety make up multi-dimensional anxiety?

A
  1. Trait
  2. state
  3. Cognitive
  4. Somatic
26
Q

Evaluate inverted-U

A

X - A catastrophe for sport psych - Hardy & Fazey (1987)
X - May not be a smooth curve it could be a drastic/ dramatic drop off
X - “True but trivial” (Neiss 1988)
X - Ignores emotions/ intentions
√ - research support - Yerkes Dodson
X - Doesnt explain why this affects performance - just says tehre is a relationship

27
Q

What are the congitive approach to stress?

A

When anxious, brain is more attentive to threats

28
Q

What is the 3 aspects of stress?

A
  • how it made you think (thoughts/ congitive processes)
  • How it made you feel (somatic, emotional)
  • How it made you behave (avoidance, coping, performance)
29
Q

Who outlined the process of responding to stress?

A

McGrath (1970)

30
Q

outline McGrath (1970)

A

stage 1: Environmental demand (physical/ mental)
Stage 2: individual perception of the environmental demand (amount of physically/ mentally perceived threat)
Stage 3: Response (arousal, anxiety, muscle tension, attention)
Stage 4: Behaviour (performance/ actions/ outcome)

31
Q

Who did a study into cognitive appraisal?

A

Schacter & Singer (1962)

32
Q

outline Schacter & Singer (1962)

A

Emotion = raw materials + interpretation
P’s given vitiman injection (but was actually epinephrine)
Uninformed p’s had stronger emotional reaction to stooges behaviour

33
Q

Give a sporting example of cognitive appraisal

A
  • how you feel isnt inevitable
  • influenced by your perceptions of your coping potential
  • Stressor -> coping potential (are my skills and abilities adequate) - yes? = challenge approach or no? = threat avoidance
34
Q

who did a sporting study into cog appraisal?

A

Jordet (2009)

35
Q

outline Jordet (2009)

A

Looked at penalty kicks

  • recorded if the taker walked back facing keeper or turned away- if you turn away, supposedly that is a sign of avoidance
  • Looked at response times to whislte - if you want it over you response to it quicker
  • there was a Correlation between how quickly they took it and sucess
  • quicker reaction = 62% success
  • slower reaction = 68%
36
Q

who came up with catostrophe theory and why?

A

Hardy & Parfitt (1991)

  • Hardy criticise multi-dimensional anxiety therapy for seperating how cog anx and somatic anx affects performance
  • Their theory would look at how arousal, cog anx and performance interact
37
Q

Outline catastrophe theory

A
  • That like wave diagram
  • Predicts inverted u relationship between arousal and performance - when cog anx is low!
  • but when cog anx is high, there is a much more complex relationship - performance follows u theory then suddenly drops off - have to go back to start to reach peak again
  • also predicts different performance if arousal is increasing or decreasing
38
Q

What study did Hardy & Parfitt (1991) do?

A
  • netball players
  • assessed free throw sucess with varying levels of heart rate
  • Did it in a high cog anx condition (major competition soon) and a low cog anx (practice, no event coming up)
39
Q

What were hardy & parfitt’s findings?

A
  • Supports catastropher graph
  • With low anx, results didnt really follow inverted u shape - but he didnt really care
  • With high anx - free throw sucess increased with heart rate - but suddenly dropped off when approaching max heart rate
    • free throw sucess remained low until heart rate was back to normal
40
Q

Who investigated Directional anxiety?

A

Jones, Swain & Hardy (1993)

41
Q

outline Jones, Swain & Hardy (1993)

A

Criticised just measing anxiety intensity - so they looked at how symptoms were interpreted

  • p’s had to answer qs about anxiety and say if they felt it to be debilitive or facilitative
  • compared high to low level athletes
42
Q

Outline Jones, Swain & Hardy (1993) findings

A
  • Not much difference in anxiety intensity across high level, or low level athletes
  • but, the way symptoms were interpreted (negatively vs postiely) was different
43
Q

Outline directional anxiety

A

Which direction the stressor/ anxiety is interpreted is key

44
Q

Who investigated anxiety and performance in sport?

A

Woodman & Hardy (2003)

45
Q

outline Woodman & Hardy (2003)

A

Meta-analysis, 48 studies looking at cog anx and self- confidence questionnaires

  • compared these to performance
  • also compared level of ahtletes
46
Q

outline Woodman & Hardy (2003) findings

A

Found overall a weak effect between:

  • cog anx + performance
  • self confidence + performance
  • Larger effect for men, not really existent for women
  • for low level athletes, there was a weak effect size
  • effect size was pretty big for high level athletes
47
Q

Evaluate research into anxiety and performance in sport

A

X - anxiety often impairs performance on ‘difficult tasks’ (Eysenck & Calvo (1992)
X - Findings are complex and inconsistent - anxiety is complex,
X - pre-event assessment may be different mid way through - e.g. in event coping? or it gets worse
X - blunt performance measures - ignores task characteristics
X - self-report measures
X - Jones et al (1993) - doubts pre-performance measures of anxiety dont predict actual performance

48
Q

who studies in-event anxiety?

A

Smith et al (2001)

49
Q

oultine Smith et al (2001)

A
  • volleyball performance over a season
  • Assessed: Trait anxiety, in game (state) anxiety, mental effort, set criticality (how many points seperated them), used video analysis
  • split players into low trait and high trait anxious
50
Q

outline Smith et al (2001) findings

A
  • Less mental effort in low anx group than high anx group - both increased as set criticality increased
  • for low anx, peformance got better as set criticality increased
  • for high anx, performance got worse as set criticality increased
  • different athletes performan best at different levels of state anxiety - Zone of optimal fucntioning
51
Q

Who came up with Zone of optimal functioning?

A

Imlay et al (1995)

52
Q

Describe Zone of optimal functioningg

A

one athlete may prefer and perform best with low state anx, others at high levels, or in the middle

53
Q

OUtline Imlay et al (2001)’s study

A

Took peoples PB’s and calculated how ancious they were during it

  • for worst performance, 31% were supposeduly in their ZOF
  • For 2nd best performance, 63% were in ZOF

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