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Sport Psych > Lecture 3 - Choking > Flashcards

Lecture 3 - Choking Flashcards

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1
Q

Describe Baumeister & Showers (1986) definition of choking

A

The occurence of inferior performance despite striving and incentives for superior performance

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2
Q

Define choking

A
  • when behaviour doesnt meet expectations
  • Variations of anxiety throughout performance leads to somehow worse performance
  • occurs in high pressure - just when you need to perform the best
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3
Q

What could cause CHoking?

A
  • Lack of motivation?
  • Lack of ability? - athletes often prove they are motivated and able though
  • Chance/ luck? random fluctuation in performance at wrong time(eg. elise christie, skater)
  • others improving?
  • Situation, not the person
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4
Q

Who are examples of choking

A
  • Janine Flock (skeleton, went 1st to 4th)
  • Elise christie (speed skater, fell in consecutive olympics)
  • Rory Mcilroy (led by 4 then lost by 10 by final round)
  • Matthew emmons (missed target/ shot early etc etc)
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5
Q

Which researches investigated choking?

A
  • Davis & Harvey (1992)
  • Jordet & Hartman (2009)
  • Jordet et al (2007)
  • all present strong evideence that pressure reduces performance
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6
Q

outline Davis & Harvey (1992)

A
  • looked at how well baseball batsman performed under pressure
  • Looked also if the inning was early/ late, and if there was already 2 out or not
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7
Q

Outline - Davis & Harvey (1992) findings

A

About 5% worse batting average for a late inning

About 20% worse batting averate if 2 were out

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8
Q

Outline Jordet & Hartman (2009)

A

Looked at penalty kicks with:

  • positive valence (must score to win)
  • Negative valence (must score to not lose)
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9
Q

Outline Jordet & Hartman (2009) findings

A

Postive valence = 90% sucess

Negative valence = 60% sucess

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10
Q

Outline Jordet et al (2007)

A
  • Looked at penalty kick success in major tournaments
  • the more kicks previously taken, there is more pressure, and there was more chance of missing
  • later the kick = more deicsive of a penalty
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11
Q

outline jordet et al (2007) findings

A

more decisive of a penalty = more chance of missing

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12
Q

Who did the ‘hot hand’ in basekball study?

A

Gilovich, Vallone & Tversky (1985)

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13
Q

Outline Gilovich, Vallone & Tversky (1985)

A

Are people more succesful after making their last:
1 shot, 2 shots, 3 shots
- if someones doing well, are you better off passing to them, because they’re more likely to do bettter in their next shot
- but is that true?

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14
Q

Outline Gilovich, Vallone & Tversky (1985) findings

A

researchers found that:

  • probability is the same following hits and misses
  • previous sucess has no effect
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15
Q

Who came up with a model of why choking occurs?

A

Jackson, Beilock & Kinrode (2013)

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16
Q

Outline Jackson, Beilock & Kinrode (2013)’s model of choking

A

PRESSURE FACTORS

  • leads into:
    1. INDIVIDUAL DIFFERENCES
    2. TASK CHARACTERISTICS
    3. ABILITY TO SELF-REGULATE
  • which then cause consequences
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17
Q

Outline the pressure factors in Jackson, Beilock & Kinrode (2013)’s model of choking

A
  • perceived importance
  • investment in present status
  • expectations of sucess, especially from others
  • High personal/ team status
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18
Q

Outline individual differences in Jackson, Beilock & Kinrode (2013)’s model of choking

A
  • self-conciousness
  • rumination
  • cognitive anxiety
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19
Q

Outline task characteristics in Jackson, Beilock & Kinrode (2013)’s model of choking

A
  • simple vs complex
  • working memory used in task?
  • depedence/ attentional demands
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20
Q

Outline ability to self-regulate in Jackson, Beilock & Kinrode (2013)’s model of choking

A
  • Thoughts/ images
  • emotions
  • behaviours
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21
Q

Outline consequences in Jackson, Beilock & Kinrode (2013)’s model of choking

A
  • worse regulation of thoughts, behaviours, emotion
    • increased attention to skill & concious control
    • slower, more errorful performance
    • decreased fluency/ poorer timing
  • more distraction/ avoidance
  • fear of failure
  • deviation from normal routine
  • = most important for choking
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22
Q

Who came up with distraction theory?

A

Carver & Scheier (1981)

23
Q

OUtline Carver & Scheier (1981)

A
  • Working memory capacity = 7 +/- 2
  • Anxious thoughts overwhelm working memory - insufficient capacity for processing of skill execution
  • if you’re overloaded on cognitive + motor tasks, you exceed maximum attentional resources
  • Higher the pressure/ dificulty - the easier it is to get overwhelemed
24
Q

Outline explicit monitoring theory

A
  • Thinking about all the rules and things you have to do makes you do it worse
  • Better to let motor skills memory just do it automatically
  • Includes reinvestment: manipulating concious, explicit rule based knowledge to control movements (Masters & Maxwell (2004)
25
Q

How did Baumeister (1984) contribute to explicit monitoring theory?

A

pressure -> relaisation you need to do it correctly -> conciously monitor execution to make sure its correct -> reduces reliability/ sucess as conciousness doesnt contain knowledge of skills

26
Q

Who provided support for explicit monitoring theory?

A

Senner - i realised i was no longer driving conciously, by instinct

Gucciardi et al (2010) - choking is caused by thinking too much about processes and losing automacity

27
Q

What are the several intervention strategies?

A

Pressure training - get used to stressors, rehearse scnearios, coping strategies and self regulation

Optimise pre-performance routines - cues to prevent distraction and promote automatic execution

Focus on strategy - Set ptrocess goals about strategy, not technique, focus on what to do, not how to do it

Prime fluent performance - use words/ images associated with optimal performance

28
Q

Who did a study further supporting Explicit monitoring theory?

A

Ravizza (1977)

29
Q

outline Ravizza (1977)

A 
looked at what % of athletes experienced these things during peak performance
•no thinking of performance = 95%
•total immersion in activity = 95%
• involuntary experience = 90%
• effortless perception = 90%
30
Q

Who looked at if there was reduced home advantage under pressure?

A

Baumeister & Steinhilber (1984)

31
Q

Outline Baumeister & Steinhilber (1984)

A
  • looked at home advantages in baseball world seires - especially in deciding match
  • in deciding match, home advantage dropped from 60% - 41% - due to increased pressure
  • also did this in NBA basketball - dropped from 70% - 46% in decider
32
Q

Who looked at how skill-focused attention can disrupt skilled movements?

A

Beilock et al (2002)

33
Q

outline Beilock et al (2002)

A

is it useful to focus on the skill? or focus on a different task?

  • p’s had to dribble ball between cones, either in:
    1. Skil focused condition - monitor which part of your foot touches the ball
    2. Dual task - had to listen out for a certain auditory work
34
Q

Outline Beilock et al (2002) - dribble findings

A
  • Experienced players did better in skill task - as they already knew the skill very well - skill focused attention disrupted their skilled movements
  • Novice players did worse in dual task, as they werent familiar with it - needed to focus to do it well
35
Q

Who looked at how some process goals might disrupt performance>

A

Jackson et al (2006)

36
Q

Outline Jackson et al (2006)

A

p’s had to dribble a ball between cones, asked to set a goal, either:

  1. Movement related goals (e.g, keep knees bent)
  2. Position related goals (more strategic goals about the task)

Both of these are process goals, that break down the skill so it is not overwhelming

37
Q

outline Jackson et al (2006)’s findings

A
  • those with movement goals were slower than position goals - thought about it too much
38
Q

Who looked at how too much thinking time might disrupt performance?

A

Beilock et al (2002b) - was it?

39
Q

Outline Beilock et al (2002b) - putt

A
  • Argued if we have too much time to think about it, we may do worse
  • P’s had to either take time and focus on accuracy, or put within 3 seconds
40
Q

Outline Beilock et al (2002b) - putt findings

A
  • Experts did better in speed conditions
  • Novices were better with accuracy conditions
  • Novices did worse when rushed as they didnt know the skill
  • Experts did worse when having to think for ages
41
Q

who investigated ‘icing the kicker’?

A

Goldschmied et al (2010)

42
Q

outline Goldschmied et al (2010)

A

Studied NFL kickers, when opponents called a time out just before player kicks

43
Q

outline Goldschmied et al (2010) findings

A

when opponents called:
80.4% -> 66.4% success

When own time called - increased from:
80.4% -> 83.3%

44
Q

Who looked at explicit monitoring and slump in form?

A

Gray (2004)

45
Q

outline Gray (2004)

A

P’s had to do baseball swings, at the the same time, a tone was played

  • then asked if it was a high/low pitch
  • and what their bats trajectory was when tone plays
46
Q

outline gray (2004) findings

A
  • Very high correlation betwen number of hits (form) and skill-focused judgement errors (r=.89)
  • When performing well, you have no idea where your bat was
  • if performing badly, you are more aware
  • Streak = less attention to movement
  • slump = more attention to movement
47
Q

Which researches looked at reinvesting?

A
  • Masters et al (1993)
  • Jackson, Kinrade, Hicks & Wills (2013)
  • Kinrade et al (2010)
48
Q

outline Masters et al (1993)

A

Reinvestment scale

- tries to predict sorts of people that would explicitily monitor under pressure

49
Q

define reinvestment

A

Ruminatino and self-conciousness - good predictors of poor performance

50
Q

Outline Jackson, Kinrade, Hicks & Wills (2013)

A
  • hockey and netball players
  • in low pressure situations (normal games), little difference in performance tatings between low reinvestors and high reinvestors
  • in high pressure (bucs etc) - players and captains rated high reinvestors as much worse, low did well
51
Q

Outline Kinrade et al (2010)

A

Decision specific reinvestment scale

  • not about motor skills, but decision making
  • found pretty strong correlations between scores on this scale and performance
  • i.e. low is better, high is bad
52
Q

Outline Singers 5 step strategy for preventing explicit monitoring, should also prevent choking

A
  • Ready
  • Image
  • Focus (with effort, on external cue - try not to focus on individual mechanics needed)
  • Execute (as if in auto pilot)
  • Evaluate
53
Q

Outline Mullen & Hardy (2010)’s intervention to prevent expliciting monitoring

A

Argues you should change part process goals (specific sub-component of technique) into holistic goals - ones that encapsulate general feeling of the action
E.g. in a basketball free throw
Change: ‘push fingers up and forward through the ball at release’ TO ‘smooth’

Found that holistic cues resulted in better performance

  • regardless of if it was high/ low anxiety
  • but more effective in high anxiety

Sport Psych (10 decks)

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