Lecture 5: Performance under Pressure 1: Classical Models

Question 1

Pressure

Answer 1

• When incentives to perform well are exceptionally high

Question 2

Pressure-performance relationship

Answer 2

1. Drive theory
2. Inverted-U & task complexity
3. Catastrophe models = includes cognitive component (anxiety)
4. IZOF = more individualised
   = differences in optimum performance with changing levels of anxiety

Question 3

Types of pressure

Answer 3

1. Outcome pressure = focus on winning/losing

2. Monitoring pressure = focus on movement process (e.g. audience)

Question 4

Challenge & threat appraisals (Hase et al., 2018)

Answer 4

• Appraisal = demands vs. resources
• Challenge = resources > demands
• Threat = resources < demands
• Stress response from threat = amygdala becomes activated, inhibit prefrontal control to do movement

Question 5

Distraction model (Eysinck)

Answer 5

• Stimulus-driven attention decreases
• Goal-directed attention increases
• Under-anxiety = not enough attention for task (reduced attentional control)

Question 6

Attentional control theory in sport (Wilson et al. 2009)

Answer 6

• Free throws in basketball
• Decrease hit % in high threat condition vs. control
• Decrease quiet eye period duration for high threat condition = drop in performance

Question 7

What if skills don’t require attention?

Answer 7

• Pressure in sport = social evaluation
• Self-consciousness increases
• Skill focus increases = pay extra attention
• Under anxiety = over-attending to skill execution -> breaks apart automatized control

Question 8

Consequences of explicit monitoring (Beilock et al. 2002)

Answer 8

• Attention is skill focused (footwork reporting) vs. attention is distracting (reporting sound pitch)
• Dribbling through cones
• Novices slower dribbling
• Experts slower in skill-focused condition
• Novices slower in distraction condition = experts same result with left foot

Question 9

Distraction or skill focus?

Answer 9

• Solid evidence for both distraction & skill focus
• Skill focus often experimentally manipulating
• What happens in real life, during pressure moments in competition?
• Oudejans et al. (2010) = what elite athletes think about under high pressure?
  = many distraction, some skill focus