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Sports Science - Psychology > Lectures 5-8 > Flashcards

Lectures 5-8 Flashcards

1
Q

Definition of burnout

A

A psychological syndrome of emotional exhaustion and depersonalisation and reduced sense of performance accomplishments

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2
Q

Example of burnout

A

Jonah Lomu

Always felt tired when he burned out

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3
Q

Three parts of burnout (Massachusetts and Jackson 1984)

Then three parts of burnout (Radeke, Lunney and Venables (2002)

A

Emotional exhaustion
Depersonalisation
Reduced sense of performance accomplishments

Physical, psychological and/or emotional exhaustion
Devaluation
Reduced sense of performance accomplishments

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4
Q

Definition of burnout in sport

A

A withdrawal (from sport) notes by a reduced sense of accomplishment, devaluation/resentment of sport, and physical/psychological exhaustion”

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5
Q

Creswell and Eklund created a questionnaire which can assess what?

A

Whether an athlete has/is experiencing burnout

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6
Q

Key characteristics of reduced sense of accomplishment

A

Mistakes,
Not playing too potential,
Low feelings of achievement

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7
Q

Key characteristics of sport devaluation

A

Not focussed on performance,
Sport no longer enjoyable
Loss of enthusiasm

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8
Q

Key characteristics of physical and emotional exhaustion

A

Inability to motivate self
Moody
Wanting to do nothing

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9
Q

Reasons that cause burnout

A

Anti-rest culture
Pressure to perform
Heavy training and playing load

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10
Q

How can you monitor burnout using self report measures?

A

Athlete burnout questionnaire (Radeke)
Maslach burnout inventory (Maslach)
Recovery stress questionnaire (Kellman)

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11
Q

How can you monitor burnout using self report measures of mood states?

A

Profile of mood states (McNair)

Positive and negative affect schedule (Watson)

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12
Q

How can you monitor burnout using other measures?

A

Appropriate recovery
Coach observation
Training diary

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13
Q

Pros and cons of using self report measures to monitor burnout

A

Simple
Easy
Constant assessment

Possibly inaccurate answers
Different perceptions of feelings

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14
Q

Pros and cons of using appropriate recovery to monitor burnout

A

Simply
Easy
Can be worked into a routine

Burnout could still occur if calculation incorrect
Individual differences in the amount of recovery required

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15
Q

Pros and cons of using coach observation to monitor burnout

A

Discover signs early
Athlete possibly unaware of symptoms
May benefit future athletes

Possibly inaccurate
May deliberately ignore symptoms

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16
Q

What is periodised training?

A

Expose athletes to high volume high intensity loads that are followed by a lower training load

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17
Q

What is overtraining

A

A syndrome that results when excessive, usually physical, overloads on an athlete occurs without adequate rest

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18
Q

What is staleness

A

A psychological state of overtraining which manifests as deteriorated athletic readiness

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19
Q

Why does burnout occur? (X4)

A 
Entrapment theory (Radeke)
Unidimensional identity development and external control model (Coakley)
Negative training stress response model (Silva)
Cognitive affective stress model (Smith)
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20
Q

What is entrapment theory?

A

Burnout occurs in athletes who feel “entrapped” by their sport. They no longer want to participate but feel that they must

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21
Q

What is the unidimensional identity development and external control model?

A

High performance sport can lead to the development of athletes whose identity is centred around only one aspect of life

High performance sport places athletes in a ‘bubble’ where external figures have control over decisions, rather than themselves

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22
Q

What is the Negative-Training Stress Response Model?

A

Training puts stress on an athlete physically and psychologically

This can be positive but in excess the response can be negative

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23
Q

What is the Cognitive-Affective Stress Model

A 
4 stages:
Situational demands
Cognitive appraisal 
Physiological responses 
Behavioural responses

2 moderators:
Personality
Motivational factors

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24
Q

In the cognitive- affective stress model, cognitive appraisal can go two ways

A

Positive = cope

Negative = burnout

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25
Q

Link between perfectionism and burnout

A

Stress -> burnout
Perfectionism -> stress
Therefore, perfectionism -> burnout

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26
Q

Perfectionism is a multidimensional personality disposition - what are the personal qualities?

A

Organisation
Personal standards
Concern over mistakes
Doubts about actions

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27
Q

Perfectionism is a multidimensional personality disposition - what are the interpersonal qualities?

A

Parental expectations

Parental criticism

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28
Q

Frost multidimensional perfectionism scale is a way of assessing what?

A

To what extent someone is a perfectionist

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29
Q

What are the topics on the Frost-MPS scale? (X6)

A 
Organisation
Personal standards
Concerns over mistakes
Doubts about actions
Parental expectations 
Parental criticism
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30
Q

Burnout in athletic trainers, why?

A

Often work with multiple teams

With pressure from each individual coach

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31
Q

Burnout in coaches, why?

A

Pressure to win
Multiple role commitments
Extensive travel

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32
Q

Interventions for burnout

A

Lots of advice is available, but very little scientific evidence to back it up

Interventions can be either:
Proactive (prevent burnout), or
Reactive (manage burnout)

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33
Q

Name some proactive burnout interventions

A

Communicate
Set short term goals
Take breaks

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34
Q

Name some reactive interventions for burnout

A

Take breaks
Recognise what is an optimal amount of ‘pushing’
Balance your sport with other things

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35
Q

What is an athletic injury?

A

Any injury that results in missed practice or competition, or alters participation

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36
Q

How many match injuries in rugby were there in 2013-2014 (just to put it in perspective)

A

739 incidents, equates to 62 per club and 1.8 per club per match

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37
Q

Model of stress and athletic injury

A

Look at slide 11 lecture 6 for this

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38
Q

What are the psychosocial factors that could contribute to injury?

Model of stress and athletic injury

A

Personality
History of stressors
Coping resources

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39
Q

Individuals that have a history of stressors, personality characteristics that tend to exacerbate the stress response and possess few coping resources are more likely to what?

A

Get injured

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40
Q

How do athletes think about and respond to stressful situations?

A

Via cognitive appraisal and physiological/attentional changes

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41
Q

How does physiological changes and cognitive appraisal link?

A

Cognitive appraisal is where the athlete assesses in their head whether they are able to meet the demands of the situation

Physiological changes are then made in response to that

So if the athlete assesses the situation and feels they can’t handle it, there is a narrowing of peripheral vision for example

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42
Q

How can personality impact injury risk?

Increased risk

A

Athletes with a Type “A” personality
External locus of control
Perfectionism
High trait anxiety

Are more prone to injury

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43
Q

How can personality impact injury risk?

Decreased risk

A

Type “B” personality
Internal locus of contour
Positive state of mind
Low trait anxiety

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44
Q

What are the history of stressors that can contribute towards an athlete getting injured?

A

Life events stress
Daily hassles
Previous injuries

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45
Q

How can life events stress impact an injury of an athlete becoming injured

A

Athletes with high life stress are 2-5 times more likely to sustain an injury than athletes with low life events stress (Williams, 2001)

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46
Q

What are daily hassles?

A

Irritating, frustrating demands that occur during everyday transactions with the environment

They are chronic stressors that produce daily wear and tear and increase susceptibility to injury

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47
Q

How can previous injuries impact an athletes likelihood of sustaining another injury?

A

An athlete recovered to sport when not fully recovered is at greater risk of re-injury

However, the muscle tissue and joint area is not as strong as before due to scar tissue forming

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48
Q

How can daily hassles impact an athletes risk of injury

A

Fawkner (1999) found that athletes who had a greater “intensity of hassles score” had a higher prevalence of injury

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49
Q

What are two theories related to how previous injury can impact an athletes risk of injury?

A

Causality theory

Non-causal marker theory

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50
Q

What is causality theory with previous injury?

A

Inadequate rehab results in incomplete healing and weakness

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51
Q

What is non-causal marker theory with previous injury?

A

Previous injury is simply a marker for other traits that causes the individual to be at a higher risk of injury in general

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52
Q

What are the coping resources an athlete potentially has that could impact their chance of getting an injury?

A

General coping behaviours

Social support system

Stress management & mental skills

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53
Q

What are some general coping behaviours that could reduce impact an athletes risk of injury?

A

Sleeping

Eating well

Meditation/yoga

54
Q

What social support system could an athlete have that could impact an athletes risk of injury?

A

Social support system is the presence of others whom we know value and care for us

The quality of the relationship is what is key

Those with a better social support system have a decreased risk of injury

55
Q

What are stress management and mental skills?

A

Increasing psychological coping skills is another way to effectively deal with stress and decrease injury risk

56
Q

How can we help those athletes who are at “high risk” for an injury?

A

Intervention and prevention (part of the model of stress and athletic injury at bottom)

Modify cognitive appraisal
Modify physical/attentional response

57
Q

How can you modify cognitive appraisal?

A

Thinking patterns
Realistic expectations
Fostering a sense of belonging
Optimal coach-athlete communication

58
Q

How can you modify physical/attentional response?

A

Relaxation
Mindfulness training
Attentional Control Training (ACT)
Stress Inoculation Training (SIT)

59
Q

What are possible dangers of being physically but not psychologically ready to return to sport

A
  • Fears (thoughts and images of re-injury)

- Problems with sleeping

60
Q

What could these possible dangers of being physically but not psychologically ready to return to sport result in?

A 
Re-injury
New injury
Decreased self confidence
Decreased performance 
Depression
61
Q

How does the Kubler-Ross Grief Cycle work?

A

Denial -> Anger -> Depression -> Bargaining -> Acceptance

62
Q

What are the three factors in Self-Determination Theory?

A

Autonomy
Competence
Relatedness

63
Q

When all 3 factors of self-determination theory are fulfilled what does this result in?

A

Increased likelihood of successful return to sport

64
Q

In terms of self-determination theory, what do returning athletes experience in terms of the three factors?

A

Autonomy issues (external and self-induced pressures to return)

Competence issues (re-injury anxieties, concerns about performing to pre-injury standards)

Relatedness issues (feelings of social isolation, lack of social identity)

65
Q

What are some intervention strategies for autonomy concerns?

A

Reduce return to sport pressures:
- Intervene on an athletes behalf if notice they are receiving pressure

Foster feelings of personal autonomy:
- Emphasise personal aims and objectives in rehab process

66
Q

What are some intervention strategies for competence concerns?

A

Minimise self-presentational concerns:
- Cognitive reframing, shift athlete focus for participation onto intrinsic reasons

Build confidence in performance:
- Set realistic goals

Address re-injury anxieties:
- Modelling - watch videos of formerly injured athletes who overcame their injury

67
Q

What are some intervention strategies for relatedness concerns?

A

Ensure athletes stay involved with the sport

Provide social support

(Look on slides if you need more detail, slide 48-54 lecture 6)

68
Q

What is multidimensional anxiety?

A

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

69
Q

What is state anxiety?

A

A temporary, every-changing emotional state of subjective, consciously perceived feeling of apprehension and tension, associated with activation of the autonomic nervous system

70
Q

What is trait anxiety?

A

A behavioural disposition to perceive as threatening circumstances that are objectively not dangerous and to then respond with disproportionate state anxiety

71
Q

What is arousal?

A

A state of physical and psychological activation

72
Q

What is stress?

A

A substantial imbalance between demand and response capability, under conditions where failure to meet the demand has important consequences

73
Q

What are three components of anxiety?

A

Mental (cognitive anxiety)
Physical (somatic anxiety)
Behaviour (rushing/poor co-ordination)

74
Q

What does the competitive state anxiety inventory-2 (CSAI-2) measure? How many items does it contain? What scale does it use?

A

Measures cognitive anxiety, somatic anxiety and self-confidence
Containing 27 items (9 for each subscale)
Likert scale

75
Q

Do anxiety levels change over time?

A

Yes

76
Q

How do anxiety levels change over time?

A

Hanton (2004) found that 30 minutes before a game, cognitive and somatic anxiety increased, whilst self-confidence decreased

77
Q

Does experience have an effect on anxiety and confidence?

A

Mellalieu (2004) found that those with higher levels of experience had lower levels of anxiety

Also found those with higher levels of experience had more confidence

Those with more experience were also better at using (better direction) their anxiety, need it to perform well

78
Q

Does the type of sport (team or individual) have an impact on confidence and anxiety?

A

Mellalieu (2004) found that golfers had lower levels of anxiety

Golfers tend to be more confident than rugby players

But golfers deemed their anxiety to be more debilitative and rugby facilitative

However, because we’re in a team there may be people that can actually help me, some may say

79
Q

What are some symptoms of anxiety?

A

Frequent need to urinate
Clammy hands
Profuse sweating
Butterflies

80
Q

What are situational (something to do with the situation) antecedents (causes) of pre-competition anxiety?

A 
Fear of performance failure
Fear of negative social evaluation
Fear of physical harm
Situation ambiguity
Disruption of well-learned routine
81
Q

What are personal (our own personal or individual experiences) antecedents (causes) of pre-competition anxiety?

A

Competitive trait anxiety
Perfectionism
Goal orientation

82
Q

What is facilitative and debilitative anxiety?

A

Facilitative - positive expectancies of ability to cops & goal attainment

Debilitative- negative experiences of ability to cope & goal attainment

Elite athletes are more likely to interpret anxiety as facilitative compared to novices
Athletes who view their anxiety as facilitative often use better coping strategies

83
Q

Look at Hanton and Jones (1999) study

A

Lecture 7 slides 38

84
Q

What are the effects of debilitative anxiety on performance

A

Serious negative consequences

Cricketer Boswell example

85
Q

What are some applications of anxiety knowledge in sport?

A

Icing the kicker (call a timeout just before a crucial kick, possibly disrupt routine) (didn’t really work though)

Home advantage

86
Q

How can home field advantage impact anxiety?

A

Reduce anxiety, increase self confidence at home (Terry et al, 1998)
BUT! Playing in front of family and friends may increase anxiety (Bray et al, 2000)

87
Q

How can team cohesion impact anxiety?

A

Higher levels of team cohesion is associated with reduced pressure and fewer responsibilities which reduced anxiety

88
Q

What is Stress Inoculation Training (SIT)

A

Helps individuals cope with the aftermath of exposure to stressful events and on a preventative basis to help individuals with future and on-going stressors

89
Q

What are the 3 stages of Stress Inoculation Training (SIT)

A
  1. Educational phase
  2. Skill acquisition and rehearsal
  3. Application and follow-through
90
Q

What has research shown about Stress Inoculation Training (SIT)

A

Mixed results, in some cases it helps individuals in others it does not

91
Q

What is sports confidence?

A

The degree of certainty and individual possesses about their ability to be successful in their sport

92
Q

What is self efficacy?

A

The confidence we have in specific situations

Belief that one can successfully execute the specific behaviour required to produce the desired outcome

93
Q

What is mental toughness?

A

The psychological edge that enables you to cope better than your competitors with the demands of the performance and to remain more determined, focused, confident and in control

94
Q

What is optimism?

A

A tendency to expect the best possible outcome or dwell on the most hopeful aspects of a situation

95
Q

What percentage of athletes associate high levels of confidence with their success?

A

> 80%

96
Q

What sort of relationship exists between confidence and performance? (Vealey)

A

A positive, moderate one

However, you don’t want to become overconfident

97
Q

What relationship does cognitive anxiety have with performance? (Woodman)

A

A negative linear relationship

98
Q

How can low levels of confidence prior to performance impact performance?

A

Leads to feelings of concern, doubts, negative feelings etc

Leading to the situation to be perceived to be out of performers’ control

Leading to symptoms interpreted as debilitative towards performance

99
Q

How can high levels of confidence prior to performance impact performance?

A

Leads to positive thoughts, feelings, recall previous good performances

Leading to the situation being perceived as under the performers’ control

Leading to the situation being interpreted as facilitative towards performance

100
Q

How can you measure sports confidence?

A

Task-specific self-efficacy measures

Sport-specific confidence measures

Qualitative and idiographic measures

101
Q

Where does confidence come from?

A

Preparation (physically and mentally)

102
Q

What are the four factors that can influence self efficacy?

A
  1. Previous accomplishments.
  2. Vicarious experiences.
  3. Verbal persuasion
  4. Emotional arousal
103
Q

In banduras model of self efficacy (1977/1997) what is performance accomplishments?

A

Previous success, for example previously you have never missed a penalty

104
Q

In banduras model of self efficacy (1977/1997) what is vicarious experiences?

A

This could be seeing a teammate who you perceive to be just as good as you scoring a penalty giving you more confidence as you think well if they can do it so can I

105
Q

In banduras model of self efficacy (1977/1997) what is verbal persuasion?

A

It could be praise from a coach or teammate, positive reinforcement. For example, you whack a penalty top bin and your coach says great penalty

106
Q

In banduras model of self efficacy (1977/1997) what is emotional arousal?

A

The evaluation the performer makes of their psychological state

107
Q

What are the 3 P’s of the optimistic mindset?

A

Personalisation

Pervasiveness

Permanence

108
Q

In the 3 P’s of optimisation what does personalisation mean?

A

Making internal attributions for successes and external attributions for failures

109
Q

In the 3 P’s of optimisation what does pervasiveness mean?

A

Making global attributions for successes and specific attributions for failures

110
Q

In the 3 P’s of optimisation what does permanence mean?

A

Making stable attributions for successes and unstable attributions for failures

111
Q

What is Mental Skills Training?

A

The use of self talk, mental rehearsal, cognitive thought stopping and cognitive restructuring to improve self confidence

112
Q

What is self talk?

A

Anytime you think about something, you are in a sense talking to yourself

113
Q

What is self-statement-orientated?

A

What people say to themselves either out loud or as a small voice inside their head

114
Q

What are three tools for identifying self-talk?

A

Retrospection - reflecting on good and bad performances

Imagery - useful for athletes experience in imagery

Written/audio log - useful for athletes with poor recollection and/or imagery skills

115
Q

What are three factors to consider when identifying your self talk?

A 
The where (at home?)
The when (the tunnel)
The who (teammates/family)
116
Q

What is positive self talk?

A

Helps a player to stay appropriately focused on the present, not dwelling on past mistakes or projecting too far into the future

117
Q

What is positive self-talk thought to do?

A

Enhance performance by triggering desired actions through proper attentional focus, correct technique and strategy execution

118
Q

When can you use positive self talk?

A 
To change bad habits
For attention control
For creating a mood (affect)
For changing affect 
To control effort
Building self-confidence
Building self-efficacy
119
Q

What is negative self-talk?

A

Self-talk that gets in the way because it is inappropriate, irrational, counterproductive, or anxiety-producing

120
Q

What can negative self-talk result in?

A

Overestimate demands
Underestimate abilities
Anticipate failure
Overplay its significance

121
Q

How can you control negative self-talk?

A

Thought stoppage
Negative-positive thought coupling
Countering
Reframing

122
Q

How does thought stoppage work (controlling negative self-talk)

A

Users triggers to interrupt or stop undesirable thoughts

Can be words or physical actions

123
Q

How does negative-positive thought coupling work? (Controlling negative self talk)

A

Alternatively, self-defeating thoughts can be couple with self-enhancing thoughts

The last sentence in a string of sentences should be positive

124
Q

How does countering work? (controlling negative self-talk)

A

An internal dialogue that refutes the underlying reason by using facts/figures to support argument

125
Q

How does reframing work? (Controlling negative self-talk)

A

Reframed negative statements into positives

126
Q

What has research shown about self talk (Tod et al., (2011))

A

Those who can use it successfully tend to show an increase in quality of performance

127
Q

Why does burnout occur? (Theories)

A

Entrapment theory (Raedeke,1997)

Unidimensional Identity Development and External Control Model (Coakley, 1992)

Negative-Training Stress Response Model (Silva, 1990)

Cognitive-Affective Stress Model (Smith, 1986)

128
Q

What are general coping behaviours?

A

Sleep
Eating well
Meditation

129
Q

What are antecedents (causes) of pre-comp anxiety? (Situational)

A

Fear of performance failure
Fear of negative social evaluation
Fear of physical harm

130
Q

What are antecedents (causes) of pre-comp anxiety? (Personal)

A

Competitive trait anxiety
Goal orientation
Perfectionism

131
Q

What are the uses of positive self talk?

A 
Skill acq and performance
Changing bad habits
Attention control
Creating affect
Changing affect
Controlling effect 
Build self confidence
Build self efficacy

Sports Science - Psychology (3 decks)

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