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SEM 2 Sport & Exercise Psychology > Module 02 : vid 13 - 18 > Flashcards

Module 02 : vid 13 - 18 Flashcards

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1
Q

Define arousal

A
  • General level of bodily energy
  • Varying from sleep to intense excitement
  • Arousal can prepare us for emergency situations
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2
Q

Is anxiety a part of arousal?

A

Yes, anxiety is a particular type of arousal connected to emotions and thoughts

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3
Q

Define anxiety

A

A negative emotional state characterised by nervousness, worry, and apprehension associated with arousal of the body

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4
Q

Define state anxiety

A

Ever changing component of anxiety characterised by subjective, consciously perceived feelings of apprehension and tension, and arousal of the body in a pressure situation.
- More situational related

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5
Q

Define trait anxiety

A

An acquired behavioural tendency or disposition that influences behaviour. Predisposes an individual to perceived an event as threatening.
- More behavioural tendency

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6
Q

Define cognitive anxiety

A
  • THINKING
  • worrying, engaging in task related thinking
  • High and stable to competition
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7
Q

Define somatic anxiety

A
  • PHYSICAL
  • pounding heart, butterflies, etc
  • Remains low until 1-2 days before event and then increases steadily until peaking right before event
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8
Q

Explain the drive theory and if it’s correct or not

A
  • Positive, linear relationship between arousal and performance
  • Higher arousal = better performance
  • However some sports (e.g. archery) don’t benefit from really high arousal
  • This can’t be correct, it IS possible to have TOO much arousal/anxiety
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9
Q

Explain the inverted-U hypothesis

A

Increased arousal is postulated to improve performance up until a certain point, beyond this point further increases in arousal may impair performance

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10
Q

Explain the multidimensional anxiety theory

A
  • Cognitive and somatic anxiety affect performance differently
  • More cognitive anxiety = lower performance
  • More physical anxiety = the inverted-U
  • “Don’t want ANY cognitive anxiety”
  • However, it’s more the view of the persons cognitive anxiety, not it itself
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11
Q

Explain the catastrophe theory

A
  • Performance depends on the interaction between arousal and cognitive state anxiety
  • The relationship between arousal and performance is dependent on how much cognitive anxiety and individual has
  • When cognitive anxiety (worry) is low = inverted-U
  • When cognitive anxiety (worry) is high = inverted -U that drops straight down after peak (plummet in performance)
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12
Q

What are the four stages of stress?

A
  1. Environmental Demand: physical demands, psychological demands
  2. Perception of Demand: Amount of threat perceived from demand
  3. Stress Response: Arousal, anxiety, attention
  4. Behavioural Consequences: Poor performance, other outcomes
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13
Q

Reconstructing anxiety

A
  • Affirmative thoughts (being positive)
  • Viewing pressure situations as opportunities or challenges
  • Focusing on the task at hand
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14
Q

Psychological methods/strategies that help athletes to restructure anxiety (4)?

A
  • positive self talk
  • mental rehearsal
  • imagery
  • Relaxation
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15
Q

Why do arousal and anxiety lead to poor performance?

A
  • Anxiety consumes working memory, causing reduced attentional capacity, and therefore inefficient processing of task related information
  • Anxiety distracts from important thoughts of completing task
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16
Q

Internal distractions…?

A

Thoughts, feelings, and/or bodily sensations (e.g. pain, fatigue) which impede athletes’ efforts to concentrate on the job at hand

17
Q

External distractions…?

A

Objective stimuli which divert out attentional spotlight away from its intended target (e.g. crowd, noise, other players)

18
Q

Define concentration…

A
  • One component of the multi-dimensional construct of “attention”
  • A persons ability to exert deliberate mental effort on what is the most important thing in any given situation
19
Q

Is concentration lost and restored?

A

No, it is merely redirected at a target that is irrelevant to the task.

20
Q

Strategies to Enhance Concentration…(4)?

A
  • Trigger words
  • Pre-performance routines
  • Specifying performance goals
  • Mental practice
21
Q

Name and describe the two types of focus (and provide examples)

A

Internal focus: attention focused to the athletes body (e.g. focus on wrist flick)

External focus: Attention directed outside of the body (e.g. focus on basket)

22
Q

Which type of focus is superior?

A

External focus

23
Q

Why is external focus superior?

A
  • Allows for natural and habitual body movements take over (constrained-action hypothesis)
  • External focus reduced amount of cues a person is attending (cognitive load reduction hypothesis)
24
Q

Explain the constrained-action hypothesis

A

“conscious attempts to control movements interfere with automatic motor control process whereas the external focus on the movement effects allows the motor system to self organise more naturally, unconstrained by conscious control”

25
Q

Explain the cognitive load reduction hypothesis

A

An external focus may reduce the number of cues which a person is attending, thereby resulting in reduced load and better performance

26
Q

Explain hyper-accessibility

A

The tendency for a suppressed thought to come to mind more readily than a thought that is the focus of intentional concentration

27
Q

What do SMARTS goals stand for?

A 
Specific
Measurable
Action-oriented 
Realistic
Time-bound
Self-determined
28
Q

What are the types of goals?

A
  • Subjective
  • Objective
    Outcome goals
    Performance goals
  • process goals
29
Q

Describe subjective vs objective goals

A

Subjective: General statement of intent (e.g. “i want to do well”)

Objective: Focus on attaining a specific standard of proficiency (e.g. “ I want to do 10 push ups)

30
Q

Describe outcome goals

A

Involve some sort of interpersonal comparison (e.g. being the first in the match, number of wins)

31
Q

Describe performance goals

A

An end product of performance relatively independent of other performers and the team (e.g. score of 25)

32
Q

Describe process goals

A

Specific behaviours exhibited throughout a performance (e.g. keep the left elbow up)

33
Q

_____ goals only exhibited the lowest level of improvement

A

outcome only

34
Q

What is the ideal goal?

A

Multigoal strategy (outcome, performance, process)

35
Q

_______ goals increase confidence compared to _____ goals

A

Process compared to performance

SEM 2 Sport & Exercise Psychology (4 decks)

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