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Kin 303 > Module 5 > Flashcards

Module 5 Flashcards

1
Q

What is stress?

A

An experience that arises from the person-situation relationship and is appraised as taxing or exceeding a person’s resources

Intervene at various stages of the stress process

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2
Q

What is stress imbalance?

A

An imbalance between psychological and/or physical
demands and ability / resources to meet the demand

  • When failure to meet the demand has important consequences
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3
Q

Stress response

A

Physiological, cognitive,
emotional, and behavioural reactions when we
are faced with heavy demands

Reactions that happened to us, because of the demand

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4
Q

Stressors

A

any events, forces, or situations
that have the potential to be interpreted as
stressful.

Demands that can be seen as stressful, challenges, or events, situations

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5
Q

General dimensions

A
  1. Psychological concerns
  2. Physical concerns
  3. Social concerns
  4. Environmental
    concerns
  5. Career and life
    direction concerns
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6
Q

Psychological Concerns

A

These stressors pertain to mental and emotional aspects, such as self-doubt, fear of injury, and psychological readiness

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7
Q

Physical Concerns

A

These relate to the physical demands of the sport, including injury, training demands, and physical fatigue.

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8
Q

Social Concerns

A

Stressors arising from interpersonal relationships, including coaching issues, relationship issues, and expectations of others.

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9
Q

Environmental Concerns

A

These relate to the training or competition environment, such as weather conditions, travel, and unfamiliar surroundings.

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10
Q

Career and Life Direction Concerns:

A

These stressors encompass broader life challenges that can impact an athlete’s well-being, including financial issues, career direction, and balancing sport with other life commitments.

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11
Q

Temporal Dimensions: not a term ( type of stressors)

A

Chronic and acute stress

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12
Q

Chronic Stress:

A

This type of stress occurs over extended periods, such as ongoing pressure to perform or manage a long-term injury.

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13
Q

Stressor: Acute stress

A

is short-lived and often arises from sudden, unexpected events. Examples from the sources include a missed shot, equipment failure, or criticism from a coach

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14
Q

Acute stress

A

Occurs over short time period

Getting yelled at

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15
Q

Type of Stressor form athlete experience

A

Competitive stresssor

Non competitive stressors

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16
Q

Competitive stress

A

directly linked to competition itself, encompassing the time before, during, and after an event

Officiating is not good

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17
Q

Non-competitive stress

A

involves sport-related challenges outside of direct competition, such as training demands, team dynamics, or travel fatigue

Gpa etc

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18
Q

Predictability within stressors

A

Expected, unexpected stressors

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19
Q

Expected stressors

A

are anticipated challenges, allowing athletes to prepare in advance.

Examples include tough opponents or demanding training schedules

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20
Q

Unexpected stressors

A

emerge suddenly, requiring athletes to adapt quickly.

These might include changes in strategy, weather conditions, or last-minute opponent substitutions

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21
Q

Stress definition (person-situation)

A

Consider both person and situations that they are in

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22
Q

Stress definition (appraisal)

A

Most important term, appraisal, this is that persons interpretation, even though they might be capable, if that appraisal is saying they can’t, stress will happen

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23
Q

Stress definition ( Taxing or exceeding the resources)

A

The situation creates a lot of demands, we have to consider them.

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24
Q

Cognitive appraisal:

A

the process of categorizing an encounter and its various facets with respect to its significance for well-being”

How we interpret an event, it’s what we think will happen to us as a result of the situation, what’s at stake, what’s the consequence

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25
Q

What does cognitive appraisal involve?

A

It involves the interpretation of a situation and perceptions regarding its significance.

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26
Q

Cognitive appraisal can be….

A

Cognitive appraisal can be either rapid/automatic or conscious/reflective.

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27
Q

What factors influence. On how we perceive things?

A

Appraisal, beliefs, background all going to factor in on how they perceive things

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28
Q

What are the components of cognitive appraisal, and how do they influence responses?

A

Cognitive appraisal consists of primary appraisal (assessing what is at stake) and secondary appraisal (evaluating what can be done). Together, they dictate the type and intensity of responses, influencing stress, emotion, behavior, and reactions.

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29
Q

What are the components of cognitive appraisal, and how do they influence responses?

A

Cognitive appraisal consists of primary appraisal (assessing what is at stake) and secondary appraisal (evaluating what can be done). Together, they dictate the type and intensity of responses, influencing stress, emotion, behavior, and reactions.

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30
Q

What is primary appraisal, and what factors does it consider?

A

Primary appraisal is the assessment of what is at stake for a person in a situation. It evaluates the relevance of the situation to an individual’s values, goals, beliefs, and sense of self.

Primary label comes because, without something at stake, there is no issue, it s the first step

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31
Q

What is secondary appraisal?

A

Secondary appraisal evaluates what can be done in response to a situation, focusing on the person’s ability to manage, prevent, or adapt.

If somethings is at stake, my appraisal will switch to this

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32
Q

What perceptions are involved in secondary appraisal?

A

Secondary appraisal involves perceptions of available resources and options for coping with a situation.

What do I have at my disposal, what can I use to help with the situation

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33
Q

What factors influence the evaluation during secondary appraisal?

A

The evaluation during secondary appraisal depends on the:

individual’s available resources
(They have some control over access, positive expectations)

level of perceived control

expectations for the future.

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34
Q

The cognitive appraisal process (primary and secondary appraisal) can result in many kinds of PSYCHOLOGICAL EXPERIENCE, including:

A

Perceptions of:
Harm/loss
Threat
Challenge

All leading to the potential of stress

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35
Q

The cognitive appraisal process (primary and secondary appraisal) can result in many kinds of psychological experiences, including:

A

Perceptions of:
Harm/loss
Threat
Challenge

All leading to the potential of stress

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36
Q

What are other possible outcomes of the cognitive appraisal process?

A

Situations may also be perceived as irrelevant, benign-positive (Not too much concern, benefit to them) or beneficial.

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37
Q

Perception of Harm/loss

A

Psycological damage has already been done, not much they could do about it

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38
Q

Perception of threat

A

Anticipating loss, something bad is
Going to happen, ex new person joins and he’s a threat to your spot on the starting line up

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39
Q

Perception of Challenge

A

Difficult to overcome, not worried about harm or loss, chance to rise from it

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40
Q

What is the Theory of Challenge and Threat States in Athletes (Jones et al., 2009)?

A

It explains how athletes experience challenge or threat based on their cognitive appraisals in performance situations.

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41
Q

When are challenge appraisals likely to be experienced by athletes?

A

When they have high self-efficacy, high perceived control, and an achievement goal orientation.

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42
Q

High self efficacy

A

Get a desired outcome

Successfully carry out a situation to their expected outcomes.

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43
Q

high perceived control

A

Have an impact on the demand

44
Q

an achievement goal orientation

A

Strive for goals and high performance

45
Q

Stress recap

A

Stress is a product of the dynamic and
transactional relationship between the person and the environment.

Person (interactionist approach) environment

• Cognitive appraisal is key.

46
Q

What is the definition of coping according to Lazarus & Folkman (1984)?

A

Coping is “a process of constantly changing cognitive and behavioral efforts used to manage specific external and/or internal demands (and/or conflicts between them) that are appraised as taxing or exceeding one’s resources.” (Lazarus & Folkman, 1984, p. 141)

47
Q

What resources influence a person’s coping abilities?

A

A person copes according to their resources, which include:

Health and energy

Beliefs and commitments

Problem-solving skills

Social skills and social support

Material resources

48
Q

What factors, in addition to resources, impact coping?

A

Coping is influenced by:

Appraisals (how situations are interpreted)

The nature of the situation

Personal factors such as personality, past experiences, and emotions

49
Q

How do individuals facing stress and emotional challenges manage their experiences?

A

Individuals facing stress and emotional challenges may manage their experiences in various ways.

50
Q

How does belief in one’s ability to manage situations affect athletes?

A

Athletes who believe in their ability to effectively manage situations are less likely to experience stress and negative emotions.

51
Q

How do coping strategies influence stress and emotions?

A

The coping strategies employed can influence both the intensity and the nature of stress and emotions experienced.

52
Q

When stress and emotions arise from significant objective being harmed, threatened, or challenged

A

Coping represent and individuals approach to managing hat psychological stress and emotional response

53
Q

Coping strategies (micro-analytical)

A

Micro is more specific: Problem-solving
Wishful thinking
Increasing effort
Venting
Confronting
Planning
Seeking social support
Humour
Self-blame
Denial
Distancing

54
Q

Coping functions (macro-analytical)

A

Most of the coping strategies in the last slide can be categorized in these coping function

Problem-focused coping

Emotion-focused coping

Avoidance coping

55
Q

What is problem-focused coping, and how can it be applied in sports?

A

Problem-focused coping involves changing the situation by gathering information and taking proactive steps.

Example: An athlete feeling stressed from negative feedback from her coach loses focus during games. Using problem-focused coping, she arranges a meeting with the coach to discuss how feedback is delivered and reframes the information in a way that helps her stay focused.

56
Q

What is emotional-focused coping, and how does it differ from problem-focused coping in sports?

A

Emotional-focused coping involves managing emotions by changing how a situation is perceived.

Example: An athlete facing a tough opponent feels stress but reinterprets it as a challenge instead of anxiety.

In contrast, problem-focused coping in this scenario could involve seeking advice from a veteran teammate or talking to the coach about strategies to play effectively against the opponent.

57
Q

Avoidance coping

A

Avoidance coping: mentally and physically withdrawn from the situation

leave a team, dropping out, withdrawing

58
Q

Coping strategies can often serve multiple
functions in sports.

A

Obvious example: social support, can regulate emotions, want to forget about issues, seeking advice, so it can be all three

59
Q

3 coping dimensions

A

Task-oriented coping

Distraction-oriented coping

Disengagement-oriented coping

60
Q

Coping dimensions: Task-oriented coping

A

Dealing with the source of the stress and any thoughts and emotion and cognitions that arise from it.

Most effective

61
Q

Coping Dimension: Distraction-oriented coping

A

Distraction-oriented coping involves focusing on something internal or external that is unrelated to the situation.

While it may seem unhelpful at times, avoiding the situation can be beneficial.

Example: If someone knocks on the door but a bear rushes in, avoiding the bear becomes the right choice. Similarly, athletes might benefit from temporarily avoiding stress to regroup and regain focus.

62
Q

Disengagement-oriented coping

A

Stoping progress on the goal, feeing helpless, swearing

Very much like avoidance coping

63
Q

Task oriented coping strategies

A

Thought control
Logical analysis
Effort expenditure
Seeking support
Relaxation
Mental imagery

64
Q

Distraction oriented coping strategy

A

Mental distraction
Social distancing

65
Q

Disengagement orientated coping strategy

A

Disgnation/resignation
Venting of unpleasant motions

66
Q

What is coping effectiveness, and how is it measured?

A

Coping effectiveness refers to how well athletes believe a particular coping strategy has reduced stress or managed worries.

According to Nicholls (2010, p. 264), it is the “degree in which a coping strategy or combination of strategies is or are successful in alleviating stress.”

Key Question: Did the strategy help with the problem and/or reduce the distress associated with it?

67
Q

What is coping effectiveness, and how is it measured?

A

Coping effectiveness refers to how well athletes believe a particular coping strategy has reduced stress or managed worries.

According to Nicholls (2010, p. 264), it is the “degree in which a coping strategy or combination of strategies is or are successful in alleviating stress.”

Key Question: Did the strategy help with the problem and/or reduce the distress associated with it?

68
Q

What are the outcomes of effective coping in athletes?

A

Effective coping is associated with:

Better adjustment to injury rehabilitation
Faster recovery from injury
Lower risk of reinjury
Reduced risk of burnout
Improved well-being
Reduced anxiety and negative emotions
Improved focus

69
Q

What are the outcomes of effective coping in athletes?

A

Effective coping is associated with:

Better adjustment to injury rehabilitation
Faster recovery from injury
Lower risk of reinjury
Reduced risk of burnout
Improved well-being
Reduced anxiety and negative emotions
Improved focus

70
Q

How is coping effectiveness evaluated based on strategy types and outcomes?

A

A coping strategy is considered effective when it positively correlates with good achievement, mental health, and physical outcomes. Key outcomes include:

Task-oriented strategies: Associated with higher perceived goal attainment and increased positive affect

Avoidance-oriented strategies: Linked to lower levels of goal attainment

Disengagement-oriented coping: Predicts increased negative affect

71
Q

How do task-oriented coping, resilience, and stress impact athletes?

A

Positive affect promotes task-oriented coping, which builds resilience, and resilience, in turn, fosters positive affect.

Athletes who use task-oriented strategies over time become more resilient.

Stress contributes to sport injuries by increasing muscle tension, altering information processing, and heightening susceptibility to distraction.

Athletes with higher stress levels and low coping ability are more prone to injury.

72
Q

What is the Cognitive-Motivational-Relational Theory of Emotion (Lazarus, 1991)?

A

The Cognitive-Motivational-Relational Theory of Emotion explains how stress is mediated through two processes: cognitive appraisal and coping.

Person-Environment Transaction: Interaction between individual and situation

Cognitive Appraisal:
-Primary: Evaluates what is at stake
-Secondary: Assesses coping options

Coping:
-Problem-focused: Attempts to change the situation
-Emotion-focused: Manages emotional responses

These processes influence the stress/emotion outcome

Person environment Transaction-> cognitive appraisal -> coping -> stress/emotion outcome

73
Q

Cognitive-Motivational-Relational Theory of Emotion (it’s on going)

A

Things don’t always move linearly, if coping is going well, we might see it has a challenge rather than than a threat, aka we are continually appraising things

74
Q

Cognitive-Motivational-Relational Theory of Emotion (Reappraisal)

A

Mediate the experience of stress, factors that contribute whether we are or not experience stress

Cognitive Appraissal <——> coping

75
Q

How does cognitive appraisal and coping apply when an athlete misses an important practice?

A

Person-Environment Transaction: Missing practice is significant because the athlete typically values it.

Primary Appraisal (What’s at stake):
Coach might bench me
Reduced playing time (impact on playing status)

Secondary Appraisal (What can be done):
Ignore the situation
Communicate with the coach about the missed practice
Reframe emotions and change how I feel about it

Initial Threat Appraisal: Likely the first reaction, creating stress.

Coping Strategies:

Change emotions: Manage the stress emotionally.

Talk to the coach: If this helps, it will alleviate stress and build future coping skills, reducing the intensity of future threat appraisals.

76
Q

If coping behaviours are not always observable, what would be some of the challenges associated with the measurement of coping strategies?

A

Recap bias, we might not remember how we appraised it

77
Q

What do you think would be other ways to measure
coping behaviours?

A

Interview, journaling,

What we can use blood draws to look at effectiveness, cortical response before And after using an intervention

78
Q

How are arousal, stress, anxiety, emotion, and mood related yet distinct?

A

Arousal, stress, and anxiety are often used interchangeably but have distinct meanings.

Similarly, emotion and mood differ conceptually:

Emotions: Intense, short-term responses to specific events.
Moods: Longer-lasting, less specific states.

Key Point:

How we feel emotionally influences how we appraise situations.

Physiological activation (arousal) does not always indicate stress—we can be activated without feeling stressed.

79
Q

What are the key characteristics of emotions?

A

Quick onset: Emotions arise rapidly.

Short duration: They do not last long.

Common cognitive appraisal: Linked to how a situation is interpreted.

Distinctive physiological patterns: Each emotion triggers specific bodily responses.

Distinctive subjective feeling: Emotions are experienced uniquely at the personal level.

80
Q

What are the key characteristics of moods?

A

Diffuse, global, subjective feeling states

Longer lasting than emotions

Not directed toward a specific person, object, or event

Examples: Feeling cheerful or glum

81
Q

What are the specific core emotions according to Lazarus (1991)?

A

Anger (threat appraisal)
Anxiety(threat appraisal)
Fright(threat appraisal)
Guilt
Shame
Sadness
Envy
Jealousy
Happiness
Pride
Relief
Hope
Love
Gratitude
Compassion

82
Q

Which emotions are important in sport and exercise research?

A

While most sport and exercise research has focused on anxiety, other emotions are also important:

Basic Emotions:
Anger
Sadness

Self-conscious Emotions:
Pride
Shame
Guilt

83
Q

What are the key differences between shame and guilt as self-conscious emotions?

A

Shame: (Often has to do with avoidance and withdrawal type behaviours )

Involves stable/internal attributions

People often want to hide (socially/physically)

Linked to the global self

Associated with health/behavior risks

Guilt: (Helps athletes do better next time, very adaptive)

Involves unstable/internal attributions

Linked to specific behaviors

Associated with reparative behavior (efforts to make amends)

84
Q

What are the two types of pride, and how do they differ?

A

Hubristic Pride:
Linked to arrogance and feeling superior to others

Involves stable, internal attributions

Sometimes associated with negative social behavior

Authentic Pride:
Linked to success through effort

Involves unstable, internal, controllable attributions

More likely to be associated with positive social behavior

85
Q

What is involved in coping with emotions?

A

Coping requires managing both the demands and the cognitive and physiological aspects of emotions.

Coping efforts can lead to positive or negative outcomes depending on how emotions are managed.

86
Q

What is emotion regulation, and why is it important in sports?

A

Emotion Regulation:
Defined as the process by which individuals influence which emotions they have, when they have them, and how they experience and express these emotions.

It is an asset in sports, allowing athletes to express emotions in a more adaptive way.

Key Points:
Athletes must be aware of their emotions, as anxiety can manifest differently in different individuals.

Emotion regulation helps individuals work with their emotions, ensuring that emotions support rather than hinder performance.

Quote: “It is not about getting rid of the butterflies; it’s about getting the butterflies to line up.”

87
Q

What are the five emotion regulation strategies proposed by Gross (1998)?

A

Situation Selection: Choosing situations that will influence emotional experiences.

Situation Modification: Altering a situation to change its emotional impact.

Attentional Deployment: Directing attention towards or away from emotional stimuli.

Cognitive Change: Changing how one thinks about a situation to alter its emotional significance.

Response Modulation: Regulating emotional responses after they have been generated.

88
Q

What are some examples of interventions for coping and emotion regulation?

A

Stress Reduction: Techniques to manage and reduce stress levels.

If-Then Coping Plans: Pre-planned strategies for specific situations to enhance coping effectiveness.

Self-Compassion: Encouraging a kind, understanding approach toward oneself during difficult times.

Expressive Writing: Writing about thoughts and feelings to process emotions and reduce stress.

… many more: Numerous additional strategies exist to support coping and emotion regulation.

89
Q

How does gender influence coping strategies?

A

Gender Differences: Generally small and inconsistent across studies (Crocker et al., 2015; Kaiseler & Polman, 2010).

Challenges in Study: Varying stressors faced by men and women complicate the comparison of coping strategies.

Cultural and Organizational
Expectations: These may restrict the coping strategies available to athletes based on their gender.

Complexity: Comparing gender differences in coping is not straightforward due to these factors.

90
Q

What are the three views used to understand gender differences in coping strategies?

A

Role Constraint Theory (Situational Hypothesis): Differences arise from the varying societal roles of men and women.

Dispositional Hypothesis: Gender differences exist even when men and women face the same stressors and have similar cognitive appraisals.

Gender Socialization Hypothesis: Men and women learn to use different coping strategies to manage the same types of situations.

91
Q

How does culture influence coping strategies?

A

Culture may direct which coping options are considered appropriate.

Culture impacts stress, coping, and emotion more broadly, as it may affect which events are important and what success/failure means.

There is some indirect evidence about cross-cultural differences.

It is necessary to consider a range of factors, such as country of residence, type of sport, and gender.

92
Q

What individual factors influence coping strategies in athletes?

A

Age, Development, and Expertise:

More proficient athletes tend to use task-oriented coping (Gaudreau & Blondin, 2002).

Emotional maturity is positively related to the use of task-oriented coping (Nicholls et al., 2015)

Personality:
Optimistic athletes utilize more task-oriented strategies and fewer disengagement-oriented strategies (Gaudreau et al., 2015).

Extraversion and conscientiousness are often associated with task-oriented coping (Kalinowski et al., 2020).

Neuroticism is more commonly linked with disengagement-oriented coping (Kalinowski et al., 2020).

93
Q

What social environmental factors influence coping strategies in athletes?

A

Coaching and teammate interactions influence emotions, emotion regulation, and coping.

Emotions can be “contagious” within teams.

Coaches’ emotions can directly affect athletes’ emotions before and during competition.

94
Q

How do emotions trigger physiological processes?

A

Emotions trigger physiological processes automatically, preparing a person for action.

Examples include changes in:
Respiration rate
Heart rate
Cardiovascular activity
Body temperature
Skin conductance

Hormones such as cortisol and epinephrine are released, indicating an endocrine response.

Different emotions are associated with specific cognitive activities in the brain.

95
Q

What are the relationships between emotions, facial expressions, and physiological responses?

A

Many emotions have distinct facial expressions.

While some emotions have distinctive patterns of physiological responses, the same physiological activation pattern can be associated with different emotions.

For example, anxiety, fear, anger, happiness, and joy are all associated with increases in:
Heart rate
Respiratory rate
Skin conductance

96
Q

How do cognitive appraisals of threat and challenge affect cardiovascular responses?

A

Cognitive appraisals of threat and challenge have distinct cardiovascular patterns:

Challenge appraisal:
Increased heart rate
Increased stroke volume
Increased global cardiac output

↑ Ventricular contractility and ↓ Vascular resistance, enabling more efficient blood circulation

Threat appraisal:
Increased cardiac output (heart rate and stroke volume)
No decrease in vascular resistance.

The lack of reduction in vascular resistance may explain why perceived stress is often associated with increased blood pressure.

97
Q

What is the “stress-is-facilitative” mindset and its effects on athletic performance?

A

The “stress-is-facilitative” mindset refers to the belief that stress can enhance performance.

Research findings:

Pre-season cardiovascular challenge states significantly predicted better performance in offensive baseball and softball (Blascovich et al., 2004).

This mindset enhances cardiovascular challenge responses and improves performance in high-pressure situations, such as a golf putting task in a lab setting (Moore et al., 2015).

Athletes can learn to regulate their emotions and perceive negative emotions as facilitative, which can be beneficial for performance.

98
Q

How does coping development change as athletes mature and gain experience in sport?

A

Coping changes as athletes mature and gain more experience in sport.

Developmental changes in cognition and socialization practices influence this evolution.
Key socialization drives include:
Coaches
Peers and teammates
Parents
Siblings

99
Q

How can effective coping be supported in athletes?

A

Athletes can learn necessary cognitive and behavioral skills to manage sport and physical activity demands successfully.

Coaches, trainers, and health professionals can facilitate and influence this coping development process.

100
Q

How can effective coping be supported in athletes?

A

Athletes can learn necessary cognitive and behavioral skills to manage sport and physical activity demands successfully.

Coaches, trainers, and health professionals can facilitate and influence this coping development process.

101
Q

What are key strategies to create a supportive environment for athletes to learn coping skills?

A

Listen

Monitor own reactions

Reading (& questioning) the athlete/exerciser (support + independence)

Exposure to appropriate amount and type of stressors

Reminding / prompting

Providing perspective

Sharing experiences

102
Q

How do perceptions of supportive coaching affect athletes?

A

Perceptions of supportive coaching have a positive impact on athlete coping efforts and sport achievement. Supportive roles can include parents, mental skills consultants, and teachers, as they can all contribute to coaching in various contexts.

103
Q

How can coaches support effective coping in athletes?

A

Recognize that each athlete has their own appraisals of a situation.

Athlete goals, background, and resources can vary markedly.

Promote controllability: Help to anticipate and plan ahead.

Perceptions of controllability impact the stress and coping process.

Controllable = facilitative, ↑ confidence in coping.

Uncontrollable = debilitative, less likely to cope effectively.

Familiar stressors tend to come with ↑ perceptions of control.

104
Q

How can coaches promote flexible coping in athletes?

A

Promote flexible coping: Different coping options might be necessary as situations change or develop.

A key to coping effectiveness may be learning a variety of coping skills.

Help the athlete identify coping options and evaluate their effectiveness.

Stressors, appraisals, and resources vary (and change/evolve!), so learning a diverse skill set is recommended.

Individualization is crucial.

Recognize that no single coping strategy or approach will be successful all the time or for all people.

105
Q

What is the significance of stress and coping in sports beyond athletes?

A

The relevance of stress and coping extends beyond athletes themselves.

It also includes coaches, managers, support staff, officials, trainers, and other professionals.

Effective coping is essential for all involved in the sports environment.

Kin 303 (13 decks)

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