Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Minor > Psychology > Flashcards

Psychology Flashcards

1
Q

Occurs when a substantial imbalance exists between the physical and psychological demands placed on an individual and that person’s response capability under conditions in which failure to meet the demand has important consequences.

(A) AROUSAL
(B) STRESS
(C) ANXIETY

A

(B) STRESS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Blend of physiological and psychological activity in a person, and it refers to the intensity dimensions of motivation at a particular moment.

(A) AROUSAL
(B) STRESS
(C) ANXIETY

A

(A) AROUSAL

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

A negative emotional state characterized by nervousness, worry, and apprehension and associated with activation or arousal of the body.

In sport settings, refers to “an unpleasant psychological state in reaction to perceived stress concerning the performance of a task under pressure”.

(A) AROUSAL
(B) STRESS
(C) ANXIETY

A

(C) ANXIETY

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What are the 4 stages of stress according to the McGrath model?

A

Stage 1 - Environmental demand.
Stage 2 - Individual perception of the demand. (Increased arousal, state anxiety, muscle tension, attention changes)
Stage 3 - Stress response to the demand.
Stage 4 - Behavioural consequences.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What are the 2 main situational sources of stress within athletes?

A

(A) EVENT IMPORTANCE: The more important an event, the more stress provoking it will be. An event that may seem insignificant to most people may be very important for one particular person.

(B) UNCERTAINTY: The greater the degree of uncertainty an individual feels about an outcome or others’ feelings and evaluations, the greater the state anxiety and stress.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Why is high trait anxiety an important source of stress?

A
  • Trait anxiety predisposes someone to view a specific situation as threatening.
  • High trait anxiety individuals have a cognition bias to pick more threatening-relative information in hte environment.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Why is high low self-esteem an important source of stress?

A
  • Athletes with low self-esteem have less confidence and more state anxiety.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

How does audience influence performance according to the Social Facilitation Theory?

A

(a) Enhance performance when the task is simple and well-learned.
(b) Inhibit performance when the task is complex and unlearned.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Explain the Inverted-U Hypothesis on the relationship between arousal-performance.

A
  • Explains that at low and very high levels of arousal, performance is inhibited.
  • Explains that there is an optimal level of arousal (mid-point) in which performance is enhanced.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

How do emotions play a role in the IZOF model?

A
  • Positive and negative emotions can both enhance and inhibit performance.
  • A given emotion can be positively associated with performance for someone, and negatively associated with other.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Explain the Individualised Zones of Optimal Functioning (IZOF)

A
  • Each individual/athlete has his own optimal zone of anxiety in which the best performance occurs.
  • Best performance most likely occurs within this bandwith.
  • Anxiety level lies outside the optimal zone, performance will probably be impaired
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Explain the Multidimensional Anxiety Theory

A
  • ⬆ Cognitive state anxiety ➔ ⬇ Performance.
  • Somatic state anxiety is related to performance in an inverted U. Increases in anxiety facilitate performance up to an optimal point, beyond which additional anxiety causes performance to decline.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Explain the Catastrophe Model (anxiety)

A
  • Physiological arousal is related to performance in an inverted-U fashion, but only when an athlete is not worried or has low cognitive state anxiety.
  • If cognitive anxiety is high, the increases in arousal at some point reach a kind of threshold just past the point which afterwards leads to a rapid decline in performance.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Which one corresponds to PROGRESSIVE RELAXATION by Jacobson?
(A) Relaxation involving the repetition of a word when exhaling.
(B) Relaxation involving tensing and relaxing muscles throughout the body.

A

(B) Relaxation involving tensing and relaxing muscles throughout the body.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Which one corresponds to RELAXATION RESPONSE?
(A) Relaxation involving the repetition of a word when exhaling.
(B) Relaxation involving tensing and relaxing muscles throughout the body.

A

(A) Relaxation involving the repetition of a word when exhaling.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

An acquired disposition that predisposes a person to perceive a wide range of circumstances as threatening and to response to these with a disproportionate state of anxiety levels.

(A) STATE ANXIETY.
(B) TRAIT ANXIETY.

A

(B) TRAIT ANXIETY.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Moment-to-moment changes in feelings of nervousness, worry, and apprehension associated with arousal of the body.

(A) STATE ANXIETY.
(B) TRAIT ANXIETY.

A

(A) STATE ANXIETY.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Moment-to-moment changes in perceived physiological arousal.

(A) COGNITIVE STATE ANXIETY.
(B) SOMATIC STATE ANXIETY.

A

(B) SOMATIC STATE ANXIETY.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Moment-to-moment changes in worries and negative thoughts.

(A) COGNITIVE STATE ANXIETY.
(B) SOMATIC STATE ANXIETY.

A

(A) COGNITIVE STATE ANXIETY.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What are the 2 directions of anxiety?

A

(A) FACILITATIVE: Seem as positive and helpful to performance.
(B) DEBILITATIVE: Seem as negative and harmful to performance.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What factors influence facilitative/debilitative anxiety?

A
  • The athlete’s perception of control in relation to having coping skills to attain a certain goal will determine if anxiety is seen as facilitative or debilitative.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What are the 3 phases of the GENERAL ADAPTATION SYNDROME?

A

(1) ALARM PHASE.
(2) RESISTANCE PHASE.
(3) EXHAUSTION PHASE.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

To which phase this belongs:
“Period in which the body adapts to a repeated exposure to the stressor”.

(1) ALARM PHASE.
(2) RESISTANCE PHASE.
(3) EXHAUSTION PHASE.

A

(2) RESISTANCE PHASE.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

To which phase this belongs:
“Relapse of symptoms that occur due to the prolonged exposure to a stressor, in which the body becomes unable to maintain its alertness”.

(1) ALARM PHASE.
(2) RESISTANCE PHASE.
(3) EXHAUSTION PHASE.

A

(3) EXHAUSTION PHASE.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

To which phase this belongs:
“Fight-or-flight response; Sympathetic nervous system is activate by a sudden release of hormones.”

(1) ALARM PHASE.
(2) RESISTANCE PHASE.
(3) EXHAUSTION PHASE.

A

(1) ALARM PHASE.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

How long does it take to the body to release cortisol during the fight-and-flight”response? How long does cortisol stay in the body systems?

(A) 10 minutes, continues for hours.
(B) 20 minutes, continues for hours.
(C) 30 minutes, continues for hours.

A

(A) 10 minutes, continues for hours.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Explain: MINDFULNESS

A

Awareness that arises through paying attention, on purpose, in the present moment, non- judgementally.

Mindfulness techniques emphasize non judging attention to present realities, including both external stimuli and internal processes. Stimuli that enter awareness are observed, but not evaluated as good or bad, right or wrong.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Why Mindfulness in sport performance?

A

Sport performance goes down when:
(A) You think that your thoughts are actual realities and basing your actions on these seeming truths.
(B) Non acceptance of current affect.
(C) Avoidance behaviour (netflixing, asking to be taken out of the game, skip practice) or controlling.

What helps?
- Accepting and non-judging current affect.
- View internal events (thoughts and emotions) as normal and passing.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Explain: BODY-SCAN MEDITATION

A

A mindfulness meditation practice involving scanning your body for pain, tension, or anything out of the ordinary.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Explain: STRESS REACTION

A

(1) Adrenaline and cortisol levels rise.
(2) BP and HR rise.
(3) Muscles become tense.
(4) Hair stand up (chills).
(5) Senses become sharper.
(6) Pain sensitivity drops.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

How does scanning process might debilitate sports performance?

A

By heightening the athlete’s cognitive activity and task-irrelevant focus instead of promoting enhanced performance through metacognitive, task-relevant attention and goal-directed behavior.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

How does scientific literature says about suppressing and controlling negative thoughts?

A

Suppressing thoughts and controlling negative thinking patterns can actually increase unwanted cognitive activity. Called “ironic processes of mental control”.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Explain: OPTIMAL SELF-REGULATION

A
  • Minimal self-judgement.
  • Minimal vigilance to internal and external threat.
  • Minimal worry (scanning for threat) about possible performance consequences.
  • Directing attentional resources to self-re=levant tasks.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

What is the goal of the SELF-ACCEPTANCE MODEL?

A
  • Recognise that internal experiences of all kinds naturally come and go and do not need to be labeled, judged, managed, or controlled.
  • Efforts to control internal experiences may actually create a hyper-vigilance to internal processes.
  • The overly cognitive, self- focused process is likely to reduce the athlete’s capacity to automatically engage (trust) developed athletic skills, respond to contextual cues, and attend to the necessary aspects of competition.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Explain: MINDFULNESS AND ACCEPTANCE BASED INTERVENTIONS

A
  • Focus in the development of a mindful, non judging awareness and acceptance of in-the-moment cognitive, affective, and sensory experiences.
  • Internal experiences (thoughts, feelings, sensations) occur naturally, coming and going as normal facets of existence.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Explain: COMMITMENT

A

Choosing to engage in actions that align with and promote someone’s personal values, while avoiding behaviours that lead to experimental avoidance (avoiding experiences due to discomfort and fear). “I CAN’T PLAY TO SOMEONE LIKE THAT!”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

How do acceptance-commitment interventions approach internal experiences?

A
  • Assert that these internal experiences are not literal truths and realities, do not need to be avoided, and do not require instant reduction or control.
  • Promote internal experiences as naturally occurring, time-limited events that regularly come and go throughout life.
  • Promote a willingness to fully experience these events; and enhance a commitment to act consistently with the pursuit of chosen values.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Explain: MINDFULNESS-ACCEPTANCE-COMMITMENT (MAP) FOR PERFORMANCE

A
  • Promotes accepting internal experiences while at the same time focusing on the appropriate external factors and behavioural responses required to successfully navigate situations and achieve both immediate and long-term valued outcomes.
  • The MAC is an integrated approach targeting mindful, non judging, present-moment attention (mindfulness), acceptance of internal experiences as natural occurrences, willingness to remain in contact with internal experiences, and values-directed action (commitment).
39
Q

Explain the Rule-governed behaviour according to MAC

A
  • Actions that are primarily driven by internal or external rules, guidelines, or expectations, rather than by direct contact with the current situation or personal values.
  • Often rigid and can be counterproductive in certain contexts.
  • Influenced by thoughts and beliefs about what should be done, rather than what is effective or aligned with personal well-being and goals.
  • An athlete might adhere to a specific training routine (“I must run 10 miles every day”) even when it’s causing harm or isn’t aligned with their current physical condition.
40
Q

Explain the Values-directed behaviour according to MAC

A
  • Action that is guided by personal values - the core principles and ideals that give our lives meaning and direction.
  • More flexible and adaptive than rule-governed behavior.
  • It involves actions that are consciously chosen based on what is important and meaningful to the individual.
  • For example, a musician might choose to practice diligently not because they feel they have to (“I must practice 4 hours a day”), but because they value excellence in their craft and the joy it brings to themselves and others.
41
Q

NEGATIVE EMOTIONAL RESPONSE

A

NEGATIVE EMOTIONAL RESPONSE:
(1) Negative emotional response to a stimuli (anxiety) ⇨ Think about the stimulus (“I can’t keep up) = Develop a negative emotional response to the thoughts.
(2) In the future ⇨ Emotional response or stimuli ⇨ Trigger the same thoughts.
(3) Both cognitive and emotional responses become cues and often lead to forms of avoidance or worry and concentration loss (covert task disengagement).

42
Q

Intervention protocol MAP

A

(1) Educational phase:
Athletes begin to recognise external events (early cue detection) related to performance difficulties or blocks and their relationship to internal experiences (thoughts and emotions) and the behavioral choices that follow.

(2) Mindfulness phase:
Mindfulness techniques are introduced to heighten awareness of internal experiences (mindful awareness) and to develop non judging, present-moment attention.

(3) Values identification and commitment phase:
Introduction to cognitive defusion (process of disconnecting actions and behavioural choices from internal rules and experiences). The athlete learns to act in a manner consistent with valued goals, regardless of negative or distressing internal states.

(4) Acceptance phase:
Recognize the connections between their thoughts, feelings, and behaviors.

(5) Integration and practice phase:
The athlete integrates, consolidates, and practices mindfulness, acceptance, and commitment skills, integrating them daily into both sports and everyday life.

43
Q

Tensing and relaxing progress from one major muscle group to the next until all muscle groups are completely relaxed, while paying very close and careful attention to the feelings associated with both tension and relaxation.

(A) Progressive relaxation (Jacobsen).
(B) Relaxation response.
(C) Autogenic training (Schultz).

A

(A) Progressive relaxation (Jacobsen).

44
Q
  • Applies basic elements of meditation but eliminates any spiritual or religious significance.
  • Uses mental strategies to focus on, such as a specific word to focus on (such as relax, calm, or ease); a word does not stimulate your thoughts, and repeat the word while breathing out. Every time you exhale, repeat the same word.

(A) Progressive relaxation (Jacobsen).
(B) Relaxation response.
(C) Autogenic training (Schultz).

A

(A) Progressive relaxation (Jacobsen).

45
Q
  • A series of exercises that produce sensations, specifically of warmth and heaviness.
  • Restores the balance between the activity of the sympathetic (flight or fight) and the parasympathetic (rest and digest) branches of the autonomic nervous system.

(A) Progressive relaxation (Jacobsen).
(B) Relaxation response.
(C) Autogenic training (Schultz).

A

(C) Autogenic training (Schultz).

46
Q

What is the correct order of a autogenic training program?
(?) Regulation of breathing.
(?) Heaviness in the extremities.
(?) Warmth in the extremities.
(?) Abdominal warmth.
(?) Regulation of cardiac activity.
(?) Cooling of the forehead.

A

(1) Heaviness in the extremities.
(2) Warmth in the extremities
(3) Regulation of cardiac activity.
(4) Regulation of breathing.
(5) Abdominal warmth.
(6) Cooling of the forehead.

47
Q

What are the factors that increase the probability of injury according to the Model Of Stress and Athletic Injury?

A

(A) Personality factors.
(B) History of stressors.
(C) Coping resources.

48
Q

Explain: PERSON-BY-PERSON INTERACTIONAL MODEL OF ANXIETY

A

The interaction of personal factors (self- esteem, social physique anxiety, and trait anxiety) and situational factors (event importance and uncertainty) is a better predictor of arousal, state anxiety, and performance than either set of these factors alone.

49
Q

Explain: BURNOUT

A
  • Emotional and physical exhaustion.
  • Loss of motivation.
  • Withdraw from activities (in severe cases).
  • A psychophysiological response due to frequent but generally ineffective efforts to meet excessive demands, involving loss of motivation and a
    psychological, emotional, and (sometimes) physical withdrawal from an activity in response to excessive stress or dissatisfaction.
50
Q

Explain: STALENESS

A
  • The physiological state of overtraining in which the athlete has difficulty maintaining standard training regimens and can no longer achieve previous
    performance results.
  • Staleness syndrome is an imbalance between training and recovery, exercise and exercise capacity, stress and stress tolerance. Stress is the sum of training and non-training stress factors.
  • A severe long-term effect of an imbalance between the total stressors (training and non-training) and total recovery, which is largely determined by the overall capacity (stress tolerance) of the individual.
  • Motivation is still present, but physical aspect is impacted.
51
Q

What are the 2 types of STALENESS?

A

(A) SYMPATHETIC FORM:
- ⬆ Sympathetic activity at rest.
- Sympathetic overtraining syndrome is an intermediate stage before parasympathetic overtraining.
- Markers associated with sympathetic overtraining are: ⬆ HR (resting and exercise).

(B) PARASYMPATHETIC FORM:
- ⬇ Sympathetic activity with parasympathetic activity dominating at rest and during exercise.
- Markers associated with parasympathetic overtraining are: ⬇ HR (resting and exercise).

52
Q

Explain: OVERREACHED according to the Overtraining-response Continuum

A
  • Overreached and staleness are regarded as opposite extremes of the overtraining-response continuum.
  • An athlete failing to recover within 72 hours has presumably negatively overtrained and is in an overreached state (a short term effect).
  • Short period of 72 hours -2 weeks of impaired performance.
53
Q

Explain: STALENESS according to the Overtraining-response Continuum

A
  • Overreached and staleness are regarded as opposite extremes of the overtraining-response continuum.
  • The long term effect (staleness) results from more severe overtraining, is at the other end of this continuum.
54
Q

Which factors may contribute to STALENESS?

A

(A) INADEQUATE RECOVERY.
(B) CATEGORIES OF STRESS:
- Different types of stress contribute to the total level of stress which may provoke.
- Psychological, social and physiological training stressors.
(C) CAPACITY OF STRESS TOLERANCE:
- Individuals who exhibit an elevated anxiety trait could therefore be regarded as having a lower capacity for tolerating stress and may be more likely to develop staleness (due to how they perceive and rate the intensity of a given stressor).

55
Q

what are the 4 types of recovery to approach OVERSTRESS?

A

(A) NUTRITION AND HYDRATION:
(B) SLEEP AND REST:
(C) RELAXATION AND EMOTIONAL SUPPORT:
(D) STRETCHING AND ACTIVE REST:

56
Q

Why is nutrition and hydration an important aspect to recovery?

A
  • An inadequate diet lacking in calories and fluids, especially with reduced carbohydrate intake, can lead to a decreased ability to withstand the physiological stress associated with training.
  • People who do not consume enough carbohydrates to meet the energy needs of intense training often exhibit symptoms of staleness.
  • The replenishment of glycogen and fluid stores is necessary to tolerate frequent, intense bouts of training.
57
Q

Why is sleep and rest an important aspect to recovery?

A

(A) MUSCLE REPAIR AND GROWTH: During intense exercise, muscle fibers undergo microscopic damage. Rest periods, especially sleep, are when the body repairs these fibers.

(B) GLYCOGEN REPLENISHMENT: Exercise depletes glycogen stores, which is the primary source of energy for high-intensity workouts. Rest and sleep provide the body with time to replenish these glycogen stores, ensuring that energy is available for the next workout.

(C) REDUCTION OF FATIGUE AND INJURY RISK: Continuous training without proper rest can lead to overtraining syndrome.

58
Q

What is the term used to describe the state of being “not aroused at all” in the Arousal Continuum?

A

COMATOSE

59
Q

What is the body’s stress response to sustained sympathetic NS activation?

A
  • Lower sleep quality.
  • Suppressed immune system.
  • Increased muscle tension.
  • Increased HR and BP.
  • Increased ventilation.
  • Little recovery.
60
Q

Explain: SLOW-PACED BREATHING

A
  • Consciously slowed breathing (< 10 breaths/minute).
  • 4 seconds IN / 6 seconds OUT.
61
Q

Explain: FAST-PACED BREATHING

A
  • Consciously slowed breathing (> 20 breaths/minute).
62
Q

How does slow-paced breathing affect performance?

A
  • Time and speed.
  • Strength and power.
  • Agility and shot accuracy.
63
Q

MINOR physiological adaptations and NO change in performance.

(A) Under-training.
(B) Acute overload.
(C) Overreaching.
(D) Over-training.

A

(A) Under-training.

64
Q

POSITIVE physiological adaptations and MINOR improvements in performance.

(A) Under-training.
(B) Acute overload.
(C) Overreaching.
(D) Over-training.

A

(B) Acute overload.

65
Q

OPTIMAL physiological adaptations and performance.

(A) Under-training.
(B) Acute overload.
(C) Overreaching.
(D) Over-training.

A

(C) Overreaching.

66
Q

Physiological MALADAPTATIONS, performance DECREMENTS, and OVERTRAINING SYNDROME.

A

(D) Over-training.

67
Q

What is the correct order according to periodised trining?

A

Under-training ➔ Acute overload ➔ Overreached ➔ Overtraining.

68
Q

Explain: PERIODISED TRAINING

A

The deliberate strategy of exposing athletes to high-volume and high-intensity training loads that are followed by a lower training load (a rest or taper).

69
Q

Process of intensified training used by athletes in an attempt to enhance performance.

A

OVERLOAD

70
Q

An accumulation of training and/or non-training stress resulting in SHORT-TERM decrement in performance, capacity with or without related physiological and psychological signs and symptoms of maladaptation in which restoration of performance capacity may take from several DAYS to several WEEKS.

Short performance decrement followed by improved performance and function.

(A) Functional overreaching.
(B) Non-functional overreaching.
(C) Overtraining syndrome.

A

(A) Functional overreaching.

71
Q

An accumulation of training and/or non-training stress resulting in LONG-TERM decrement in performance capacity with or without related physiological and psychological signs and symptoms of maladaptation in which restoration of performance capacity may take several WEEKS to MONTHS.

(A) Functional overreaching.
(B) Non-functional overreaching.
(C) Overtraining syndrome.

A

(B) Non-functional overreaching.

72
Q

An accumulation of training and/or non-training stress resulting in LONG-TERM decrement in performance capacity with or without related physiological and psychological signs and symptoms of maladaptation in which restoration of performance capacity may take several MONTHS or YEARS.

(A) Functional overreaching.
(B) Non-functional overreaching.
(C) Overtraining syndrome.

A

(C) Overtraining syndrome.

73
Q

A psychophysiological response due to frequent but generally ineffective efforts to meet excessive demands, involving loss of motivation and a
psychological, emotional, and (sometimes) physical withdrawal from an activity in response to excessive stress or dissatisfaction.

(A) Burnout.
(B) Staleness.
(C) Overreach.
(D) Overtraining.

A

(A) Burnout.

74
Q

The physiological state of overtraining in which the athlete has difficulty maintaining standard training regimens and can no longer achieve previous
performance results.

(A) Burnout.
(B) Staleness.
(C) Overreach.
(D) Overtraining.

A

(B) Staleness.

75
Q

Short period of 72 hours -2 weeks of impaired performance.

(A) Burnout.
(B) Staleness.
(C) Overreach.
(D) Overtraining.

A

(C) Overreach.

76
Q

A short cycle of training during which athletes expose themselves to excessive training loads that are near maximum capacity, and does not meet time for recovery.

(A) Burnout.
(B) Staleness.
(C) Overreach.
(D) Overtraining.

A

(D) Overtraining.

77
Q

How long does it take for metabolic recovery to occur following intense exercise?

(A) 24-72 hours.
(B) 24-96 hours.
(C) 48 hours.
(D) 6 to 48-72 hours.

A

(A) 24-72 hours.
- Glycogen replenishment
- Lactic acid/Ph homeostasis hypothesis highly debated.

78
Q

How long does it take for neuromuscular recovery to occur following intense exercise?

(A) 24-72 hours.
(B) 24-96 hours.
(C) 48 hours.
(D) 6 to 48-72 hours.

A

(B) 24-96 hours.
- Lower neural drive. Not able to engage all muscle mass to match the metabolic demand.
- Inflammation due to mechanical disruptions.

79
Q

How long does it take for central recovery to occur following intense exercise?

(A) 24-72 hours.
(B) 24-96 hours.
(C) 48 hours.
(D) 6 to 48-72 hours.

A

(C) 48 hours.
- High-intensity exercise probably more peripheral fatigue.
- Long low-intensity exercise more central fatigue.
- Optimal timing, dose, and combination of interventions for brain recovery remain unclear.
- Peripheral fatigue probably more dominant.

80
Q

How long does it take for cardiocirculatory recovery to occur following intense exercise?

(A) 24-72 hours.
(B) 24-96 hours.
(C) 48 hours.
(D) 6 to 48-72 hours.

A

(D) 6 to 48-72 hours.
- Exercise-induced hypovolemia (dehydration).
- ⬆ SV + ⬆ HR to maintain CO.
- Recovery in ~ 6 hours.
- Cardiac fatigue: recovery in 48 hours (normal) up to 72 hours (prolonged)

81
Q

Stages of classical supercompensation

A

Phase 1: Acute fatigue (4 hours).
Phase 2: Compensation (1-3 days); depending on fitness, intensity and glycogen loading.
Phase 3: Supercompensation, optimum for new training.
Phase 4: Return to baseline after 6 days.

82
Q

Common signs reported in OVERTRAINING SYNDROME

A
  • Poorer performance ***
  • Severe fatigue
  • Muscle soreness
  • Overuse injuries
  • Reduced appetite
  • Disturbed sleep patterns
  • Mood disturbances**
  • Immune system deficits
  • Concentration difficulties
  • Decreased sub-maximum heart rates
  • Decreased maximum heart rates,
  • Decreased maximum oxygen uptake,
  • Decreased sub-maximal and maximal lactate levels****
83
Q

Low carbohydrate intake can lead to mood disturbances, changes in vigor and fatigue.

A

TRUE

84
Q

Inverted J-Hypothesis

A
  • Disease susceptibility is increased in sedentary and over-trained subjects in comparison with regulated, moderate training
  • Exhaustive training suppresses the immune system.
  • Moderate training boosts the immune system.
85
Q

Resilience

A
  • Bouncing back principle.
  • How quickly athletes return to their normal level following an adverse experience like a heavy defeat.
  • When athletes cannot return to their normal level, or the return takes relatively long, it may be a warning signal of a resilience loss!
86
Q

Process of intensified training.

(A) Acute fatigue.
(B) Overload.

A

(B) Overload.

87
Q

Individual response to a single workout.

(A) Acute fatigue.
(B) Overload.

A

(A) Acute fatigue.

88
Q

What are the most common characteristics of burnout?

A
  • Exhaustion, both physical and psychological.
  • Depersonalisation (acting impersonal and unfeeling, in large part due to mental and physical exhaustion).
  • Feeling of low personal accomplishment.
  • Sport devaluation (cynical attitude towards sport participation).
89
Q

What are the main causes of burnout?

A
  • Due to a discrepancy between the individual’s expectations, desires and the harsh reality.
  • Due to imbalance between demands and the sources to meet these demands → chronic stress !
90
Q

Signs of burnout

A
  • Physically exhausted (chronic fatigued).
  • Extremely emotional (mood changes).
  • Depressed mood.
  • Feelings of helplessness.
  • Loss of motivation.
  • Withdraws from friends and colleagues.
91
Q

Factors that promote burnout

A
  • Amotivation.
  • Role conflict.
  • Anxiety.
  • Perfectionism.
  • Parental pressure.
  • Peer conflict.
  • Negative affect.
92
Q

Factor that protect against burnout

A
  • Coping (approach).
  • Enjoyment.
  • Intrinsic motivation.
  • Hope.
  • Perceived control.
  • self-confidence.
  • Social support.
93
Q
A

Minor (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions