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foundations of sport and exercise psychology > stress and anxiety > Flashcards

stress and anxiety Flashcards

week 4

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1
Q

according to Gould et al, 2002 what is the definition of arousal?

A

‘a general physiological and psychological activation varying on a continuum from deep sleep to intense excitement’

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2
Q

what is arousal determined by?

A

physiological processes such as emotions which in turn depend on higher cognitive functions like thoughts

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3
Q

what is sporting arousal?

A
  • An increase level of mental excitement and alertness
  • State of being
    ○ How ready/ not ready they may be for their performance.
    ○ Excited
    ○ Keen mentally and physically ready (optimal level that the individual is ready to go).
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4
Q

what is drive theory according to Hull, 1943?

A
  • Proportional linear relationship (positive straight line)
    ○ As one increases, so does the other.
  • More psyched up – better the performance
  • Increased drive (arousal) will increase the likelihood of dominant response/most usual behaviour
  • Performance will be worse for poorer learnt or complex skills
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5
Q

what are the weaknesses of drive theory?

A
  • If dominant response is wrong, or it isn’t a well learned skill performance will not be increased.
  • Increasing drive (arousal) – performers resort to previously learned skills because they are dominant – but may incorrect (novices, intermediates)
  • Even highly skilled players ‘choke’ in highly charged situations e.g. penalty shoot out
    ○ More activation, they choke.
  • More for simple skills than complex skills
    Doesn’t consider too much or too little activation:
  • If not at the right level of activation, it will influence their performance.
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6
Q

what is under arousal and why is it important for drive theory?

A
  • Athletes under perform
  • Lack drive and determination
  • May not be excited or focused enough to perform
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7
Q

what is over arousal and why is it importnat fro drive theory?

A
  • Feel stressed, anxious/nervous
    ○ Psych themselves out
  • Could become psyched out by opposition
  • Physical symptoms – increased heart rate, sweating, nausea
  • Mistakes are made and performance declines
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8
Q

what is the inverted U theory according to Yerkes and Dobson (1908)?

A
  • Predicts performance effectiveness will increase as arousal increases
    ○ up to some optimal point- different for everyone.
    ○ further increases in arousal will produce a decrease in performance.
  • Theory suggests behaviour is aroused and directed toward balanced or optimal state.
    ○ Under arousal has a negative effect on performance
  • As arousal increases performance will improve
    ○ Arousal continue increase, performance decline (performance starts to decrease)
    ○ Athletes experience over-arousal
  • Under arousal has a negative effect on performance
  • As arousal increases performance will improve
  • Optimal level of arousal where perform at best (“In the Zone”)
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9
Q

hwo does Landers and Arent’s 2010 study support the notion of inverted U theory?

A

cyclists had to continue cycling but when the light was swutched off they had to lift theor finger off a button
they then added another codnition in which cyclists had to press another button
Shows as arousal increases to a certain point but then decreases if it goes bast the point.

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10
Q

what are the criticisms of the inverted-U theory according

Gould & Urdy (1994); Hardy (1990)

A

the Optimal arousal may not be at the midpoint
Nature of arousal itself?
Complex vs simple tasks have different levels of arousal?

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11
Q

what did hardy and fazey say about the inverted u hypothesis?

A

“ a catastrophe for sport psychology”

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12
Q

what did neiss (1988) say about the inverted u hypothesis?

A

“If… the inverted-U hypothesis reveals only that the motivated outperform the apathetic and the terrified, it should be consigned to the true-but-trivial category”

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13
Q

what is the general defenitiopn of anxiety?

A

‘a negative emotional state with feelings of nervousness, worry and apprehension associated with activation or
arousal of the body’ (Weinberg & Gould, 2011).

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14
Q

what is the definition of anxiety in a sporting context?

A

“an unpleasant psychological state in reaction to perceived stress concerning the performance of a task under pressure” (Cheng et al., 2009, p.271)

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15
Q

what is trait anxiety?

weinberg and gould (2011)

A

aspect of personality – an individual with trait anxiety will experience anxiety regardless of the situation (how you usually feel) = How you perceive a situations

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16
Q

what is state anxiety?

weinberg and gould (2011)

A

How you feel right now

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17
Q

what is the trait and state anxiety relationship?

A

Individuals with high trait anxiety usually have high levels of state anxiety in highly competitive, evaluative situations.
○ High trait anxious individuals can learn coping skills to reduce state anxiety.
○ Knowing a person’s level of trait anxiety
Useful in predicting how they will react to competition, evaluation and threatening situations

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18
Q

what is the importance of knowing someonmes trait axiety?

A
  • Trait anxiety can give us some indication of how individuals will cope in competition and evaluative situations
    ○ Don’t want to wait until those situations to find it out.
    Can teach coping mechanisms in the state situation.
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19
Q

what are the two components of state anxiety?

A

somatic anxiety (preconceptions of physiological changes)
cognitive anxiety (worry/ concentration disruption)

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20
Q

what is cognitive anxiety?

A
  • Concerned with extent to which one worries or has negative thoughts
    ○ Lack a sense of self confidence
    ○ Disrupted attentions
    ○ Sense of worry, fear, doubt, etc.
    ○ Worrisome expectation of failure
    ○ Negative concerns about performance
    ○ Impaired ability to concentrate
    These are PSYCHOLOGICAL responses
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21
Q

what is somatic anxiety?

A
  • Concerned with the moment-to-moment changes in one’s perception (dont all respond in the same way) of physiological activation
    ○ Unusual feelings of nausea
    ○ Increased respiration rates
    ○ Increased blood pressure
    ○ Increased muscle tension
    ○ Increased perspiration
    These are PHYSIOLOGICAL responses
22
Q

how does pressure cause anxiety?

A

greater fear of failure in high-pressure / important situation
○ How much importance we put on the situation
If we lower the situation importance we will have less anxiety

23
Q

how does uncertainty cause anxiety?

A

not knowing whether you will succeed or not
○ Not knowing what the outcome will be
Can be in everyday life

24
Q

how does and individuals effect on self-esteem cause anxiety?

A

concern about what others might think if you perform poorly
○ How worthful do we feel
Thinking about how others view us if we perform poorly.

25
Q

how does fear of harm cause anxiety?

A

fear of injury or pain in dangerous activities
○ Injury is a real thing in sport
○ Apprehension on returning from injury
Long-term injuries- will I return at the same level or not.

26
Q

how does frustration cause anxiety?

A

worrying that you may not achieve targets
○ Achieving your targets.
How do you get out of your head if things go wrong.

27
Q

what did Woodman and Hardy (2003) suggest about anxiety and performance in sport?

A
  • Meta-analysis of 48 studies investigating Cognitive Anxiety & Self- confidence subscales
    Effect Size
    Small: 0.2
    Medium: 0.5
    Large 0.8
    quantitative measure of the magnitude of the experimental effect. The larger the effect size the stronger the relationship between two variables.
  • Mean effect sizes greater for high-standard athletes
    ○ High standard= increased pressure (picture changes slightly looking at the differences in standards of play)
    ○ Can cope….Dramatic effect on performance
    § Would expect elite athletes to be able to cope- how is this possible?
    • Fewer ‘random effects’
    • Like to control the controllable.
      Free up space for anything out of your control.
28
Q

what is the relationship between anxiety and performance in sport?

A
  • Anxiety often impairs performance on ‘difficult’ tasks (Eysenck & Calvo, 1992)
    ○ Anxiety is complex
    ○ Pre-event assessment
    § Anxiety in anticipation for an event.
    ○ Blunt performance measures
    ○ In-event coping
    § Cant collect psychological data during an event.
    § When we do measure it, asking them to retrospectively think about it.
    ○ Task characteristics
    § Simple vs complex
    ○ Self-report measures
    § Self-report bias (not getting meaningful data)
    Social desirability bias.
29
Q

what did jones at all say about the relationship between anxiety and performance in sport?

A

“It is probably not very realistic for pre-performance measures of anxiety to predict actual performance to any great extent”

30
Q

what is the defenition of stress according to McGrath (1970)?

A

‘a substantial imbalance between demand [physical and/or psychological] and response capability, under conditions where failure to meet that demand has important consequences’

31
Q

what happens when you experience stress?

A
  • “fight or flight response” Prefrontal cortex is the first part that comes under attack- Deals with executive functioning: decision making
    ○ Increases HR
    ○ Inhibits peristalsis
    ○ Shivering / goose bumps
    ○ Pupils dilate
    ○ Increase perspiration
    ○ Glycogen to glucose
    ○ (Nor)adrenaline
    • Body is getting into state to either defend itself or run away.
32
Q

what is the stress process? (McGrath, 1970)

A

stage 1: environmental demand (some form of demand is placed on an individual- psychological or physiological)

stage 2: individual’s perception of the environmental demand (how much they perciev the situation to be a threat- trait anxious people more likely to see it as a threat).

stage 3: stress response (physical and psychological response to the situation- arousal, state anxiety, muscle tension, attention chnages)

stage 4: behavioural consequences (performance or outcome depending on our perception o the event- as a result, what happened?)

33
Q

what are the sources of stress & anxiety according to (Noblet & Gifford, 2002; Woodman & Hardy 2001) ?

A
  • Thousands specific sources
    Athletes:
    ○ Performance issues such as worrying about performing up to capabilities, self-doubts about talent, team selection
    § If their performance is going to be good or not
    § Selection and deselection
    ○ environmental issues e.g. financial costs, travel, time needed for training
    § Financial issues= some sports are very expensive
    § Maybe have to have a job as well
    § travel
    ○ organizational issues - coaching leadership, communication
    § Coach-athlete relationships
    ○ Physical danger; negative personal rapport behaviours of coaches; and relationships or traumatic experiences outside of sport
    § Behaviours that are traumatic
    Thinking holistically about an athlete- affect of things inside and outside of sport
34
Q

what did McKay et al (2008) suggest about the sources of stress and anxiety?

A

Athletes experience a core group of stress/strain sources that include competitive concerns, pressure to perform, lifestyle demands, and negative aspects of personal relationships.

35
Q

what did Gould et al (1997) suugest about the sources of stress and anxiety?

A

found that injured elite athletes had psychological (e.g., fear, shattered hopes and dreams), physical, medical- or rehab- related, financial, and career stress sources along with missed opportunities outside the sport (e.g., inability to visit another country with the team)

36
Q

how do paretal pressures act as a source of stress and anxiety especially for young children?

A
  • Traditional source
    ○ Reason for taking part
  • Climate pressure perceived can alter its effects (O’Rourke et al., 2011)
  • High pressure in high ego motivational climate= increased perceptions of anxiety
  • High pressure in high mastery motivational climate  decreased perceptions of anxiety
    “did you win” vs “how did it go”
37
Q

what is the individual zone of optimal functioning (Hanin, 1997; 2000)?

A
  • Optimal arousal varies depending on an individuals skill level, personality characteristics and nature of task being performed
    ○ Don’t agree that it is at the midpoint
    ○ Varies for individuals
    ○ Not a single point- a bandwidth
    More of a zone to work with
38
Q

according to Ruiz et al (2017) what are the 2 main features of the IZOF?

A
  1. Optimal level of state anxiety does not always occur at midpoint of continuum but varies from individual to individual – some athletes at lower end of continuum, some midrange, some higher end
  2. Optimal level of state anxiety if not a single point but a bandwidth.
39
Q

why do fine skills need a lower level of optimal functioning?

A

Precision, accuracy and control
Athletes operate better at a lower level of arousal
E.g. Archery, Snooker and darts

40
Q

why do gross skills require higher zones of optimal fucntioning?

A

Large, powerful, movements -Athletes need be determined, focused and physically and mentally excited
E.g. Rugby tackle, Boxing

41
Q

what is the multidimensional anxiety theory?

A
  • Predicts different relationships between different components of anxiety & performance
    Studies shown these two anxiety components differentially predict performance - precise predictions of multidimensional anxiety theory have not been consistently supported (Mellalieu, et al., 2006)
    • Cognitive anxiety measures intensity
      ○ How anxious o you feel based on a questionnaire compared to your performance
      Doesn’t account for perception or evaluation
42
Q

what are the criticisms of the multidimensional anxiety theory?

A
  • “[Multidimensional anxiety theory] only makes predictions about the separate relationships between cognitive anxiety and performance, and somatic anxiety and performance, when what is really required is an explanation of how cognitive and somatic anxiety interact to influence performance” (Hardy & Parfitt, 1991, p.165)
43
Q

what is the catastrophe theory? (Hardy and Parfitt, 1991)

A

Focuses on the interactive effects of arousal, cognitive anxiety and performance
* 3D model: maybe more difficult to understand.
* Performance= z axis
* Cognitive anxiety= as we move out
* Physiological arousal= go across
* Increasing cognitive anxiety= as arousal increases, performance will increase
○ In a steady pattern.
○ When we get to over arousal, there is a sharp decline in performance.- CATASTROPHE.
§ If we keep increasing arousal, performance will steadily decline.
If we can relax enough and reduce arousal levels to gain control over cognitions- we can increase performance but maybe not to its original level- through teaching athetes coping mechanisms

44
Q

what are the implications of catastrophe theory for athletes?

A

○ After a catastrophic decline in performance, the athlete must:
1. Completely relax physically
2. Cognitively restructure (take out negative thoughts and focus on positive ones) or eliminate worries and regain confidence and control, and
3. Reactivate him/ herself in a controlled manner to again reach an optimal level of functioning

45
Q

what is hysteresis (Hardy et al, 1994)?

A

Under conditions of high cognitive anxiety, the pathway that performs takes is different when physiological arousal is increasing to the pathway that performs takes when physiological arousal is decreasing.

46
Q

what is directional anxiety?

A
  • Limitation of measuring just anxiety intensity
  • Interpretation of symptoms important?
    ○ Control pressurised situation:
    § Challenge – resources and coping skills to meet demands
    □ Have the resources and can fulfil the demand
    § Threat – don’t have resources and coping skills to meet demands placed on them
    Believe they don’t have the resources to complete the task
47
Q

what did Neil et al (2006) syudy in relation to anxiety scores between elite and non-elite rugby players?

A

intensity and direction
○ No significant difference in intensity for standard of play
* Is a significant difference with somatic anxiety
○ Elite athletes see it as more of a facilitation (good thing, ready to compete)
○ Non-elite athlete don’t see it as a good thing.
Tells us that elite athletes see stress differently to non-elite athletes.
1. More Facilitative interpretation of somatic responses
2. Less Debilitative interpretation of symptoms of worry

48
Q

how does joesn & Swain (1992) support neil et al’s study?

A

Elite swimmers reported cognitive and somatic anxiety as more facilitative and less debilitative than have nonelite swimmers
* Research found elite swimmers able consistently maintain facilitative interpretation of anxiety,
* especially through using psychological skills (goal setting, imagery, and self-talk)

49
Q

how does Hanton et al (2009) support neil et al’s study?

A

Performers trained effectively use their anxiety symptoms in productive way and develop a rational appraisal process in relation to their experiences during competition

50
Q

what are the arousal and state anxiety signs?

A
  • Cold, clammy hands
  • Need to urinate frequently
  • Profuse sweating
  • Negative self-talk
  • Dazed look in the eyes
  • Increased muscle tension
  • Butterflies in stomach
  • Increased heart rate
  • Have a conversation with the athlete= Create a safe space where they can talk about their feelings.
  • Feeling ill
  • Headache
  • Cotton (dry) mouth
  • Being constantly sick
  • Difficulty sleeping
  • Inability to concentrate
  • Consistently performing better in non-competitive situations
  • Increased breathing rate

foundations of sport and exercise psychology (12 decks)

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