theories of arousal and anxiety Flashcards
describe the drive theory with the equation included
- arousal increases likelihood that dominant response will occur
performance - habit (skill level) x drive (arousal)
what does arousal effect depend on?
- depends on skill level
- high arousal levels = dominant response
describe the difference between skilled and unskilled performers using drive theory
- skilled performer execute skills correctly so high arousal results in high performance
- unskilled performer have incorrect dominant responses so high arousal impairs performance
what are the three limitations of the drive theory?
- too simplistic; predictions fall short
- cannot explain why some elite athletes choke under pressure
- cannot explain why some novice athletes excel under pressure
describe the inverted U theory
- increased arousal improves performance up to a certain point
- beyond peak, performance declines
how does optimal arousal vary? what does it depend on?
- varies between people and sport
- depends on type of activity, skill and personality
- precise people need low arousal whereas strength athletes need high
- elite performers have higher optimal than novice
- more extrovert means higher arousal levels needed
what are the limitations of the inverted U theory?
- unlikely that performance decreases in a smooth declining arc
- over arousal more likely to lead to a vertical plummet
describe the individual zone of optimising function
- each athlete has a zone of optimal anxiety when they perform best
what are the different zones for? what is optimal level?
- different zones are for different emotions
- optimal level is not a point but instead a zone
what is zone anxiety different from and what is altered by?
- zone anxiety different to other emotions
- altered depending on type of skill, level and personality
what are the two limitations of individual zones of optimal functioning?
- doesn’t explain why some perform better when in certain emotion states and others
- doesn’t explain variation in performances for the same athlete when experiencing the same emotion intensity
describe peak flow
- relationship between the task demands and the skill of the performer
- produced when factors are at optimal levels to produce effective performances
factors= apathy, anxiety, boredom
describe peak flow as an extension of being in the zone
- ultimate intrinsic experience felt by athletes from a positive mental attitude with supreme confidence, focus and efficiency
what are the three factors that affect peak flow experience?
- poor mental preparation and failure to reach optimal levels
- environmental influences e.g. frustration caused from referee
- effects of injuries or fatigue during game
what are the positive effects of being in peak flow?
- effortless movement
- subconscious feeling of control
- supreme confidence
describe the multidimensional anxiety theory
- distinguishes between cognitive and somatic anxiety
- suggests cognitive anxiety decreases performance as has inverted U effect
what is effect of cognitive anxiety determined by?
- interpretation
what are the limitations of the multidimensional anxiety theory?
- assumes cognitive anxiety is bad
- assumes that there is a smooth decline in performance
what is the cognitive theory?
- one disruption happens whereby athletes have to regain control of arousal
- dramatic drop in performance
- don’t always return back to optimal level
what must the athlete do after the catastrophe?
- completely relax physically
- cognitively restructure
- reactivate yourself in controlled manner to reach optimal zone
what are the limitations of the catastrophe theory?
- very difficult to test research
- how can you recreate that intense arousal level with an experimental setting
what is the control model of anxiety?
- athlete’s anxiety interpretation was governed by the confidence in their ability to control behaviour and the environment in which to achieve their goals
what happens if you have control vs when you don’t have control?
- yes= positive expectations of (a) ability to cope (b) goal attainment
so symptoms facilitative - no= negative expectations so debilitative symptoms
what are the limitations of the control model of anxiety?
- doesn’t explain the anxiety- performance relationship
why does arousal influence performance?
- muscle tension and coordination
- attention and concentration change
describe how physical muscle tension and coordination is influenced
- high state of anxiety causes muscle soreness, aches, pain and interfere with coordination
- use more muscular energy measured by ECG
describe how attention and concentration are influenced by arousal
- narrowing of attention, shift to dominant styles and attend inappropriate cues
how can some anxiety be good?
- focuses individual on the task at hand which can improve performance
why is too much anxiety bad?
- reduces amount of attentional resources devoted to task
what is the reticular activation system?
- central cortex of the bran controls and regulates arousal
- extroverts have lower levels of internal arousal so seek high levels of external arousal
- introverts have a naturally high level of internal arousal so don’t actively seek external arousal
what else can anxiety be referred to? what is the definition of this?
- referred to as stress
- perceived imbalance between the demands of the situation and capability of meeting these demands
what is stress experience initiated by? what are the two effects?
- initiated by a stressor
- positive if you feel as though you can meet the demands; negative if demands feel greater than ability
describe environmental demands
- deals with physical and psychological demands e.g., performing a difficult skill in front of a large audience
describe perception of demands
- involves judgement about specific requirements of the task and their ability to deal with them
e.g., feeling anxious in a final
describe stress response
- somatic and cognitive reactions to the judgment that the performer has made
describe actual behaviour
- involves the performer attempting to execute the skill
- behaviour reflects attitude towards task e.g. muscle tension during important shot
describe some of the implications for practitioners
- psyching up strategies used w caution
- optimal levels differ between individuals and high anxiety is not always detrimental
- sources of anxiety identified asap + athletes should prepare ‘what if’
- increasing communication and relaxing interpersonal conflicts
- address motivational issues e.g., fear of failure
describe some other implications for practitioners
- practitioners and athletes/ patients need to work together to establish realistic goals
- preperformance routines can reduce anxiety in self paced activities
- anxiety management techniques should be practiced when anxiety is perceived as debilitative e.g. imagery
