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theories of arousal and anxiety Flashcards

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1
Q

describe the drive theory with the equation included

A
  • arousal increases likelihood that dominant response will occur
    performance
  • habit (skill level) x drive (arousal)
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2
Q

what does arousal effect depend on?

A
  • depends on skill level
  • high arousal levels = dominant response
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3
Q

describe the difference between skilled and unskilled performers using drive theory

A
  • skilled performer execute skills correctly so high arousal results in high performance
  • unskilled performer have incorrect dominant responses so high arousal impairs performance
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4
Q

what are the three limitations of the drive theory?

A
  • too simplistic; predictions fall short
  • cannot explain why some elite athletes choke under pressure
  • cannot explain why some novice athletes excel under pressure
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5
Q

describe the inverted U theory

A
  • increased arousal improves performance up to a certain point
  • beyond peak, performance declines
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6
Q

how does optimal arousal vary? what does it depend on?

A
  • 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
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7
Q

what are the limitations of the inverted U theory?

A
  • unlikely that performance decreases in a smooth declining arc
  • over arousal more likely to lead to a vertical plummet
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8
Q

describe the individual zone of optimising function

A
  • each athlete has a zone of optimal anxiety when they perform best
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9
Q

what are the different zones for? what is optimal level?

A
  • different zones are for different emotions
  • optimal level is not a point but instead a zone
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10
Q

what is zone anxiety different from and what is altered by?

A
  • zone anxiety different to other emotions
  • altered depending on type of skill, level and personality
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11
Q

what are the two limitations of individual zones of optimal functioning?

A
  • 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
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12
Q

describe peak flow

A
  • 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
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13
Q

describe peak flow as an extension of being in the zone

A
  • ultimate intrinsic experience felt by athletes from a positive mental attitude with supreme confidence, focus and efficiency
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14
Q

what are the three factors that affect peak flow experience?

A
  • poor mental preparation and failure to reach optimal levels
  • environmental influences e.g. frustration caused from referee
  • effects of injuries or fatigue during game
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15
Q

what are the positive effects of being in peak flow?

A
  • effortless movement
  • subconscious feeling of control
  • supreme confidence
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16
Q

describe the multidimensional anxiety theory

A
  • distinguishes between cognitive and somatic anxiety
  • suggests cognitive anxiety decreases performance as has inverted U effect
17
Q

what is effect of cognitive anxiety determined by?

A
  • interpretation
18
Q

what are the limitations of the multidimensional anxiety theory?

A
  • assumes cognitive anxiety is bad
  • assumes that there is a smooth decline in performance
19
Q

what is the cognitive theory?

A
  • one disruption happens whereby athletes have to regain control of arousal
  • dramatic drop in performance
  • don’t always return back to optimal level
20
Q

what must the athlete do after the catastrophe?

A
  • completely relax physically
  • cognitively restructure
  • reactivate yourself in controlled manner to reach optimal zone
21
Q

what are the limitations of the catastrophe theory?

A
  • very difficult to test research
  • how can you recreate that intense arousal level with an experimental setting
22
Q

what is the control model of anxiety?

A
  • athlete’s anxiety interpretation was governed by the confidence in their ability to control behaviour and the environment in which to achieve their goals
23
Q

what happens if you have control vs when you don’t have control?

A
  • yes= positive expectations of (a) ability to cope (b) goal attainment
    so symptoms facilitative
  • no= negative expectations so debilitative symptoms
24
Q

what are the limitations of the control model of anxiety?

A
  • doesn’t explain the anxiety- performance relationship
25
Q

why does arousal influence performance?

A
  • muscle tension and coordination
  • attention and concentration change
26
Q

describe how physical muscle tension and coordination is influenced

A
  • high state of anxiety causes muscle soreness, aches, pain and interfere with coordination
  • use more muscular energy measured by ECG
27
Q

describe how attention and concentration are influenced by arousal

A
  • narrowing of attention, shift to dominant styles and attend inappropriate cues
28
Q

how can some anxiety be good?

A
  • focuses individual on the task at hand which can improve performance
29
Q

why is too much anxiety bad?

A
  • reduces amount of attentional resources devoted to task
30
Q

what is the reticular activation system?

A
  • 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
31
Q

what else can anxiety be referred to? what is the definition of this?

A
  • referred to as stress
  • perceived imbalance between the demands of the situation and capability of meeting these demands
32
Q

what is stress experience initiated by? what are the two effects?

A
  • initiated by a stressor
  • positive if you feel as though you can meet the demands; negative if demands feel greater than ability
33
Q

describe environmental demands

A
  • deals with physical and psychological demands e.g., performing a difficult skill in front of a large audience
34
Q

describe perception of demands

A
  • involves judgement about specific requirements of the task and their ability to deal with them
    e.g., feeling anxious in a final
35
Q

describe stress response

A
  • somatic and cognitive reactions to the judgment that the performer has made
36
Q

describe actual behaviour

A
  • involves the performer attempting to execute the skill
  • behaviour reflects attitude towards task e.g. muscle tension during important shot
37
Q

describe some of the implications for practitioners

A
  • 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
38
Q

describe some other implications for practitioners

A
  • 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

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