Unit 3: Flashcards
Describe Fazey and Hardy’s study and apply it to anxiety and arousal in sport.
Aim
Fazey and Hardy aimed to critique and expand on the Inverted-U Hypothesis of arousal, specifically questioning how anxiety affects performance. They proposed an alternative model called the Catastrophe Theory, suggesting a more complex relationship between anxiety and performance.
Sample
This was a theoretical paper rather than an empirical study, so there was no sample of participants as the study did not involve data collection from a group.
Method/Procedure
Fazey and Hardy reviewed existing literature on the Inverted-U Hypothesis, focusing on its limitations in explaining anxiety’s effects on performance. They proposed a new model (Catastrophe Theory) to illustrate how different levels of cognitive and physiological arousal impact performance.
Findings
Their theoretical model, Catastrophe Theory, indicated that performance increases with arousal up to an optimal point. However, if both physiological arousal and cognitive anxiety are too high, performance drops dramatically, hence the term “catastrophe.” They argued this model more accurately represents the effects of high anxiety on performance compared to the Inverted-U Hypothesis.
Results
Fazey and Hardy’s findings contributed to a better understanding of performance under pressure by showing that performance does not just gradually decrease with increased anxiety. Instead, it can lead to a sudden “catastrophic” decline if both physiological and cognitive arousal exceed manageable levels, challenging the Inverted-U Hypothesis’s simpler model.
application
Fazey and Hardy’s Catastrophe Theory provides valuable insights into how athletes can manage arousal to maintain optimal performance in sports. Their findings suggest that performance is best when both cognitive anxiety (mental worry) and physiological arousal (physical symptoms like increased heart rate) are kept at moderate levels. If either arousal or anxiety becomes too high, athletes risk a sudden, sharp decline in performance, a phenomenon Fazey and Hardy called a “catastrophe.”
In practical terms, this research highlights the importance of pre-game routines and mental training techniques to control both mental and physical arousal levels before competitions. Techniques such as deep breathing, visualization, and pre-game rituals help athletes manage arousal, ensuring they remain energized but calm. These routines help keep physiological arousal within an optimal range and reduce cognitive anxiety, making a performance collapse less likely.
Thus, Fazey and Hardy’s theory has practical applications in sports psychology and coaching, as it shows that athletes who use arousal-management techniques are less likely to experience a sudden performance breakdown. This insight emphasizes the need for balanced arousal levels and provides coaches with effective tools to help athletes stay in control under competitive pressure.
describe Yerkes-Dodson study ?
attempts to explain the relationship between arousal and performance. (inverted U hypothesis)
the model suggests that arousal steadily improves performance as it increases, until a certain point where too much arousal will lead to a steady decline in performance.
the model suggests performance is optimal when arousal is around medium.
easy tasks, best performed when arousal is high
complex tasks, best performed when arousal is low
describe Oxedine’s study ?
Oxedine suggested that:
-High arousal is neccessary for optimal performance, when doing simple sports involving strength, endurance, and speed.
-Low arousal is neccessary for optimal performance when doing sports that are complex, involving fine muscle movements, co-ordination etc.
However, its challenging to apply this theory as Oxedine doesn’t state which sports are ‘simple’ and ‘complex’.
describe Holmes and Collins study ?
Imagery- involves mental practice where an athlete imagines themselves achieving a certain goal.
Types of Motivation:
+ motivational-specific
+ motivational general-mastery
+motivational general-arousal
+cognitive specific
+cognitive general
holmes and collins also outlined the 7 key elements of effective imagery: PETLEP
Physical
Environment
Task
Learning
Emotions
Perspective
describe Lagos’s study ?
Biofeedback - involves using electronic instruments to monitor change in physiological arousal. by seeing physiological arousal in real-time we can use breathing techniques mental imagery etc. to reduce anxiety.
Lagos carried out a study on heart rate variability on a 14-year old competitive Golfer.
- the boy met once a week to practice biofeedback
- he was taught breathing techniques
= following the biofeedback sessions he showed reduction in self-report negative mood-states.
= his competitive performance also improved
Describe Munroe and Chandlers study and apply it to motivation in sport.
Aim
The study aimed to investigate the relationship between imagery use and self-confidence and self-efficacy in young soccer players. Specifically, it looked at whether different types of mental imagery could enhance players’ belief in their abilities and confidence in performing well.
Sample
The sample consisted of 122 youth soccer players aged 11 to 14 years from Canada. Both male and female players participated, representing a range of skill levels in youth soccer.
Method/Procedure
The researchers used a questionnaire-based method to assess the participants’ use of imagery and levels of self-confidence and self-efficacy. Participants completed the Sports Imagery Questionnaire for Children (SIQ-C) to measure five types of imagery (e.g., cognitive and motivational). Self-confidence and self-efficacy were also measured through additional standardized scales, allowing the researchers to analyze the relationship between imagery use and these psychological factors.
Findings
The findings showed a positive correlation between certain types of imagery (especially motivational and cognitive general imagery) and higher levels of self-confidence and self-efficacy. This suggests that young soccer players who frequently use imagery techniques tend to have greater confidence in their skills and abilities.
Conclusion
The study concluded that imagery is a valuable mental tool for young athletes, as it can enhance self-confidence and self-efficacy, likely leading to better performance in sports. Coaches and trainers can use these findings to encourage imagery practice as a way to build confidence in young players.
application
The findings from Munroe-Chandler et al.’s study demonstrate that imagery use, particularly motivational imagery, plays a crucial role in enhancing young athletes’ self-confidence and self-efficacy. These psychological traits are closely linked to motivation in sports. Higher self-confidence and self-efficacy motivate athletes to take on challenges, set goals, and persist through difficult training or competition. By visualizing themselves performing well and overcoming challenges, players reinforce their belief in their abilities, which fosters an intrinsic motivation to perform and improve.
In practical terms, the study suggests that imagery techniques could be incorporated into coaching practices to boost motivation. When athletes use imagery to mentally prepare for games, they are not only building confidence but also strengthening their motivation by setting mental expectations of success. This preparation encourages athletes to approach their sport with a proactive, motivated mindset. Therefore, Munroe-Chandler et al.’s research highlights the importance of mental skills training, like imagery, in enhancing both the motivation and performance of young athletes, providing valuable insights for coaches, trainers, and sports psychologists.
describe Vealey’s study
Vealey’s model of sports self-confidence breaks down confidence into trait and state components.
Trait sports confidence (SC-trait)
- refers to an athlete’s general, stable belief in their abilities across all sports or competitive contexts. It’s an enduring characteristic, meaning some individuals naturally have higher levels of confidence.
State sports confidence (SC-state)
-refers to an athlete’s belief in their abilities at a specific moment or situation, such as during a particular game or event.
The model also includes the influence of external factors, like competitive orientation (how competitive a person is), objective sport situation (the task or competition), and demands of the situation on the athlete’s confidence.
By recognizing the interplay between these different forms of self-confidence, the model helps explain how both general self-confidence and situational confidence influence performance in sports
describe Bandura’s study
Bandura’s model of sporting self-efficacy focuses on the belief that individuals have in their abilities to successfully execute specific actions necessary to achieve particular outcomes in sports. Four main factors influence self-efficacy:
Performance accomplishments (success increases self-efficacy)
Vicarious experience (observing others succeed boosts confidence)
Verbal persuasion (positive feedback and encouragement)
Emotional arousal (managing anxiety and stress)
High self-efficacy leads to increased effort, persistence, and resilience, contributing to better performance and motivation
extrinsic motivation
being motivated by external rewards such as prize money, high salaries, sponsorship deals, praise or encouragement from the coach, etc.)
intrinsic motivation.
involves participating in sport for enjoyment
describe Amorose and Horn (2001)
study
The study examined 72 American college athletes’ aged 17 to 19 intrinsic motivation across different sports. Before and after the season, athletes completed questionnaires on intrinsic motivation and perceptions of their coaches’ leadership behaviors. Results showed no significant difference in motivation between scholarship and non-scholarship athletes. However, positive relationships were found between intrinsic motivation and coaching styles: technical instruction increased motivation, while autocratic behavior decreased it. This suggests that supportive coaching techniques that involve instruction and positive feedback can enhance athletes’ intrinsic motivation over time.
describe Van Raalte’s study
Van Raalte et al. (1995) studied self-talk’s impact on dart-throwing accuracy with 60 male undergraduates assigned to positive self-talk, negative self-talk, or a control group. The positive self-talk group repeated “you can do it!” before 15 dart throws, while the negative group said “you cannot do it,” and the control group had no instructions. Results showed that positive self-talk significantly improved accuracy (p<0.05) compared to both the negative and control groups, which performed similarly, highlighting self-talk’s potential to enhance performance.
