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KNSS 253: Sports Psychology > Chapter 4 Slides > Flashcards

Chapter 4 Slides Flashcards

1
Q

Define stress.

A
  • an imbalance between what you perceive is being asked of you and what you believe your coping abilities are
  • A substantial imbalance between physical and psychological demands placed on an individual and his or her response capability under conditions in which failure to meet demands has important consequences
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2
Q

Describe how your mental state affects your performance.

A

mental state –> emotional state –> physical state –> performance

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3
Q

“everything starts with a thought” associates with:

A

self talk ABC’s

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4
Q

When does anxiety occur?

A

when there is a substantial imbalance between the individual’s perception of their ability and their perception of the demands and importance of the situation

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5
Q

Name some situational sources of stress and anxiety.

A
  • event importance

- uncertainty

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6
Q

Name some personal sources of stress and anxiety.

A
  • trait anxiety
  • self-esteem
  • social physique anxiety
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7
Q

What else can be stressful?

A
  • Unpredictability
  • Low control
  • New task
  • New place
  • High expectations
  • High fan involvement
  • Prior success/failure
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8
Q

What is trait anxiety?

A

an acquired disposition that predisposes a person to perceive a wide range of objectively non-dangerous circumstances as threatening and to respond to these with disproportionate state anxiety levels

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9
Q

What is the state of arousal?

A

a general physiological and psychological activation of the organism that varies on a continuum from deep sleep to intense excitement

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10
Q

What is state anxiety?

A

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

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11
Q

What is cognitive state anxiety?

A
  • moment-to-moment changes in worries and negative thoughts

- marked by worry and negative expectations: a distraction

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12
Q

What is somatic state anxiety?

A
  • moment-to-moment changes in perceived physiological arousal
  • this condition will not allow the performer to enter a “peak flow” state
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13
Q

Name 3 measurement instruments for anxiety.

A
  • sport anxiety scale
  • sport competitive anxiety test
  • competitive state anxiety inventory
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14
Q

What is the sport anxiety scale?

A

multidimensional trait anxiety or sport anxiety scale

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15
Q

What is the sport competitive anxiety test?

A

sport specific measurement of trait anxiety

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16
Q

What is the competitive state anxiety inventory?

A

sport specific state anxiety scale

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17
Q

What are the signs of somatic state anxiety?

A
  • cold hands
  • sweating
  • muscle tension
  • butterflies
  • feel ill
  • headache
  • cotton mouth
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18
Q

What are the physiological responses to somatic state anxiety?

A
  • neurons fire rapidly
  • increased muscles contraction (tension)
  • increased hormones (adrenaline)
  • heart rate and breathing increases
  • increased blood to muscles
  • poor coordination
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19
Q

Name some cognitive symptoms of cognitive state anxiety.

A
  • Narrowing of perceptual field
  • Less aware of environment
  • Shift to dominant attentional style – concentration and focus problems
  • Negative thoughts and doubts
  • Lower capacity to process information
  • Athletes “freeze up”
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20
Q

Describe the cognitive state anxiety negative cycle.

A
  • increase in errors
  • more anxiety
  • higher arousal
  • perceived increase in arousal
  • increase in cognitive anxiety
  • cycle
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21
Q

Increased arousal may:

A
  • narrow attention field
  • less scanning
  • attend to wrong cues
  • fear of failure
22
Q

Describe the arousal-performance relationship.

A
  • athlete or participant influences the sport situation, cognitive appraisal, emotional or physiological response, and behaviour
  • sport situation affects cognitive appraisal
  • cognitive appraisal affects emotional or physiological response
  • emotional or physiological response affects cognitive appraisal and behaviour
23
Q

Name the components of athlete or participant in the arousal-performance relationship.

A
  • skill
  • fitness
  • personal experience
24
Q

Name the components of the sport situation in the arousal-performance relationship.

A
  • task difficulty

- demands

25
Q

Name the components of cognitive appraisal in the arousal-performance relationship.

A
  • of demands
  • of resources
  • of consequences
  • of meaning of consequences
  • of bodily reactions
26
Q

Name the components of emotional or physiological response in the arousal-performance relationship.

A
  • HR
  • muscle tension
  • brain waves
  • skin conductance
27
Q

Name the components of behaviour in the arousal-performance relationship.

A
  • motor performance
  • decision making
  • perception
  • retention of learned material
28
Q

Name 6 arousal performance theories (how arousal and anxiety affect performance).

A
  • Drive Theory
  • Inverted-U Hypothesis
  • Individualized Zones of Optimal Functioning (IZOF)
  • Multidimensional Anxiety Theory
  • Reversal Theory
  • Catastrophe theory
29
Q

Describe the drive theory.

A

postulates a linear relationship between arousal and performance

30
Q

Why has the drive theory been largely rejected?

A
  • simplistic and inaccurate

- cannot explain why some athletes “choke” under high arousal

31
Q

Describe the inverted U theory.

A
  • arousal and performance are related in curvilinear manner
  • increased arousal improves performance up to an optimal point. Further increases beyond this point may impair performance
  • difficult to measure empirically
32
Q

The multidimensional approach consists of:

A
  • Cognitive State Anxiety (negative to performance)
  • Somatic State Anxiety related to performance (inverted U)
  • Self-Confidence (determines anxiety)
  • Trait Anxiety
33
Q

The multidimensional approach says that you perform best when:

A
  • Cognitive anxiety is low
  • Moderate levels of somatic state anxiety
  • High confidence (not to high)
34
Q

The multidimensional approach says that you perform worst when:

A
  • Cognitive anxiety is high
  • To high or to low somatic state anxiety
  • Low levels (or extreme)
35
Q

Describe the IZOF.

A
  • low skilled introverts with high trait anxiety perform better in low arousal
  • high skilled extroverts with low trait anxiety perform better in high arousal
36
Q

Describe the reversal theory.

A

how arousal affects performance depends on an individual’s interpretation of his or her arousal level

37
Q

According to the reversal theory, arousal can be interpreted as _____ or as ______.

A
  • pleasant (excitement)

- unpleasant (anxiety)

38
Q

According to the reversal theory, arousal interpreted as pleasant does what to performance?

A

facilitates it

39
Q

According to the reversal theory, arousal interpreted as unpleasant does what to performance?

A

hurts it

40
Q

Describe the catastrophe model.

A

suggests that arousal (ie. somatic anxiety) has different effects on sport performance depending on level of cognitive anxiety

41
Q

Why is the catastrophe theory difficult to test?

A

too complex

42
Q

The catastrophe model believes that arousal…

A

improves performance but reaches a threshold: just past point of optimal arousal

43
Q

The catastrophe model believes that when cognitive anxiety is relatively high, it may lead to …

A

a sudden (catastrophic) decline in performance

44
Q

After a catastrophic decrease in performance, the athlete must:

A
  • Completely relax
  • Cognitively restructure by controlling or eliminating worries and regaining confidence and control
  • Reactivate or arouse himself in a controlled manner to regain optimal functioning
45
Q

The social facilitation theory predicts the following:

A
  • The presence of others “helps” performance on well-learned or simple tasks
  • The presence of others inhibits or “lessens” performance on unlearned or complex tasks
46
Q

Describe home-field advantage during the regular season.

A
  • clear home-field advantage exists for both professional and amateur team sports and dates back almost 100 years
  • occurs for both team and individual sports and for both male and female athletes
47
Q

Describe home-field advantage during the playoffs.

A
  • proposed home-field disadvantage, but evidence supporting it is mixed
  • pressure from crowd
48
Q

Non-sport research supports the idea of championship choking as a result of …

A

performer self-consciousness

49
Q

What are the implications for practice?

A
  • recognize signs of arousal and state anxiety
  • tailor coaching strategies to individuals
  • develop performers’ confidence and perceptions of control
50
Q

How can we tailer coaching strategies to individuals?

A
  • different strokes for different folks

- Sometimes arousal and state anxiety must be reduced, other times maintained, and other times facilitated

51
Q

What are the main causes of anxiety in athletes?

A
  • Predisposition to anxiety
  • Perceived importance of situation
  • Negative attributional style (e.g. ascribing poor performance to one’s own lack of ability)
  • Perfectionism
  • Fear of failure
  • Competition-specific stress (early game vs. late)
52
Q

Name some techniques that can help athletes to reduce experience of anxiety and to improve coping skills.

A
  • Understanding that “pressure” is a perception not a fact - hence pressure situations can be cognitively restructured as enjoyable challenges
  • Learning to interpret arousal signs constructively
  • Using physical relaxation techniques effectively
  • Giving oneself specific, task-relevant instructions
  • Adhering to pre-performance routines
  • Simulation training

KNSS 253: Sports Psychology (19 decks)

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