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Level 5 Sport and Exercise Psychology > Stress, Coping and Emotions > Flashcards

Stress, Coping and Emotions Flashcards

1
Q

What is stress, according to Lazarus and Folkman, (1984)?

A

When a situation is appraised as taxing or exceeding an individual’s resources and endangering their well-being

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2
Q

Why is stress seen as a scale/see-saw?

A

Stress is a balance between demands and resources

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3
Q

What happens if you have lots of resources?

A

Boredom

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4
Q

What happens if you have too much demands compared to resources?

A

Stress

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5
Q

An individual may present with the symptoms of stress in a number of different ways:

A

Cognitive
Behavioural
Somatic

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6
Q

Features of cognitive symptoms of stress?

A

Negative self statements
All or nothing thinking
Catastrophising (viewing situation as considerably worse than actually is)
Inability to concentrate / focus

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7
Q

Features of behavioural symptoms of stress?

A

Avoidance
Overtraining
Restlessness

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8
Q

Features of somatic symptoms of stress?

A

Feeling burnt out
Illness - eg colds, headaches
Insomnia
Lack of appetite

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9
Q

Origins of stress research

A

Military wanted to know how to select men who would be stress resistant and train them to manage stress

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10
Q

Calculating life stress

A

1967 - Holmes and Rahe examined whether stress contributed to illness
Developed a scale of what they termed ‘life stressors’
Each stressor was given a ‘weight’ for stress
Participants were asked to tick which stressors they had experienced in last 2 years, level of stress score then calculated

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11
Q

What did Jones and Hardy 1989 suggests the sport environment provided?

A

The sport environment provides many of the ingredients which invariably create stress in those who participate

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12
Q 
Research on stress’ in sport environment 
Cohn, 1990
Gould et al., 1993
Noblet & Gifford, 2002
Thelwell et al., 2008
Evans et al., 2012
A

Cohn, 1990 - Golfers
Gould et al., 1993 - Skaters
Noblet & Gifford, 2002 - Australian footballers
Thelwell et al., 2008 - professional batsmen
Evans et al., 2012 - injured athletes

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13
Q

Two sources of stress?

A

Performance

Organisational

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14
Q

What are performance stessors?

A 
Injury
Preparation
Expectation - internal/external
Self presentation- coach team mates spectator evaluation 
Rivalry
Responsibility
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15
Q

Organisational stress

A

Leadership issues

  • coaches
  • coaching styles

Personal issues

  • nutrition
  • injury
  • goals and expectations

Environmental issues

  • selection
  • finances
  • training environment
  • travel

Team issues

  • team atmosphere
  • support network
  • roles
  • communication
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16
Q

Can some stressors be both performance and organisational

A

Yes

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17
Q

What do young people want from their parents

Knight et al., 2010;2011; Knight & Hill, 2018

A

At competitions:
Feedback on effort and attitude rather than technical / tactical
Displaying respect to ref/opp/ coaches
Encouragement for all the team while maintaining control
Provision of positive but realistic feedback after comp

At home and training
Demonstrate an understanding of your child and role of sport in their life
Learn about their sport from other coaches, parents, online
Remember to give your child time just to be a child - it’s not all about sport

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18
Q

Why is understanding parental stressor important?

A

Reduce stress for parents
Provide a more positive relationship between parent and child
Move beyond seeing sports parents as “pushy parents”

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19
Q

Long term strategy to help sport parents?

A

Educational workshops

Working with parents sport model (WWPS-model) - Lafferty & Triggs, 2014

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20
Q

What does stage 1 include in the WWPS model?

A

Led by coaches and managers
Icebreaker activity - key questions + collaborative ethos
Knowledge and understanding of the sport - rules and reg
Procedure - key policies relevant to athletes confidentiality + channels of communication
Roles - roles and responsibilities parents have at this level
Relationships - how will support networks work with parents

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21
Q

What is included in stage 2 of the WWPS model?

A

Led by sports psychologist
Private and small group sessions
Emotional involvement- relationship between this and positive parenting, how influences performance and ways of providing emotional support
Emotional control and management- strategies for developing emotional control and evaluating performance

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22
Q

What’s the aim for the WWPS model?

A

Help parents develop effective support mechanisms and improve relationships with key personnel in sporting structure

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23
Q

Research on need of education for parents

A

Shields et al. (2005) found 13% parents self reported to angrily criticised child’s performance
Defrancisco and Johnson (1997) 1/3rd youth tennis players felt parents had embarrassed them during performance
Gould et al. (2006) tennis coaches believed 36% parents negatively influenced development
Camila Knight influential in sport parent research

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24
Q

Lazarus and Folkman (1984)

A

Rational approach

Personal factor Environmental factor
(Beliefs about self) (demands of stress in env)
| |
Primary Appraisal Secondary Appraisal
What’s at stake for me? / \
/ | \ / \
Harm/Threat/Challenge Outcome/Expectation
\ /
Coping

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25
Q

Personal factors

A

Each individual will bring something different to the situation

  • goals: without goal no potential for stress
  • beliefs and self & world
  • personal resources: characteristics (eg intelligence) and resources (eg supportive family)
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26
Q

What is an appraisal?

A

Our subject interpretation of the stimuli in our environment
Lazarus and Folkman use appraisal as a way to explain our responses to potentially stressful events

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27
Q

Primary appraisal

A 
Has it already caused any damage?Harm Appraisal 
Will it cause any future damage?
Threat appraisal 
Could it be overcome?
Challenge appraisal
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28
Q

Threat vs challenge?

A

T = Seeing potential for harm
(Increased cortisol, negative emotions, unsuccessful performance)
C = seeing the potential for gain
(Increased catecholamines, Decreased vascular resistance, positive emotions, successful performance)

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29
Q

Re-appraisal

A

Individuals can reappraise their emotional and physiological reactions to stressful situations as more helpful for performance

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30
Q

What is coping?

A

Constantly changing cognitive and behavioural efforts to manage specific external and or internal demands that are appraised as taxing or exceeding the resources of the person (Lazarus and Folkman)

31
Q

What is coping style?

A

Preferred set of coping strategies that remain relatively fixed across time and circumstances (Carver, Scheier & Weimtraub, 1989)

32
Q

Trait approach to coping

A

Individuals have stable coping styles

Set coping strategies across any situation

33
Q

Process approach to coping?

A

Coping is dynamic (changing) constantly changing efforts to manage stress
Takes into account person and environmental variables

34
Q

What happens with coping styles training vs competition?

A

Training - consistency in coping in training
Stable, repeatable stressors

Competition - little consistency in coping during competition
Constantly changing stressors

35
Q

Forms of coping

A

Problem and emotion focus

36
Q

Problem focused coping

A

Intention to manage the problem that is causing stress

Possibly take action to remove the threatening event or to lessen its efforts impact

37
Q

Emotion Focused coping

A

Involves efforts to regulate the emotional responses to the situation
Alter only what’s in the mind of the athlete
Included strategies such as imagery or positive self talk

38
Q

Approach coping

A

Confronting the source of stress

Taking direct action, increasing effort and planning

39
Q

Avoidance coping

A

Physically or mentally disengaging from the situation

More effective for short term stress where consequences may change on their own accord

40
Q

Appraisal focused

A

Cox & Ferguson, 1991 - re evaluation of a situation to reduce its importance

41
Q

Goodness of fit approach

A

How well the coping suits the situation
Problem focused ‘fits’ controllable situations
Emotion focused ‘fits’ uncontrollable
However it is difficult to test

42
Q

Outcome measures

A

Did our coping strategy achieve what it was supposed to
What were the intended outcomes
Could there also be some unintended outcomes
Eg taking performance enhancing drugs
- may help performance
- but may damage health

43
Q

Coping fluctuations

A

Some research states that it is not the goodness of fit that determines effectiveness but the choice of strategy deployed (Eubank & Collins, 2000; Nichols et al, 2006)
Nicholas (2007) effectiveness of a coping strategy fluctuated from day to day and even when in the same competition

44
Q

Coping automaticity

A

Gould et al. (1993) wrestlers in their study coped more effectively because their coping strategies were more automatic

45
Q

Choking

A

The occurrence of inferior performance despite striving and incentives for superior performance
(Baumeister & Showers, 1986)

46
Q

How can we explain choking?

A

1) Distraction

2) Self focus ie conscious processing hypothesis

47
Q

Two theories of choking?

A

Catastrophe theory - association between anxiety and performance
(Hardy & Fazey, 1987)

Conscious processing hypothesis
No pressure perform skills automatically - increase in pressure causes anxiety - start to focus on ourselves and what we are doing - by thinking we consciously control the skill - we don’t perform as well

48
Q

Two theories of self consciousness

A

Masters

Baumeisters

49
Q

Masters theory

A

Self conscious individuals are more likely to choke - they will be unable to handle the situation

50
Q

Baumeisters

A

Self conscious individuals are less likely to choke - they will be used to feeling self avoiding and know how to cope with this

51
Q

Predictors of chocking (implicit vs explicit)

A

Masters (1992) showered that skill disruption will be less likely if the skill has been learned implicitly

52
Q

How to reduce the likelihood of choking?

A

Lower anxiety (strategies)
Re appraisal of situation (cognitive restructuring)
Just do it approach
Ensure that skills are learnt implicitly (fewer rules)
Work with players to make them more/less self conscious
Examine thought processes under pressure - can we train players focus on something other than the skill itself under pressure (eg music, pre performance routines)

53
Q

What are emotions?

A

Emotions are typically described in terms of their subjective experience, associated behaviours or action tendencies abs patterns of physiological activations (Gross, 2008)
Relatively Brief periods of time, occurs in response to particular object/circumstances

54
Q

Emotion regulation - 3 core features

A

1) Goal - what is the athlete trying to accomplish
2) Strategy - what process can they engage in order to reach this goal
3) Outcome - what are the consequences of trying to achieve the goal using those selected strategies

55
Q

Who’s theory is zone of optimum functioning

A

Hanin (2000)

56
Q

Modal model of emotion

A 
Situation - could be internal or external
Attention
Attention
Appraisal 
Responses
57
Q

Emotion regulation - Gross & Thompson (2007)

A

Situation selection - taking actions making it more/less likely to end up in situation that gives desirable or undesirable emotions

Situation modification - modifying some aspects of the environment to achieve a desirable emotional state

Attention deployment - focusing attention on something that positively impacts emotion
Cognitive change - changing the meaning to reduce self blame

Response modulation - regulating physiological and cognitive symptoms

58
Q

Process model of emotion regulation

A

Situation Situation Attention Cognitive Response
Selection Modification Deployme Change Modulatio
| | | |
Situation Attention Appraisal Response

59
Q

Self talk

A

Central to cognitive interventions for acidity reduction, emphasis positive self talk
Research completed by Hatzigeorgiadis et al. (2004, 2009)

60
Q

Two components of anxiety

A

Cognitive
- Mental component, which is characterised by : Negative expectation about success, negative self talk, worries about performance, images of failure

Somatic
- Physiological element. Negative symptoms include: Feelings of nervousness, high blood pressure, dry throat, rapid heart rate

61
Q

What is centering?

A

Involves paying close attention to inhalation and exhalation while noticing every sensation. This technique can automatically reduce anxiety and distractions when needed (Quinn, 2020)

62
Q

Birth of positive psychology

A

Psychology has long focused on suffering
Before 21st century we rarely considered what makes life worth living
Selignab launched the idea of positive psychology

63
Q

What is positive psychology

A

Scientific study of virtue, meaning, resilience and well-being, as well as evidence based applications to improve the lives of individuals and society (Wong, 2011)

Focuses on strengths rather than weakness
Enables individuals to be at their best

64
Q

A misconception of positive psychology

A

It does not mean that positive psychology’s ignite difficulties, rather they might take a strength based approach to consider how someone may overcome a stress

65
Q

Example of positive psychology

A

The African Violet women and Erikson

66
Q

The good life

A

The good life is not an outcome to be achieved but a process that we are constantly engaged with and moving towards when we are the authors of our own lives
These include movements:
Away from disguises, away from oughts, away from expectation and pleasing others
Towards openness to experience, acceptance, trusting oneself

67
Q

Seligman elements to enhance wellbeing, intrinsically motivating and quantifiable measurable

A 
P ositive emotions 
E ngagement
R elationship 
M eaning 
A ccomplishment
68
Q

Eudaimonia

U-day-monia

A

Seeking to fulfil our potential in life

Self-actualisation
Volunteering for charity
Being mindful
Challenging activities that demand skills (sport, hobby)

69
Q

Hedonism

A

Speaking pleasure, enjoyment, comfort or relaxation

Partying
Attending sport events
Immediate pleasure - the pleasures of life

70
Q

Emergence of growth

A

Stories of positive change after adversity are common place

  • religion
  • philosophy
  • folk tales
  • mythology
  • film/television
  • books
71
Q

Could adversity serve as a catalyst to growth in sport

A 
Elite athletes (Howells & Fletcher, 2015)
Injured athletes (Roy-Davis et al., 2017)
72
Q

Multilevel model of growth following adversity

A

Policy
Local policies National P
Cultural
Cultural narratives Collective values
Institutional
Physical environment Psychosocial architecture
Interpersonal
Social networks Support systems
Interpersonal Injured
Athlete

Values - Beliefs - Attitudes
Cognitions - Affect - Behaviour

73
Q

How can we foster growth

Stephen Joseph, 2011

A

T aking stock - ensuring safety and manage stress tolerance levels

H arvest hope - learn to be hopeful about future

R e-authoring - tell your story to find a new perspective

I dentify change - journaling to track changes in identify

V alue change - develop an awareness for new priorities

E xpressing change in action - actively seek to put growth into the external world

Level 5 Sport and Exercise Psychology (8 decks)

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