Anxiety, Arousal and Stress

Question 1

Define Arousal

Answer 1

A blend of physiological and psychological activation

Question 2

Define Anxiety

Answer 2

The negative emotional state associated with feelings of worry or nervousness and apprehension

Question 3

Give the 4 sub-headings of anxiety

Answer 3

Cognitive
Somatic
State
Trait

Question 4

Define Cognitive anxiety

Answer 4

Thought component of anxiety associated with worry and concern about capability to achieve a task

Question 5

Define somatic anxiety

Answer 5

Physiological component of anxiety associated with performers increase in HR and BP

Question 6

Define state anxiety

Answer 6

Moment to moment changes in feelings of nervousness or worry to a situation deemed as threatening

Question 7

Define trait anxiety

Answer 7

Acquired predisposition to perceive situations as threatening, responding to these with disproportionate state anxiety levels.

Question 8

Give 3 physiological symptoms indicating anxiety/arousal

Answer 8

o	Heart rate
o      Blood Pressure
o	Respiration
o	Skin conductance
o	Biochemistry

Question 9

What can the global and multi-dimensional self-report scales be used to indicate

Answer 9

Levels of anxiety/arousal

Question 10

Give one problem associated with the competitive state anxiety inventory

Answer 10

Subject to bias

Subjective

Question 11

Give one benefit associated with the competitive state anxiety inventory

Answer 11

Sport specific, so reliable for athletes

Question 12

Define stress

Answer 12

A state of psychological tension produced by certain perceived physiological and/or psychological pressures facing the performer. It is the perceived imbalance between the demands of the situation and the capability of the performer to meet them.

Question 13

Give the order of the stress response

Answer 13

Environmental demand
Individual’s perception of the ED
Stress response
Behavioural outcome

Question 14

Give examples of the stress response

Answer 14

• Arousal
• State anxiety
• Muscle tension
• Attention changes

Question 15

Describe drive theory

Answer 15

This states that as arousal/state anxiety increases so does performance.

Question 16

Describe the inverted-u hypothesis

Answer 16

As physiological arousal increases, so does performance, but only up to an optimal point. If arousal is too high, performance will decrease.

Question 17

Describe the IZOF

Answer 17

Each individual has a preferred level of state anxiety that results in the best performance. Rather than an optimal point, there is a bandwidth and performance with levels of anxiety within the band will result in optimal functioning.

Question 18

Describe the catastrophe model

Answer 18

Performance will increase with arousal up to an optimum point, but, if after that point cognitive arousal remains high then rather than being a gradual drop in performance there is a catastrophic drop.
If the performer can regain composure, performance will improve again.

Question 19

What happens to performance if anxiety is viewed as facilitative

Answer 19

Performance improves

Question 20

What happens if performance is viewed as debilitative

Answer 20

Performance decreases

Question 21

Describe Jones’ control model of competitive anxiety

Answer 21

A stressor is introduced, and the performers individual differences affect whether they feel in control or not. If they do feel in control, symptoms are interpreted as facilitative and vice versa

Question 22

Describe how arousal can influence performance (bullet points)

Answer 22

• Increased muscle tension
• Increased coordination difficulties
• Attentional narrowing
• Focusing on incorrect cues
• Performance worries and situation irrelevant thoughts

Question 23

What is the experience of complete failure in performance called (caused by arousal)

Answer 23

Choking

Question 24

How might an athlete view anxiety differently to a non-athlete?

Answer 24

They may see it as more facilitative

Question 25

What are the three headings of anxiety reduction techniques called

Answer 25

* Somatic * Cognitive * Multimodal

Question 26

Describe biofeedback

Answer 26

Being attached to a machine which measures HR, Breathing rate, blood pressure etc. Through practice, the performer can learn to control these responses and transfer these techniques to the game situation

Question 27

Give a disadvantage of biofeedback

Answer 27

 Time consuming to learn |  Requires sophisticated machinery

Question 28

Describe progressive muscular relaxation

Answer 28

Performers’ learn to tense and then relax specific muscle groups to develop awareness of what tension feels like to relax in a game

Question 29

Describe breathing (ART)

Answer 29

Controlling breathing rate to reduce muscular tension and focus the mind

Question 30

Describe imagery

Answer 30

- External imagery- performer pictures themselves performing task successfully as others would see them - Internal imagery- performer pictures themselves performing task successfully as they would see the situation themselves

Question 31

Describe positive self-talk

Answer 31

Maintaining a positive focus by talking to themselves e.g. I can do it

Question 32

Describe autogenic training

Answer 32

Series of exercises designed to produce the sensations of warmth and heaviness to produce a relaxed state

Question 33

Describe stress inoculation training

Answer 33

An individual is exposed to stress in increasing amounts, thereby enhancing their immunity to stress

Question 34

Give 3 ways to increase arousal

Answer 34

* Increase breathing rates * Act energised * Use mood words and positive statements * Listen to music * Use energising imagery * Complete a pre-comp workout

Question 35

Give 3 sources of stress (personal)

Answer 35

1. Trait anxiety 2. Self esteem 3. Social physique evaluation anxiety

Question 36

Describe Reversal Theory

Answer 36

The effect of arousal on performance depends on an individual's interpretation of their arousal level. Best performance is when they view arousal as pleasant excitement

Question 37

Describe the Multidimensional Anxiety Theory

Answer 37

States increases in cognitive anxiety decreases performance. At the same time, somatic anxiety is related to performance in an inverted U

Question 38

How can increased arousal affect attention

Answer 38

By changing the attentional style- so the peak flow cannot occur (if negatively changed)

Question 39

How can a coach use knowledge of arousal to benefit performance

Answer 39

1. Identify optimal arousal levels 2. Recognise how situational factors will affect this level 3. Recognise signs of arousal increasing 4. Tailor coaching and instructional practices to individuals 5. Develop self-confidence