Challenge 2

Question 1

What are the symptoms of an activated sympathetic nervous system (SAM)?

Answer 1

(Nor)epinephrine production
Increased CV output, blood flow to muscles, HR, BP
Glucose release
“Butterflies” in stomach

Question 2

Which stress response system is designed for the immediate release of energy of the stress to overcome an acute stressor?

Answer 2

The sympathetic-adrenal-medullary (SAM)

Question 3

Which stress response system is associated with chronic stress & the release of cortisol?

Answer 3

Hypothalamic-Pituitary Adrenal (HPA) Axis

Question 4

Name the theories explaining the relationship between arousal and performance.

Answer 4

1) Cue Utilization Theory
2) Drive Theory
3) Inverted-U Theory

Question 5

Describe how Tenets’ Drive Theory explains the relationship between arousal and performance, as well as its effects on task type & skill level.

Answer 5

As arousal increases, performance success increases (linear relatsp.)

Dominant Response * Drive (arousal) = Performance

Increased arousal is disruptive to new skills & beginners

Question 6

Describe how Cue Utilization Theory explains the relationship between arousal and performance, as well as its effects on task type & skill level.

Answer 6

Arousal affects attention, which will then creat disruptions.

Performance disruptions occurs b/c performer fails to attend/utilize necessary information

Disruption is due to narrowing of attention & attending to task-irrelevant cues

Question 7

Describe how the Inverted-U Theory explains the relationship between arousal and performance, as well as its effects on task type & skill level.

Answer 7

Moderate arousal is optimal for performance. Relatsp. is curvilinear

Curve is discontinuous with catastrophic cusp (person works way back from disruption)

Question 8

According to Cue Utilization Theory, what happens to individuals’ visual field when arousal increases?

Answer 8

As arousal increases, visual field will narrow (peripheral vision is lost)

Question 9

How is performance impaired by arousal according to the Searchlight Metaphor?

Answer 9

Vision can be too broad/narrow (or inability to shift between cues)

Attention pointed in wrong direction

Question 10

What are the different forms of anxiety according to the Multi-Dimensional Anxiety?

Answer 10

Cognitive - negative thoughts & appraisals indicating concern regarding performance

Somatic - perception of physiological changes of anxiety experience

Question 11

What are the principles of the Reversal Theory?

Answer 11

Reversal Theory is used to explain how interpretation of arousal is related to a person’s emotional experience

Relatsp. is contingent upon an individual’s interpretation of the arousal state
- On the dimensions of arousal and stress

Question 12

How would creating a task-oriented environ. or ego-oriented environ. affect achievement motivation?

Answer 12

Task-oriented emphasizes effort, individual improvement (standard is self)

Ego-oriented encourages displaying ability rather than development (standard is other people)

Question 13

How does a coach influence the achievement motivations of athletes?

Answer 13

Coaches should have a mix of both task & ego-oriented environments because elite athletes pull from both sources (task & ego)

Question 14

Describe the definitions of success and failure to an optimist, according to Seligman

Answer 14

Success is permanent, universal, caused by internal events, & that good events will enhance everything they do.

Failure is temporary, specific, caused by external events with specific causes, & they are not to blame.

Question 15

Describe the definitions of success and failure to an pessimist, according to Seligman

Answer 15

Success is temporary, specific, & caused by external events.

Failure is permanent, universal, caused by internal events, & is internalized by person.

Question 16

Define self-talk.

Answer 16

An inner discourse that reflects and influences our cognitions about ourselves and our behavior

Question 17

What are the different types of self-talk?

Answer 17

Positive - encouraging, optimistic, confidence-building; Reduces anxiety & forms approach-oriented goals

Negative - critical, rigidly demanding, pessimistic; Counterproductive & produces anxiety, hinders performance/self-esteem/confidence

Instructional - directs attention & focus to give technical instruction for skill

Motivational - increases energy, self-efficacy, confidence, or mood; More effective for execution of conditioning-related tasks & elites

Question 18

What is self-talk used for?

Answer 18

An overall positive effect on learning & performance BUT relatsp. between self-talk & performance depend on task characteristics, performer characteristics, & self-talk characteristics (instructional or motivational)

Question 19

Define choking in sports

Answer 19

Capable athlete knows valuable outcome is at stake yet delivers suboptimal performance

Question 20

According to Baumeister’s explanation of Paradoxical Performances what conditions must be present for a choke to occur?

Answer 20

Performance & Pressure

Question 21

How skilled does an athlete need to be to attribute failure to choking?

Answer 21

Athlete must be capable, If you don’t fully have skill, you can’t choke.

Question 22

What type of situation is necessary, for a failure to perform be attributed to or explained as the athlete choking?

Answer 22

Situation needs to have pressure or be valuable (eg. incentive, game-winning point)

Question 23

Define Allostatic Load

Answer 23

wear & tear that results from either chronic stress or inefficient management of allostasis (over-activation of stress response system)

Question 24

What are the different types of stress describe in the pre-lecture slides?

Answer 24

1) Acute
2) Chronic
3) Deprivational - low motivation, lack of stimulus
4) Anticipatory - about future
5) Secondary - about past
6) Primary - about present

Question 25

Describe Rational Emotive Behavior Theory

Answer 25

People are not disturbed by things but by **their view** of things - No human is damnable & world influences/constrains us - Humans have choice & will flourish in pursuit of something meaningful

Question 26

How does REBT define rational & irrational thinking, according to Ellis? Provide examples.

Answer 26

Rational - helps people achieve their basic goals & purposes, aligns with their likes/desires Irrational - any form of thought/belief that creates obstructions

Question 27

According to the ABC's of REBT, one's beliefs about an activating event will lead to ________.

Answer 27

Consequences (emotional & behavioral) * A = activating event * B = beliefs * C = consequences

Question 28

Define self-serving bias

Answer 28

Tendency to explain success as internal, stable, & controllable * Done as an effort to preserve self-esteem & self-efficacy

Question 29

What is the function of the parasympathetic NS?

Answer 29

Rest & Digest

Question 30

What are the 2 ways to perceive sources of motivation, according to the Cognitive Evaluative Theory? How do they affect long-term motivation

Answer 30

Intrinsic - act of doing something rewarding/meaningful (joy in doing, internal) **better for long-term** Extrinsic - engage in behavior that will lead to rewarding outcome & advert punishing outcome

Question 31

Define self-presentation stress.

Answer 31

Social anxiety that occurs in a sports context towards stigmatization & impression management

Question 32

According to the biopsychosocial model, what are the 2 physiological states?

Answer 32

Challenge - demands exceed ability (SAM) Threat - ability meets demands (HPA)

Question 33

According to Crum's TED Talk on mindsets, how do beliefs & expectations affect a person's experience or behavior?

Answer 33

If you believe you're capable/competent/deserving, you're more likely to notice & seek out helpful opportunities

Question 34

What happened in the Something to Gain, Something to Lose studies? What were the differences in physiological responses based of framing?

Answer 34

Gain - opportunity to gain money; higher CO & lower TPR Lose - opportunity to lose money; lower CO & higher TPR

Question 35

According to Hanton, Mellalieu, & Hall, 2004, presented in lecture, which variable through changes in appraisals can moderate the anxiety-performance relationship so that anxiety does not disrupt performance?

Answer 35

Self-confidence

Question 36

According to the lecture, cognitive theories posit that specific negative biases(thoughts about self, others, the world or negative thoughts about one's past or one's future) lead to specific neurosis. What is the result of negative biases about one's future & one's past?

Answer 36

Future - anxiety Past - depression

Question 37

What happened in the study of Self-Presentational Efficacy? How did their confidence in their ability to form favorable impression affect the level of anxiety?

Answer 37

Self-efficacy is a greater predictor of performance rather than approach/avoidance goals

Question 38

What are the two ways to perceive/interpret external rewards or sources of motivation, according to the Cognitive Evaluative Theory? How do they affect long term motivation?

Answer 38

Intrinsic - act of doing something rewarding/meaningful (joy in doing) **better for long-term** Extrinsic - act of doing something that will lead to rewarding outcome & advert punishing outcome (external factors, others)

Question 39

Define self-handicapping, when it occurs, and what behaviors create the handicap. Why do people handicap, and what constructs are we trying to maintain?

Answer 39

Any action that enhances failure & internalize success * Done in order to preserve perception of high ability in face of failure * We do this to protect self-esteem

Question 40

What is intra-psychic regulation? Who is the source?

Answer 40

Coming within individual * Obligation to ego

Question 41

Name the different stages within the Organismic Integration Theory.

Answer 41

1) External Mtvn./Other-Determined * Obtain reward or avoid punishment 2) Introjection Regulation * Taking in demand but not accepting 3) Identified/Self-Determined * Accepting behaviors as their own & realizing importance 4) Integrated * Part of who they are, more autonomous, self-determined behaviors

Question 42

What are the 3 components of the Basic Need Theory?

Answer 42

1) Autonomy - be the origin of our actions 2) Competence - demonstrate & exert control over environment 3) Relatedness - need to be mutually caring relationships **Need all 3 to flourish & increase motivation**

Question 43

What is Social Facilitation? How can concerns about how others perceive you have a positive influence on performance?

Answer 43

Self-presentational motives can enhance performance (increased performance by being watched)

Question 44

Define Emergent Motivation as described in lecture and how it relates to being in a flow state. What is happening?

Answer 44

Process in which proximal goals emerge as result of the moment-to-moment interaction between person & environment * Loss of consciousness/awareness * Selective attention

Question 45

What experiences do an athlete have while being in the zone or flow? What attributes or characteristics are used to describe the experience?

Answer 45

Person feels cognitively efficient, happy, & motivated (autotelic, rewarding)

Question 46

What cognitive psychology strategies can be used to change or stop negative self-talk?

Answer 46

Change thinking, focus of attention, & behaviors * Countering & reframing

Question 47

Name the differences between intrinsic/internal and extrinsic/external sources of motivation and how they influence the sustainability of motivation.

Answer 47

Intrinsic - knowledge, accomplishment, & stimulation Extrinsic - peers, bosses, etc., or intra-psychic (ego, self-esteem)