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KNSS 253: Sports Psychology > Chapter 4 Slides > Flashcards

Chapter 4 Slides Flashcards

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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:

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

Describe the arousal-performance relationship.

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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.

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A
  • skill
  • fitness
  • personal experience
24
Q

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

Study These Flashcards
A
  • task difficulty

- demands

25
Name the components of cognitive appraisal in the arousal-performance relationship.
- of demands - of resources - of consequences - of meaning of consequences - of bodily reactions
26
Name the components of emotional or physiological response in the arousal-performance relationship.
- HR - muscle tension - brain waves - skin conductance
27
Name the components of behaviour in the arousal-performance relationship.
- motor performance - decision making - perception - retention of learned material
28
Name 6 arousal performance theories (how arousal and anxiety affect performance).
- Drive Theory - Inverted-U Hypothesis - Individualized Zones of Optimal Functioning (IZOF) - Multidimensional Anxiety Theory - Reversal Theory - Catastrophe theory
29
Describe the drive theory.
postulates a linear relationship between arousal and performance
30
Why has the drive theory been largely rejected?
- simplistic and inaccurate | - cannot explain why some athletes "choke" under high arousal
31
Describe the inverted U theory.
- 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
The multidimensional approach consists of:
- Cognitive State Anxiety (negative to performance) - Somatic State Anxiety related to performance (inverted U) - Self-Confidence (determines anxiety) - Trait Anxiety
33
The multidimensional approach says that you perform best when:
- Cognitive anxiety is low - Moderate levels of somatic state anxiety - High confidence (not to high)
34
The multidimensional approach says that you perform worst when:
- Cognitive anxiety is high - To high or to low somatic state anxiety - Low levels (or extreme)
35
Describe the IZOF.
- 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
Describe the reversal theory.
how arousal affects performance depends on an individual's interpretation of his or her arousal level
37
According to the reversal theory, arousal can be interpreted as _____ or as ______.
- pleasant (excitement) | - unpleasant (anxiety)
38
According to the reversal theory, arousal interpreted as pleasant does what to performance?
facilitates it
39
According to the reversal theory, arousal interpreted as unpleasant does what to performance?
hurts it
40
Describe the catastrophe model.
suggests that arousal (ie. somatic anxiety) has different effects on sport performance depending on level of cognitive anxiety
41
Why is the catastrophe theory difficult to test?
too complex
42
The catastrophe model believes that arousal...
improves performance but reaches a threshold: just past point of optimal arousal
43
The catastrophe model believes that when cognitive anxiety is relatively high, it may lead to ...
a sudden (catastrophic) decline in performance
44
After a catastrophic decrease in performance, the athlete must:
- 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
The social facilitation theory predicts the following:
- 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
Describe home-field advantage during the regular season.
- 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
Describe home-field advantage during the playoffs.
- proposed home-field disadvantage, but evidence supporting it is mixed - pressure from crowd
48
Non-sport research supports the idea of championship choking as a result of ...
performer self-consciousness
49
What are the implications for practice?
- recognize signs of arousal and state anxiety - tailor coaching strategies to individuals - develop performers' confidence and perceptions of control
50
How can we tailer coaching strategies to individuals?
- different strokes for different folks | - Sometimes arousal and state anxiety must be reduced, other times maintained, and other times facilitated
51
What are the main causes of anxiety in athletes?
- 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
Name some techniques that can help athletes to reduce experience of anxiety and to improve coping skills.
- 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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