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Sport Psych > Lecture 2 - Stress and anxiety > Flashcards

Lecture 2 - Stress and anxiety Flashcards

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1
Q

Who distinguished the types of stress?

A

Selye (1973)

  • good stress = eustress
  • bad stress = distress
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2
Q

give examples of good stress

A
  • eustress = muscles wouldnt grow if they werent stressed

- Learning - wouldnt learn coping strategies without experiencing stress

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3
Q

Who looked at the stress WW2 pilots experienced?

A

Shaffer (1947)

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4
Q

OUtline Shaffer (1947)s findings

A 
ww2 pilots experienced these when flying over enemy territory:
- pounding hear/pulse = 86%
- Tense muscles = 83%
- Irritable/ angry = 80%
- Dry throat/mouth = 80%
ETC
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5
Q

What was gould & Kranes (1992) definition 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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6
Q

Who proposed the inverted u-hypothesis?

A

Yerkes-dodson (1908)

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7
Q

Who propsed Drive theory?

A

Hull (1943), Spence & Spence (1966)

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8
Q

Outline Drive theory

A

Performance = Habit X Drive

  • habit = how well skill is learned
  • drive = arousal on this spectrum

Basic assumption = for well learned skills, as drive state increases, so should performance - if not learnt so well, drive state increasing will reduce performance

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9
Q

Outline Arent & Landers (2003) experiment into Drive theory

A
  • p’s had to be cycling and their movement (start of reaction movement to end) were tested
  • as heart rate increased, movement time decreased
  • higher arousal = better performance
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10
Q

What are the problems with drive theory?

A
  • standard arousal may lead to severl emotions - heart rate doesnt indicate emotion
  • Elite athletes are very good at the skill - so how do we explain choking? - led to development of inverted u
  • not much empirical evidence
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11
Q

Outline Yerkes & Dodson (1908) U hypothesis

A
  • there is an optimal level of arousal, this level is different for simple vs complex skills
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12
Q

Outline Yerkes & dodson (1908) experiment

A

Mice were taught to distinguish between coloured doors/ rooms - they varied how similar the colours were
- they varied intensity of shock from low-medium-high
- they learnt quickest if given a medium shock
- if they were right = food
- if wrong - shock
√ - supported by Arendt & Landers who found the same thing, i.e. too much is bad

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13
Q

What happens when you experience stress

A

fight or flight

- e.g. among all those changes, noradrenaline is secreted, glycogen -> glucose

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14
Q

outline Weinberg & Goulds (2011) definition of anxiety

A

A negative emotional state with feelings of nervousness, worry, and apprehension
Associated with activation of arousal of the body

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15
Q

Define trait anxiety

A

Feel anxious in most circumstances - its a predisposition

See things as a threat + feel anxious about them

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16
Q

Define state anxxiety

A

How you feel in a particular point in time

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17
Q

Who developed competitive trait anxiety?

A

Martens et al (1990)

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18
Q

Outline Martens et al (1990)

A

Gave a questionnaire to assess levels of competitive trait anxiety - e.g. before i compete i feel uneasy

  • found a generall weak association with performance
  • low trait anxious had free ‘phasic movement’ (fluid motion, not stiff or tense)
  • High trait anxious - co-contraction of agonist + antagonise muscles
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19
Q

Who came up with Multidimensional state anxiety>

A

Burton (1988)

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20
Q

OUtline Burton (1988)

A

Multidimensional state anxiety

  • studied swimmers
  • had to report anxiety and self-confidence before events
  • compared it to their performance
  • MSA predicts difference between different components of anxiety and performance
  • e.g. more cog anx leads to worse performance
  • somatic anxiety had an inverted u shape with peformance - optimal level
  • more self-confidence = better performance
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21
Q

Who came up with the competitive state-anxiety inventory-2?

A

Martens et al (1990)

  • questionnaire has questions assessing cognitive anxiety, somatic anx, and self-confidence
  • supports Burton
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22
Q

Evaluate burton (1988)

Study These Flashcards
A

√ - research support from martens et al

√ - Relatinships strongest in short duration events - feel anxious until point of perofmrnace, feel fine once started

23
Q

How does anxiety change before, during and after the event?

Study These Flashcards
A

Cognitive anxiety stays the same until the event, then gets worse
Somatic gets worse in the build up before event, then steadily goes down

24
Q

Define cognitive and somatic anxiety

Study These Flashcards
A 
Cognitive = worry, concentration disruption
Somatic = perceptions of physiological changes
25
What 4 types of anxiety make up multi-dimensional anxiety?
1. Trait 2. state 3. Cognitive 4. Somatic
26
Evaluate inverted-U
X - A catastrophe for sport psych - Hardy & Fazey (1987) X - May not be a smooth curve it could be a drastic/ dramatic drop off X - "True but trivial" (Neiss 1988) X - Ignores emotions/ intentions √ - research support - Yerkes Dodson X - Doesnt explain why this affects performance - just says tehre is a relationship
27
What are the congitive approach to stress?
When anxious, brain is more attentive to threats
28
What is the 3 aspects of stress?
- how it made you think (thoughts/ congitive processes) - How it made you feel (somatic, emotional) - How it made you behave (avoidance, coping, performance)
29
Who outlined the process of responding to stress?
McGrath (1970)
30
outline McGrath (1970)
stage 1: Environmental demand (physical/ mental) Stage 2: individual perception of the environmental demand (amount of physically/ mentally perceived threat) Stage 3: Response (arousal, anxiety, muscle tension, attention) Stage 4: Behaviour (performance/ actions/ outcome)
31
Who did a study into cognitive appraisal?
Schacter & Singer (1962)
32
outline Schacter & Singer (1962)
Emotion = raw materials + interpretation P's given vitiman injection (but was actually epinephrine) Uninformed p's had stronger emotional reaction to stooges behaviour
33
Give a sporting example of cognitive appraisal
- how you feel isnt inevitable - influenced by your perceptions of your coping potential - Stressor -> coping potential (are my skills and abilities adequate) - yes? = challenge approach or no? = threat avoidance
34
who did a sporting study into cog appraisal?
Jordet (2009)
35
outline Jordet (2009)
Looked at penalty kicks - recorded if the taker walked back facing keeper or turned away- if you turn away, supposedly that is a sign of avoidance - Looked at response times to whislte - if you want it over you response to it quicker - there was a Correlation between how quickly they took it and sucess - quicker reaction = 62% success - slower reaction = 68%
36
who came up with catostrophe theory and why?
Hardy & Parfitt (1991) - Hardy criticise multi-dimensional anxiety therapy for seperating how cog anx and somatic anx affects performance - Their theory would look at how arousal, cog anx and performance interact
37
Outline catastrophe theory
- That like wave diagram - Predicts inverted u relationship between arousal and performance - when cog anx is low! - but when cog anx is high, there is a much more complex relationship - performance follows u theory then suddenly drops off - have to go back to start to reach peak again - also predicts different performance if arousal is increasing or decreasing
38
What study did Hardy & Parfitt (1991) do?
- netball players - assessed free throw sucess with varying levels of heart rate - Did it in a high cog anx condition (major competition soon) and a low cog anx (practice, no event coming up)
39
What were hardy & parfitt's findings?
- Supports catastropher graph - With low anx, results didnt really follow inverted u shape - but he didnt really care - With high anx - free throw sucess increased with heart rate - but suddenly dropped off when approaching max heart rate - free throw sucess remained low until heart rate was back to normal
40
Who investigated Directional anxiety?
Jones, Swain & Hardy (1993)
41
outline Jones, Swain & Hardy (1993)
Criticised just measing anxiety intensity - so they looked at how symptoms were interpreted - p's had to answer qs about anxiety and say if they felt it to be debilitive or facilitative - compared high to low level athletes
42
Outline Jones, Swain & Hardy (1993) findings
- Not much difference in anxiety intensity across high level, or low level athletes - but, the way symptoms were interpreted (negatively vs postiely) was different
43
Outline directional anxiety
Which direction the stressor/ anxiety is interpreted is key
44
Who investigated anxiety and performance in sport?
Woodman & Hardy (2003)
45
outline Woodman & Hardy (2003)
Meta-analysis, 48 studies looking at cog anx and self- confidence questionnaires - compared these to performance - also compared level of ahtletes
46
outline Woodman & Hardy (2003) findings
Found overall a weak effect between: - cog anx + performance - self confidence + performance - Larger effect for men, not really existent for women - for low level athletes, there was a weak effect size - effect size was pretty big for high level athletes
47
Evaluate research into anxiety and performance in sport
X - anxiety often impairs performance on 'difficult tasks' (Eysenck & Calvo (1992) X - Findings are complex and inconsistent - anxiety is complex, X - pre-event assessment may be different mid way through - e.g. in event coping? or it gets worse X - blunt performance measures - ignores task characteristics X - self-report measures X - Jones et al (1993) - doubts pre-performance measures of anxiety dont predict actual performance
48
who studies in-event anxiety?
Smith et al (2001)
49
oultine Smith et al (2001)
- volleyball performance over a season - Assessed: Trait anxiety, in game (state) anxiety, mental effort, set criticality (how many points seperated them), used video analysis - split players into low trait and high trait anxious
50
outline Smith et al (2001) findings
- Less mental effort in low anx group than high anx group - both increased as set criticality increased - for low anx, peformance got better as set criticality increased - for high anx, performance got worse as set criticality increased - different athletes performan best at different levels of state anxiety - Zone of optimal fucntioning
51
Who came up with Zone of optimal functioning?
Imlay et al (1995)
52
Describe Zone of optimal functioningg
one athlete may prefer and perform best with low state anx, others at high levels, or in the middle
53
OUtline Imlay et al (2001)'s study
Took peoples PB's and calculated how ancious they were during it - for worst performance, 31% were supposeduly in their ZOF - For 2nd best performance, 63% were in ZOF

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