Module 5 Flashcards

Question

What does cognitive appraisal involve?

Answer 1

It involves the interpretation of a situation and perceptions regarding its significance.

Answer 2

Cognitive appraisal can be either rapid/automatic or conscious/reflective.

Answer 3

Appraisal, beliefs, background all going to factor in on how they perceive things

Answer 4

Cognitive appraisal consists of primary appraisal (assessing what is at stake) and secondary appraisal (evaluating what can be done). Together, they dictate the type and intensity of responses, influencing stress, emotion, behavior, and reactions.

Answer 5

Cognitive appraisal consists of primary appraisal (assessing what is at stake) and secondary appraisal (evaluating what can be done). Together, they dictate the type and intensity of responses, influencing stress, emotion, behavior, and reactions.

Answer 6

Primary appraisal is the assessment of what is at stake for a person in a situation. It evaluates the relevance of the situation to an individual’s values, goals, beliefs, and sense of self. Primary label comes because, without something at stake, there is no issue, it s the first step

Answer 7

Secondary appraisal evaluates what can be done in response to a situation, focusing on the person's ability to manage, prevent, or adapt. If somethings is at stake, my appraisal will switch to this

Answer 8

Secondary appraisal involves perceptions of available resources and options for coping with a situation. What do I have at my disposal, what can I use to help with the situation

Answer 9

The evaluation during secondary appraisal depends on the: individual’s available resources (They have some control over access, positive expectations) level of perceived control expectations for the future.

Answer 10

Perceptions of: Harm/loss Threat Challenge All leading to the potential of stress

Answer 11

Perceptions of: Harm/loss Threat Challenge All leading to the potential of stress

Answer 12

Situations may also be perceived as irrelevant, benign-positive (Not too much concern, benefit to them) or beneficial.

Answer 13

Psycological damage has already been done, not much they could do about it

Answer 14

Anticipating loss, something bad is Going to happen, ex new person joins and he’s a threat to your spot on the starting line up

Answer 15

Difficult to overcome, not worried about harm or loss, chance to rise from it

Answer 16

It explains how athletes experience challenge or threat based on their cognitive appraisals in performance situations.

Answer 17

When they have high self-efficacy, high perceived control, and an achievement goal orientation.

Answer 18

Get a desired outcome Successfully carry out a situation to their expected outcomes.

Answer 19

Have an impact on the demand

Answer 20

Strive for goals and high performance

Answer 21

Stress is a product of the dynamic and transactional relationship between the person and the environment. Person (interactionist approach) environment • Cognitive appraisal is key.

Answer 22

Coping is "a process of constantly changing cognitive and behavioral efforts used to manage specific external and/or internal demands (and/or conflicts between them) that are appraised as taxing or exceeding one’s resources." (Lazarus & Folkman, 1984, p. 141)

Answer 23

A person copes according to their resources, which include: Health and energy Beliefs and commitments Problem-solving skills Social skills and social support Material resources

Answer 24

Coping is influenced by: Appraisals (how situations are interpreted) The nature of the situation Personal factors such as personality, past experiences, and emotions

Answer 25

Individuals facing stress and emotional challenges may manage their experiences in various ways.

Answer 26

Athletes who believe in their ability to effectively manage situations are less likely to experience stress and negative emotions.

Answer 27

The coping strategies employed can influence both the intensity and the nature of stress and emotions experienced.

Answer 28

Coping represent and individuals approach to managing hat psychological stress and emotional response

Answer 29

Micro is more specific: Problem-solving Wishful thinking Increasing effort Venting Confronting Planning Seeking social support Humour Self-blame Denial Distancing

Answer 30

Most of the coping strategies in the last slide can be categorized in these coping function Problem-focused coping Emotion-focused coping Avoidance coping

Answer 31

Problem-focused coping involves changing the situation by gathering information and taking proactive steps. Example: An athlete feeling stressed from negative feedback from her coach loses focus during games. Using problem-focused coping, she arranges a meeting with the coach to discuss how feedback is delivered and reframes the information in a way that helps her stay focused.

Answer 32

Emotional-focused coping involves managing emotions by changing how a situation is perceived. Example: An athlete facing a tough opponent feels stress but reinterprets it as a challenge instead of anxiety. In contrast, problem-focused coping in this scenario could involve seeking advice from a veteran teammate or talking to the coach about strategies to play effectively against the opponent.

Answer 33

Avoidance coping: mentally and physically withdrawn from the situation leave a team, dropping out, withdrawing

Answer 34

Obvious example: social support, can regulate emotions, want to forget about issues, seeking advice, so it can be all three

Answer 35

Task-oriented coping Distraction-oriented coping Disengagement-oriented coping

Answer 36

Dealing with the source of the stress and any thoughts and emotion and cognitions that arise from it. Most effective

Answer 37

Distraction-oriented coping involves focusing on something internal or external that is unrelated to the situation. While it may seem unhelpful at times, avoiding the situation can be beneficial. Example: If someone knocks on the door but a bear rushes in, avoiding the bear becomes the right choice. Similarly, athletes might benefit from temporarily avoiding stress to regroup and regain focus.

Answer 38

Stoping progress on the goal, feeing helpless, swearing Very much like avoidance coping

Answer 39

Thought control Logical analysis Effort expenditure Seeking support Relaxation Mental imagery

Answer 40

Mental distraction Social distancing

Answer 41

Disgnation/resignation Venting of unpleasant motions

Answer 42

Coping effectiveness refers to how well athletes believe a particular coping strategy has reduced stress or managed worries. According to Nicholls (2010, p. 264), it is the "degree in which a coping strategy or combination of strategies is or are successful in alleviating stress." Key Question: Did the strategy help with the problem and/or reduce the distress associated with it?

Answer 43

Coping effectiveness refers to how well athletes believe a particular coping strategy has reduced stress or managed worries. According to Nicholls (2010, p. 264), it is the "degree in which a coping strategy or combination of strategies is or are successful in alleviating stress." Key Question: Did the strategy help with the problem and/or reduce the distress associated with it?

Answer 44

Effective coping is associated with: Better adjustment to injury rehabilitation Faster recovery from injury Lower risk of reinjury Reduced risk of burnout Improved well-being Reduced anxiety and negative emotions Improved focus

Answer 45

Effective coping is associated with: Better adjustment to injury rehabilitation Faster recovery from injury Lower risk of reinjury Reduced risk of burnout Improved well-being Reduced anxiety and negative emotions Improved focus

Answer 46

A coping strategy is considered effective when it positively correlates with good achievement, mental health, and physical outcomes. Key outcomes include: Task-oriented strategies: Associated with higher perceived goal attainment and increased positive affect Avoidance-oriented strategies: Linked to lower levels of goal attainment Disengagement-oriented coping: Predicts increased negative affect

Answer 47

Positive affect promotes task-oriented coping, which builds resilience, and resilience, in turn, fosters positive affect. Athletes who use task-oriented strategies over time become more resilient. Stress contributes to sport injuries by increasing muscle tension, altering information processing, and heightening susceptibility to distraction. Athletes with higher stress levels and low coping ability are more prone to injury.

Answer 48

The Cognitive-Motivational-Relational Theory of Emotion explains how stress is mediated through two processes: cognitive appraisal and coping. Person-Environment Transaction: Interaction between individual and situation Cognitive Appraisal: -Primary: Evaluates what is at stake -Secondary: Assesses coping options Coping: -Problem-focused: Attempts to change the situation -Emotion-focused: Manages emotional responses These processes influence the stress/emotion outcome Person environment Transaction-> cognitive appraisal -> coping -> stress/emotion outcome

Answer 49

Things don’t always move linearly, if coping is going well, we might see it has a challenge rather than than a threat, aka we are continually appraising things

Answer 50

Mediate the experience of stress, factors that contribute whether we are or not experience stress Cognitive Appraissal <——> coping

Answer 51

Person-Environment Transaction: Missing practice is significant because the athlete typically values it. Primary Appraisal (What’s at stake): Coach might bench me Reduced playing time (impact on playing status) Secondary Appraisal (What can be done): Ignore the situation Communicate with the coach about the missed practice Reframe emotions and change how I feel about it Initial Threat Appraisal: Likely the first reaction, creating stress. Coping Strategies: Change emotions: Manage the stress emotionally. Talk to the coach: If this helps, it will alleviate stress and build future coping skills, reducing the intensity of future threat appraisals.

Answer 52

Recap bias, we might not remember how we appraised it

Answer 53

Interview, journaling, What we can use blood draws to look at effectiveness, cortical response before And after using an intervention

Answer 54

Arousal, stress, and anxiety are often used interchangeably but have distinct meanings. Similarly, emotion and mood differ conceptually: Emotions: Intense, short-term responses to specific events. Moods: Longer-lasting, less specific states. Key Point: How we feel emotionally influences how we appraise situations. Physiological activation (arousal) does not always indicate stress—we can be activated without feeling stressed.

Answer 55

Quick onset: Emotions arise rapidly. Short duration: They do not last long. Common cognitive appraisal: Linked to how a situation is interpreted. Distinctive physiological patterns: Each emotion triggers specific bodily responses. Distinctive subjective feeling: Emotions are experienced uniquely at the personal level.

Answer 56

Diffuse, global, subjective feeling states Longer lasting than emotions Not directed toward a specific person, object, or event Examples: Feeling cheerful or glum

Answer 57

Anger (threat appraisal) Anxiety(threat appraisal) Fright(threat appraisal) Guilt Shame Sadness Envy Jealousy Happiness Pride Relief Hope Love Gratitude Compassion

Answer 58

While most sport and exercise research has focused on anxiety, other emotions are also important: Basic Emotions: Anger Sadness Self-conscious Emotions: Pride Shame Guilt

Answer 59

Shame: (Often has to do with avoidance and withdrawal type behaviours ) Involves stable/internal attributions People often want to hide (socially/physically) Linked to the global self Associated with health/behavior risks Guilt: (Helps athletes do better next time, very adaptive) Involves unstable/internal attributions Linked to specific behaviors Associated with reparative behavior (efforts to make amends)

Answer 60

Hubristic Pride: Linked to arrogance and feeling superior to others Involves stable, internal attributions Sometimes associated with negative social behavior Authentic Pride: Linked to success through effort Involves unstable, internal, controllable attributions More likely to be associated with positive social behavior

Answer 61

Coping requires managing both the demands and the cognitive and physiological aspects of emotions. Coping efforts can lead to positive or negative outcomes depending on how emotions are managed.

Answer 62

Emotion Regulation: Defined as the process by which individuals influence which emotions they have, when they have them, and how they experience and express these emotions. It is an asset in sports, allowing athletes to express emotions in a more adaptive way. Key Points: Athletes must be aware of their emotions, as anxiety can manifest differently in different individuals. Emotion regulation helps individuals work with their emotions, ensuring that emotions support rather than hinder performance. Quote: “It is not about getting rid of the butterflies; it’s about getting the butterflies to line up.”

Answer 63

Situation Selection: Choosing situations that will influence emotional experiences. Situation Modification: Altering a situation to change its emotional impact. Attentional Deployment: Directing attention towards or away from emotional stimuli. Cognitive Change: Changing how one thinks about a situation to alter its emotional significance. Response Modulation: Regulating emotional responses after they have been generated.

Answer 64

Stress Reduction: Techniques to manage and reduce stress levels. If-Then Coping Plans: Pre-planned strategies for specific situations to enhance coping effectiveness. Self-Compassion: Encouraging a kind, understanding approach toward oneself during difficult times. Expressive Writing: Writing about thoughts and feelings to process emotions and reduce stress. … many more: Numerous additional strategies exist to support coping and emotion regulation.

Answer 65

Gender Differences: Generally small and inconsistent across studies (Crocker et al., 2015; Kaiseler & Polman, 2010). Challenges in Study: Varying stressors faced by men and women complicate the comparison of coping strategies. Cultural and Organizational Expectations: These may restrict the coping strategies available to athletes based on their gender. Complexity: Comparing gender differences in coping is not straightforward due to these factors.

Answer 66

Role Constraint Theory (Situational Hypothesis): Differences arise from the varying societal roles of men and women. Dispositional Hypothesis: Gender differences exist even when men and women face the same stressors and have similar cognitive appraisals. Gender Socialization Hypothesis: Men and women learn to use different coping strategies to manage the same types of situations.

Answer 67

Culture may direct which coping options are considered appropriate. Culture impacts stress, coping, and emotion more broadly, as it may affect which events are important and what success/failure means. There is some indirect evidence about cross-cultural differences. It is necessary to consider a range of factors, such as country of residence, type of sport, and gender.

Answer 68

Age, Development, and Expertise: More proficient athletes tend to use task-oriented coping (Gaudreau & Blondin, 2002). Emotional maturity is positively related to the use of task-oriented coping (Nicholls et al., 2015) Personality: Optimistic athletes utilize more task-oriented strategies and fewer disengagement-oriented strategies (Gaudreau et al., 2015). Extraversion and conscientiousness are often associated with task-oriented coping (Kalinowski et al., 2020). Neuroticism is more commonly linked with disengagement-oriented coping (Kalinowski et al., 2020).

Answer 69

Coaching and teammate interactions influence emotions, emotion regulation, and coping. Emotions can be “contagious” within teams. Coaches’ emotions can directly affect athletes’ emotions before and during competition.

Answer 70

Emotions trigger physiological processes automatically, preparing a person for action. Examples include changes in: Respiration rate Heart rate Cardiovascular activity Body temperature Skin conductance Hormones such as cortisol and epinephrine are released, indicating an endocrine response. Different emotions are associated with specific cognitive activities in the brain.

Answer 71

Many emotions have distinct facial expressions. While some emotions have distinctive patterns of physiological responses, the same physiological activation pattern can be associated with different emotions. For example, anxiety, fear, anger, happiness, and joy are all associated with increases in: Heart rate Respiratory rate Skin conductance

Answer 72

Cognitive appraisals of threat and challenge have distinct cardiovascular patterns: Challenge appraisal: Increased heart rate Increased stroke volume Increased global cardiac output ↑ Ventricular contractility and ↓ Vascular resistance, enabling more efficient blood circulation Threat appraisal: Increased cardiac output (heart rate and stroke volume) No decrease in vascular resistance. The lack of reduction in vascular resistance may explain why perceived stress is often associated with increased blood pressure.

Answer 73

The "stress-is-facilitative" mindset refers to the belief that stress can enhance performance. Research findings: Pre-season cardiovascular challenge states significantly predicted better performance in offensive baseball and softball (Blascovich et al., 2004). This mindset enhances cardiovascular challenge responses and improves performance in high-pressure situations, such as a golf putting task in a lab setting (Moore et al., 2015). Athletes can learn to regulate their emotions and perceive negative emotions as facilitative, which can be beneficial for performance.

Answer 74

Coping changes as athletes mature and gain more experience in sport. Developmental changes in cognition and socialization practices influence this evolution. Key socialization drives include: Coaches Peers and teammates Parents Siblings

Answer 75

Athletes can learn necessary cognitive and behavioral skills to manage sport and physical activity demands successfully. Coaches, trainers, and health professionals can facilitate and influence this coping development process.

Answer 76

Athletes can learn necessary cognitive and behavioral skills to manage sport and physical activity demands successfully. Coaches, trainers, and health professionals can facilitate and influence this coping development process.

Answer 77

Listen Monitor own reactions Reading (& questioning) the athlete/exerciser (support + independence) Exposure to appropriate amount and type of stressors Reminding / prompting Providing perspective Sharing experiences

Answer 78

Perceptions of supportive coaching have a positive impact on athlete coping efforts and sport achievement. Supportive roles can include parents, mental skills consultants, and teachers, as they can all contribute to coaching in various contexts.

Answer 79

Recognize that each athlete has their own appraisals of a situation. Athlete goals, background, and resources can vary markedly. Promote controllability: Help to anticipate and plan ahead. Perceptions of controllability impact the stress and coping process. Controllable = facilitative, ↑ confidence in coping. Uncontrollable = debilitative, less likely to cope effectively. Familiar stressors tend to come with ↑ perceptions of control.

Answer 80

Promote flexible coping: Different coping options might be necessary as situations change or develop. A key to coping effectiveness may be learning a variety of coping skills. Help the athlete identify coping options and evaluate their effectiveness. Stressors, appraisals, and resources vary (and change/evolve!), so learning a diverse skill set is recommended. Individualization is crucial. Recognize that no single coping strategy or approach will be successful all the time or for all people.

Answer 81

The relevance of stress and coping extends beyond athletes themselves. It also includes coaches, managers, support staff, officials, trainers, and other professionals. Effective coping is essential for all involved in the sports environment.