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Level 5 Sport and Exercise Psychology > Stress, Coping and Emotions > Flashcards

Stress, Coping and Emotions Flashcards

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1
Q

What is stress, according to Lazarus and Folkman, (1984)?

A

When a situation is appraised as taxing or exceeding an individual’s resources and endangering their well-being

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2
Q

Why is stress seen as a scale/see-saw?

A

Stress is a balance between demands and resources

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3
Q

What happens if you have lots of resources?

A

Boredom

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4
Q

What happens if you have too much demands compared to resources?

A

Stress

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5
Q

An individual may present with the symptoms of stress in a number of different ways:

A

Cognitive
Behavioural
Somatic

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6
Q

Features of cognitive symptoms of stress?

A

Negative self statements
All or nothing thinking
Catastrophising (viewing situation as considerably worse than actually is)
Inability to concentrate / focus

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7
Q

Features of behavioural symptoms of stress?

A

Avoidance
Overtraining
Restlessness

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8
Q

Features of somatic symptoms of stress?

A

Feeling burnt out
Illness - eg colds, headaches
Insomnia
Lack of appetite

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9
Q

Origins of stress research

A

Military wanted to know how to select men who would be stress resistant and train them to manage stress

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10
Q

Calculating life stress

A

1967 - Holmes and Rahe examined whether stress contributed to illness
Developed a scale of what they termed ‘life stressors’
Each stressor was given a ‘weight’ for stress
Participants were asked to tick which stressors they had experienced in last 2 years, level of stress score then calculated

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11
Q

What did Jones and Hardy 1989 suggests the sport environment provided?

A

The sport environment provides many of the ingredients which invariably create stress in those who participate

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12
Q 
Research on stress’ in sport environment 
Cohn, 1990
Gould et al., 1993
Noblet & Gifford, 2002
Thelwell et al., 2008
Evans et al., 2012
A

Cohn, 1990 - Golfers
Gould et al., 1993 - Skaters
Noblet & Gifford, 2002 - Australian footballers
Thelwell et al., 2008 - professional batsmen
Evans et al., 2012 - injured athletes

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13
Q

Two sources of stress?

A

Performance

Organisational

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14
Q

What are performance stessors?

A 
Injury
Preparation
Expectation - internal/external
Self presentation- coach team mates spectator evaluation 
Rivalry
Responsibility
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15
Q

Organisational stress

A

Leadership issues

  • coaches
  • coaching styles

Personal issues

  • nutrition
  • injury
  • goals and expectations

Environmental issues

  • selection
  • finances
  • training environment
  • travel

Team issues

  • team atmosphere
  • support network
  • roles
  • communication
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16
Q

Can some stressors be both performance and organisational

A

Yes

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17
Q

What do young people want from their parents

Knight et al., 2010;2011; Knight & Hill, 2018

A

At competitions:
Feedback on effort and attitude rather than technical / tactical
Displaying respect to ref/opp/ coaches
Encouragement for all the team while maintaining control
Provision of positive but realistic feedback after comp

At home and training
Demonstrate an understanding of your child and role of sport in their life
Learn about their sport from other coaches, parents, online
Remember to give your child time just to be a child - it’s not all about sport

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18
Q

Why is understanding parental stressor important?

A

Reduce stress for parents
Provide a more positive relationship between parent and child
Move beyond seeing sports parents as “pushy parents”

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19
Q

Long term strategy to help sport parents?

A

Educational workshops

Working with parents sport model (WWPS-model) - Lafferty & Triggs, 2014

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20
Q

What does stage 1 include in the WWPS model?

A

Led by coaches and managers
Icebreaker activity - key questions + collaborative ethos
Knowledge and understanding of the sport - rules and reg
Procedure - key policies relevant to athletes confidentiality + channels of communication
Roles - roles and responsibilities parents have at this level
Relationships - how will support networks work with parents

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21
Q

What is included in stage 2 of the WWPS model?

A

Led by sports psychologist
Private and small group sessions
Emotional involvement- relationship between this and positive parenting, how influences performance and ways of providing emotional support
Emotional control and management- strategies for developing emotional control and evaluating performance

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22
Q

What’s the aim for the WWPS model?

A

Help parents develop effective support mechanisms and improve relationships with key personnel in sporting structure

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23
Q

Research on need of education for parents

A

Shields et al. (2005) found 13% parents self reported to angrily criticised child’s performance
Defrancisco and Johnson (1997) 1/3rd youth tennis players felt parents had embarrassed them during performance
Gould et al. (2006) tennis coaches believed 36% parents negatively influenced development
Camila Knight influential in sport parent research

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24
Q

Lazarus and Folkman (1984)

A

Rational approach

Personal factor Environmental factor
(Beliefs about self) (demands of stress in env)
| |
Primary Appraisal Secondary Appraisal
What’s at stake for me? / \
/ | \ / \
Harm/Threat/Challenge Outcome/Expectation
\ /
Coping

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25
Personal factors
Each individual will bring something different to the situation - goals: without goal no potential for stress - beliefs and self & world - personal resources: characteristics (eg intelligence) and resources (eg supportive family)
26
What is an appraisal?
Our subject interpretation of the stimuli in our environment Lazarus and Folkman use appraisal as a way to explain our responses to potentially stressful events
27
Primary appraisal
``` Has it already caused any damage?Harm Appraisal Will it cause any future damage? Threat appraisal Could it be overcome? Challenge appraisal ```
28
Threat vs challenge?
T = Seeing potential for harm (Increased cortisol, negative emotions, unsuccessful performance) C = seeing the potential for gain (Increased catecholamines, Decreased vascular resistance, positive emotions, successful performance)
29
Re-appraisal
Individuals can reappraise their emotional and physiological reactions to stressful situations as more helpful for performance
30
What is coping?
Constantly changing cognitive and behavioural efforts to manage specific external and or internal demands that are appraised as taxing or exceeding the resources of the person (Lazarus and Folkman)
31
What is coping style?
Preferred set of coping strategies that remain relatively fixed across time and circumstances (Carver, Scheier & Weimtraub, 1989)
32
Trait approach to coping
Individuals have stable coping styles | Set coping strategies across any situation
33
Process approach to coping?
Coping is dynamic (changing) constantly changing efforts to manage stress Takes into account person and environmental variables
34
What happens with coping styles training vs competition?
Training - consistency in coping in training Stable, repeatable stressors Competition - little consistency in coping during competition Constantly changing stressors
35
Forms of coping
Problem and emotion focus
36
Problem focused coping
Intention to manage the problem that is causing stress | Possibly take action to remove the threatening event or to lessen its efforts impact
37
Emotion Focused coping
Involves efforts to regulate the emotional responses to the situation Alter only what’s in the mind of the athlete Included strategies such as imagery or positive self talk
38
Approach coping
Confronting the source of stress | Taking direct action, increasing effort and planning
39
Avoidance coping
Physically or mentally disengaging from the situation | More effective for short term stress where consequences may change on their own accord
40
Appraisal focused
Cox & Ferguson, 1991 - re evaluation of a situation to reduce its importance
41
Goodness of fit approach
How well the coping suits the situation Problem focused ‘fits’ controllable situations Emotion focused ‘fits’ uncontrollable However it is difficult to test
42
Outcome measures
Did our coping strategy achieve what it was supposed to What were the intended outcomes Could there also be some unintended outcomes Eg taking performance enhancing drugs - may help performance - but may damage health
43
Coping fluctuations
Some research states that it is not the goodness of fit that determines effectiveness but the choice of strategy deployed (Eubank & Collins, 2000; Nichols et al, 2006) Nicholas (2007) effectiveness of a coping strategy fluctuated from day to day and even when in the same competition
44
Coping automaticity
Gould et al. (1993) wrestlers in their study coped more effectively because their coping strategies were more automatic
45
Choking
The occurrence of inferior performance despite striving and incentives for superior performance (Baumeister & Showers, 1986)
46
How can we explain choking?
1) Distraction | 2) Self focus ie conscious processing hypothesis
47
Two theories of choking?
Catastrophe theory - association between anxiety and performance (Hardy & Fazey, 1987) Conscious processing hypothesis No pressure perform skills automatically - increase in pressure causes anxiety - start to focus on ourselves and what we are doing - by thinking we consciously control the skill - we don’t perform as well
48
Two theories of self consciousness
Masters | Baumeisters
49
Masters theory
Self conscious individuals are more likely to choke - they will be unable to handle the situation
50
Baumeisters
Self conscious individuals are less likely to choke - they will be used to feeling self avoiding and know how to cope with this
51
Predictors of chocking (implicit vs explicit)
Masters (1992) showered that skill disruption will be less likely if the skill has been learned implicitly
52
How to reduce the likelihood of choking?
Lower anxiety (strategies) Re appraisal of situation (cognitive restructuring) Just do it approach Ensure that skills are learnt implicitly (fewer rules) Work with players to make them more/less self conscious Examine thought processes under pressure - can we train players focus on something other than the skill itself under pressure (eg music, pre performance routines)
53
What are emotions?
Emotions are typically described in terms of their subjective experience, associated behaviours or action tendencies abs patterns of physiological activations (Gross, 2008) Relatively Brief periods of time, occurs in response to particular object/circumstances
54
Emotion regulation - 3 core features
1) Goal - what is the athlete trying to accomplish 2) Strategy - what process can they engage in order to reach this goal 3) Outcome - what are the consequences of trying to achieve the goal using those selected strategies
55
Who’s theory is zone of optimum functioning
Hanin (2000)
56
Modal model of emotion
``` Situation - could be internal or external Attention Attention Appraisal Responses ```
57
Emotion regulation - Gross & Thompson (2007)
Situation selection - taking actions making it more/less likely to end up in situation that gives desirable or undesirable emotions Situation modification - modifying some aspects of the environment to achieve a desirable emotional state Attention deployment - focusing attention on something that positively impacts emotion Cognitive change - changing the meaning to reduce self blame Response modulation - regulating physiological and cognitive symptoms
58
Process model of emotion regulation
Situation Situation Attention Cognitive Response Selection Modification Deployme Change Modulatio | | | | Situation Attention Appraisal Response
59
Self talk
Central to cognitive interventions for acidity reduction, emphasis positive self talk Research completed by Hatzigeorgiadis et al. (2004, 2009)
60
Two components of anxiety
Cognitive - Mental component, which is characterised by : Negative expectation about success, negative self talk, worries about performance, images of failure Somatic - Physiological element. Negative symptoms include: Feelings of nervousness, high blood pressure, dry throat, rapid heart rate
61
What is centering?
Involves paying close attention to inhalation and exhalation while noticing every sensation. This technique can automatically reduce anxiety and distractions when needed (Quinn, 2020)
62
Birth of positive psychology
Psychology has long focused on suffering Before 21st century we rarely considered what makes life worth living Selignab launched the idea of positive psychology
63
What is positive psychology
Scientific study of virtue, meaning, resilience and well-being, as well as evidence based applications to improve the lives of individuals and society (Wong, 2011) Focuses on strengths rather than weakness Enables individuals to be at their best
64
A misconception of positive psychology
It does not mean that positive psychology’s ignite difficulties, rather they might take a strength based approach to consider how someone may overcome a stress
65
Example of positive psychology
The African Violet women and Erikson
66
The good life
The good life is not an outcome to be achieved but a process that we are constantly engaged with and moving towards when we are the authors of our own lives These include movements: Away from disguises, away from oughts, away from expectation and pleasing others Towards openness to experience, acceptance, trusting oneself
67
Seligman elements to enhance wellbeing, intrinsically motivating and quantifiable measurable
``` P ositive emotions E ngagement R elationship M eaning A ccomplishment ```
68
Eudaimonia | U-day-monia
Seeking to fulfil our potential in life Self-actualisation Volunteering for charity Being mindful Challenging activities that demand skills (sport, hobby)
69
Hedonism
Speaking pleasure, enjoyment, comfort or relaxation Partying Attending sport events Immediate pleasure - the pleasures of life
70
Emergence of growth
Stories of positive change after adversity are common place - religion - philosophy - folk tales - mythology - film/television - books
71
Could adversity serve as a catalyst to growth in sport
``` Elite athletes (Howells & Fletcher, 2015) Injured athletes (Roy-Davis et al., 2017) ```
72
Multilevel model of growth following adversity
Policy Local policies National P Cultural Cultural narratives Collective values Institutional Physical environment Psychosocial architecture Interpersonal Social networks Support systems Interpersonal Injured Athlete Values - Beliefs - Attitudes Cognitions - Affect - Behaviour
73
How can we foster growth | Stephen Joseph, 2011
T aking stock - ensuring safety and manage stress tolerance levels H arvest hope - learn to be hopeful about future R e-authoring - tell your story to find a new perspective I dentify change - journaling to track changes in identify V alue change - develop an awareness for new priorities E xpressing change in action - actively seek to put growth into the external world

Level 5 Sport and Exercise Psychology (8 decks)

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