Unit 4 Flashcards
(18 cards)
Interactional approaches
- Mental state plays a large part in determining whether or not stress is experienced
- Lazarus (1966) Cognitive theory of stress in which the processes of appraisal and coping play a central role
- Stress thought to be a mismatch between an individual’s demans and the individuals resources
Definition
=stress occurs when the dynamic interaction between the individual and the environment is perceived as exceeding or taxing the capability to respond/carry out an action as endangering or potentially enhancing, well-being
Arousal definition
=vigour, vitality and intensity with which the mind functions
Inverted U hypothesis
• Increasing arousal up to a certain point enhances performance but further increases can lead to performance being damaged
Drive Theory
- Motor performance is positively related to drive
- As drive or arousal increases, performance of a motor task improves
- However its suggested that increases arousal increases the likelihood that the individual will perform a dominant response
- This dominant response might eb incorrect or an incomplete one
- This theory only appears to be valid for relatively easy movement tasks and does not hold for more complex motor tasks
Zones of optimal functioning
- Each performer has an optimal pre-performance arousal or anxiety zone within which performance will be optimal
- Outside this zone performance will be impaired
- Can be determined by direct repeated measurement of anxiety and subsequent performance, or by retrospective recall of anxiety levels prior to performances
- Been criticised for being based on a unidimensional view of anxiety and that an individual difference theory without any individual difference variables – no attempts have been made to id factors that determine differences in ZOF’s between individuals or how they affect performance
Reversal Theory
- The way performance is affected by arousal is a function of the person’s appraisal of their arousal level
- One person views high arousal states as excitement while another perceives it to reflect anxiety
- Emphasises that the individuals interpretation of arousal states, rather then simple the amount
- Argues people can reverse their interpretations of arousal states
Anxiety
=unpleasant, unwanted reactions can arise at the same time as physiological responses.
Speilberger (1972)
=many regard anxiety as a basic condition of human existence
Others have suggested
=the most pervasive psychological phenomenon of our time and the official emotion of our time
States anxiety
an emotional state reflected by consciously perceived feelings of worry and tension associated with physiological arousal in response to a specific situation. It can vary from moment to moment and can be proportionate to the level of threat perceived in a given situation.
Trait anxiety
The predisposition of a person to view many (nondangerous) circumstances as threatening and to respond to these situations with anxiety reactions that are out of proportion to the level of objective danger present.
Multidimensional anxiety theory
Cognitive anxiety worry
experiencing or generating negative thoughts and expectations, disruptive/disturbing images and self-doubts about performance.
Multidimensional anxiety theory
Somantic anxiety
=cognitions associated with the physiological and emotional elements of the anxiety experience that develop directly from autonomic arousal. There is awareness of rapid heart rate, shortness of breath, clammy hands, butterflies, muscular tension, shaking etc.
Catastrophe model
- incorporates physiological arousal rather than somatic anxiety
- attempts to clarify the relationship between cognitive anxiety, physiological arousal and performance.
- It attempts to model the interactive effects of cognitive anxiety and physiological arousal on performance rather than simply describe their separate effects.
Catastrophe model continued
- increases in cognitive anx=benefical effect on performance at low levels of performance but determinate at high levels of physiological arousal
- low levels fo cognitive anxiety, changes in physiological arousal should have relatively small effects on performance
Catastrophe model continued
- increases in cognitive anx=benefical effect on performance at low levels of performance but determinate at high levels of physiological arousal
- low levels fo cognitive anxiety, changes in physiological arousal should have relatively small effects on performance
- high levels of cognitive anx= effects of physiological arousal can be positive or negative, depending on how high physiological arousal is
- continued increase in physiological arousal will result in a sudden, dramatic decline in performance
- can only be reversed by considerable reduction in physiological arousal beyond the point at which the original decrement occurred
Matching hypothesis
-the type of anxiety/stres control technique used should be compatible with the mode in which the anxiety is being experienced
Matching hypothesis
- the type of anxiety/stres control technique used should be compatible with the mode in which the anxiety is being experienced
- ‘clog up’ limited capacity processing channels of the brain, no room for negative thoughts
Implications of the matching hypothesis
- extensive physical and mental “warm-ups” could use the channels used in the sport and therefore block these channels from any anxiety response
- there can be a tendency stick to one type of relaxation technique but people react differently to various stressors and need a variety of interventions to be available
