Application Statement
ORGINIAL THESIS:
High levels of pre-competition anxiety directly correlate with decreased performance within collegiate athletes.
MODIFIED HYPTOTHESIS
Cognitive and precompetition anxiety that is seen as debilitative correlates with decreased performance within collegiate athletes.
REFERENCE:
Humara, M. (1999). The Relationship Between Anxiety and Performance: A Cognitive-Behavioral Perspective. Athletic Insight, 1(2), 2-5. http://www.athleticinsight.com/Vol1Iss2/CognitivePDF.pdf
The Relationship Between Anxiety and Performance: A Cognitive-Behavioral Perspective discusses the relationship between performance and anxiety from a cognitive-behavioral perspective. Anxiety is defined within the context of the article …show more content…
They measured the intensity (i.e. level) and direction (i.e. anxiety seen as debilitative/facilitative) to determine how much of a contribution these dimensions have not only on performance in general, but also performance variance. The subjects of the study were ten athletes who played on Loughborough University men’s basketball team. The team competed in the Senior Division One League and every player selected had played in all six games that were used for observation in the study. Furthermore, all six players have been playing competitive basketball for at least six years therefore they have the similar skill sets. The instrumentation used in the study was the Modified Competitive State Anxiety Inventory-2 (CSAI-2) The CSAI-2 was used to measure the players’ pre-performance anxiety, somatic anxiety and self-confidence. An example of a cognitive anxiety question asked included “I am concerned about this competition.” Somatic anxiety questions centered on how the player felt. For example, “I feel nervous” or “my body feels tense.” The self-confidence section asked players to rate questions on their confidence. They rated the intensity of each dimension (self-confidence, cognitive and somatic anxiety) on a scale of 1 (not at all) to 4 (very much so). Furthermore, a direction scale was also given to the players to assess whether they viewed the intensity of the cognitive and somatic …show more content…
The idea of an inverted–U to an extent supports my thesis that high levels of anxiety are detrimental to subsequent performance. However, the study does state that this negative relationship tends to rely heavily on whether or not the athletes determined the cognitive anxiety to be facilitative or debilitative. On the other hand, somatic anxiety was not shown to have any correlation with performance. Therefore, this article also supports narrowing my thesis to focus specifically on cognitive anxiety in collegiate
ORGINIAL THESIS:
High levels of pre-competition anxiety directly correlate with decreased performance within collegiate athletes.
MODIFIED HYPTOTHESIS
Cognitive and precompetition anxiety that is seen as debilitative correlates with decreased performance within collegiate athletes.
REFERENCE:
Humara, M. (1999). The Relationship Between Anxiety and Performance: A Cognitive-Behavioral Perspective. Athletic Insight, 1(2), 2-5. http://www.athleticinsight.com/Vol1Iss2/CognitivePDF.pdf
The Relationship Between Anxiety and Performance: A Cognitive-Behavioral Perspective discusses the relationship between performance and anxiety from a cognitive-behavioral perspective. Anxiety is defined within the context of the article …show more content…
They measured the intensity (i.e. level) and direction (i.e. anxiety seen as debilitative/facilitative) to determine how much of a contribution these dimensions have not only on performance in general, but also performance variance. The subjects of the study were ten athletes who played on Loughborough University men’s basketball team. The team competed in the Senior Division One League and every player selected had played in all six games that were used for observation in the study. Furthermore, all six players have been playing competitive basketball for at least six years therefore they have the similar skill sets. The instrumentation used in the study was the Modified Competitive State Anxiety Inventory-2 (CSAI-2) The CSAI-2 was used to measure the players’ pre-performance anxiety, somatic anxiety and self-confidence. An example of a cognitive anxiety question asked included “I am concerned about this competition.” Somatic anxiety questions centered on how the player felt. For example, “I feel nervous” or “my body feels tense.” The self-confidence section asked players to rate questions on their confidence. They rated the intensity of each dimension (self-confidence, cognitive and somatic anxiety) on a scale of 1 (not at all) to 4 (very much so). Furthermore, a direction scale was also given to the players to assess whether they viewed the intensity of the cognitive and somatic …show more content…
The idea of an inverted–U to an extent supports my thesis that high levels of anxiety are detrimental to subsequent performance. However, the study does state that this negative relationship tends to rely heavily on whether or not the athletes determined the cognitive anxiety to be facilitative or debilitative. On the other hand, somatic anxiety was not shown to have any correlation with performance. Therefore, this article also supports narrowing my thesis to focus specifically on cognitive anxiety in collegiate