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71 Cards in this Set
- Front
- Back
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What is arousal (activation)? What are the symptoms of high arousal? |
It is a continuum of physiological and psychological activation. Symptoms include: increased HR, RR, adrenal flow, and muscular electric potential. |
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How does a positive or a negative affective state change arousal/activation? |
Positive: "relaxed" vs "excited" Negative: "bored" vs "scared" vs "angry" vs "anxious" |
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What is anxiety? What are the two kinds of anxiety? |
It is a negative and unpleasant emotional state associated with high arousal. Trait anxiety is a stable disposition whereas state anxiety is ever-changing. |
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What is competitive trait anxiety (CTA)? |
It is a stable personality disposition that describes an individual's tendency to perceive competitive situations as threatening and to respond with A-state. It influences the way that people interpret/perceive to situations in sport. |
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What is state anxiety (A-state)? |
It is an unstable and fluctuating emotional state characterized by subjective, consciously perceived feelings of apprehension and tension, with activation of the autonomic nervous system. |
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What are the two kinds of A-state? |
Cognitive: worry, self-doubt, apprehension, concern Somatic: perceived physiological arousal (HR, RR, etc.) |
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How was CTA measured in the past? |
SCAT = Sport Competition Anxiety Test 10 items + 5 distractors that describe how athletes generally feel before or during competition. (Higher the score, the more CTA) |
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What does research focus on in CTA? What should it? |
1. Fear of Failure 2. Fear of Negative Social Evaluation 3. Fear of Injury 4. Fear of the Unknown |
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What is the current and improved way to measure CTA? |
SAS = Sport Anxiety Scale 9 Somatic + 7 Cognitive + 5 Concentration Q's Better because it is multidimensional (acknowledges other areas) |
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What two factors determine the perceived demands of a situation as it relates to A-state? |
1. Situation criticality 2. Threat to personally meaningful goals |
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How do you measure state anxiety in sport? |
CSAI-2 = Competitive State Anxiety Inventory - 2 27 items (4-point scale) 9 Somatic + 9 Cognitive + 9 Confidence |
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What are some issues with administering any A-state measure prior to competition? |
1. Too close to competition 2. Social desirability response bias 3. Confidentiality (close to others) 4. Interrupts pre-game routine 5. Focuses attention on unwanted emotions 6. Time consuming |
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What is the relationship between confidence and anxiety? Cognitive vs somatic? |
As confidence increases, anxiety decreases. This relationship is stronger for cognitive A-state and weaker for somatic A-state. |
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What is a more time-efficient way to perform a CSAI-2 eval? |
MRF = Mental Readiness Form Three bipolar scales that take 5 to 15 seconds to complete. Measure distance from one side to another. |
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What are the four stages of the stress process? |
1. Environmental demand 2. Individual's Perception of the environmental demand 3. Stress response 4. Behavioural consequences |
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What is stress? |
Substantial imbalance between demand and response capability under conditions where failure to meet that demand has important consequences. |
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In stage 2 of stress process, how does the athlete appraise the nature of the demand? |
1. Primary appraisal: is the situation "threatening" (important) to well-being (goals/values)? 2. Secondary appraisal: do I have the resources to cope with the demands? |
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What are three individual characteristics that mediate the stress response? |
1. CTA 2. Experience 3. Perceived competence |
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What are the three forms of coping during the second appraisal? |
1. Emotion-Focused: regulates emotional responses 2. Problem-Focused: manage or alter the problem 3. Avoidance: avoid the stressor |
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How can the three forms of coping be adaptive and functional? |
1. Emotion: when athlete cannot control the stressor and the emotions impede the ability to perform 2. Problem: when athlete can control the stressor or change the environment to improve chance of success or reduce threat 3. Avoidance: temporary and immediate relief from stressor |
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What are the weaknesses of the three kinds of coping? |
1. Emotion: Less adaptive if the stressor could have been controlled 2. Problem: Waste of time if stressor cannot be controlled 3. Avoidance: Less helpful if avoiding an important task or if the stressor continues to exist |
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What happens in stage 3 of the stress process if the demands exceed capabilities? |
- Negative affect - A-state - Loss of attention/focus |
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What happens in stage 4 of the stress process? |
Performance decrements occur. |
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What are the "Big 4" Mental Coping skills? |
1. Goal Setting (problem focussed if aimed at dealing with stressor) 2. Mental Rehearsal (Visualization) (problem focussed if aimed at dealing with stressor) 3. Positive Self-Talk (problem focussed or emotion focussed) 4. Arousal Control (Breathing) (emotion focussed that mimics relaxation) |
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What are 5 sources of stress for figure skaters? |
1. Preparation for competition 2. Mental Hurdles 3. Interpersonal Conflicts 4. Skating Politics 5. Financials |
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What are the top 4 organizational/environmental stressors in elite sport? |
1. Accommodation 2. Travel (jet lag, lost luggage, etc.) 3. Nutrition (poor food, etc.) 4. Competition Format (inadequate time between events, etc.) |
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What are the two factors in determining situational criticality? |
1. Overall importance of competition/event 2. Situational criticality during the competition (influenced by stage in competition, time remaining, score/standings and overall perceived opportunity to recover) |
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What is social facilitation theory? |
The presence of an evaluative other in the performance environment increases an individual's arousal level. Well-learned/simple = Increased Performance Poorly-learned/complex = Decreased |
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What is a major limitation of drive theory/social facilitation theory? |
Theory does not explain why elite athletes choke when highly aroused. |
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What is the inverted-U hypothesis of arousal? |
Optimal performance occurs at medium arousal; anything lower or higher results in worse performance. Shape of curve depends on individual and task characteristics. |
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What are problems/limitations of the inverted-U hypothesis? |
1. Sudden crashes in performance are unexplained 2. Focus on physiological arousal 3. Assumes optimal performance is at moderate arousal (what about fine/gross motor skills, low/high arousal?) |
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What is choking? |
Worse performance than your skill/ability would normally dictate under pressure and your best performance is required. |
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What is the IZOF theory? |
Individualized Zones of Optimal Functioning - assumes that every athlete has his/her own optimal zone of anxiety associated with best performance |
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What are "optimal" emotions according to IZOF theory? |
Positive: Motivated, charged, brisk, resolute, active, excited, energetic, confident Negative: Vehement, attacking, angry, dissatisfied, nervous |
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How do you find an athlete's IZOF (pre-competitive A-state)? |
Established using intra-individual assessment protocol based on multiple observations. Based on athlete and coach ratings. |
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What are some issues with IZOF? |
1. Extended time required 2. Difficulty getting valid performance measures 3. Considerable expertise to identify arousal zones 4. Original model based on unidimensional assessment of A-state 5. Unable to track differences in event importance |
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What is multidimensional anxiety theory? |
Cognitive and somatic A-state differentially affect performance (difficult since both tend to coexist and operate simultaneously). |
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What is the inherent problem of most anxiety-performance research? |
A-state measures are taken before competition or before performance occurs. A-state can change during competition when performing the task. |
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What is Catastrophe theory? |
When cognitive A-state is low, "inverted U". When cognitive A-state is high, "catastrophe" can occur at higher arousal. The more anxiety, the steeper the drop-off in performance. Moderate cognitive anxiety and somatic arousal can increase performance. |
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What are the strengths of catastrophe theory? |
1. Higher levels of cognitive anxiety can be good with moderate arousal. 2. Accounts for choking 3. Suggests relaxing after catastrophe to re-activate 4. Recognizes interaction of somatic and cognitive anxiety |
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What are the weaknesses of catastrophe theory? |
1. Confusion over arousal and somatic anxiety 2. Extremely hard to test (requires anxiety and arousal measures during performance) |
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What is reversal theory? |
The manner in which an individual interprets his/her level of physiological arousal affects performance. Perceived challenging = Interpret excitation Perceived threatening = Interpret anxiety Reversals between the two can happen very quickly. |
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What is the difference between paratelic and telic states? |
Paratelic = Playful, process-focused Telic = Serious, outcome-focused |
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How does reversal theory explain changes in arousal? |
It incorporates interpretation of situational demands in conjunction with attractive interpretation of the associated arousal levels. |
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What is anxiety intensity and direction theory? |
A person's interpretation of his/her anxiety symptoms is critical to explain performance. We must know anxiety intensity levels and person's interpretation of these levels |
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How/Why does elevated arousal affect performance? |
1. Muscle tension and coordination difficulties (involuntary co-contraction, longer duration of contraction) 2. Attention and concentration changes (inappropriate task focus, preoccupation with worries) |
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What is worry? |
A form of cognitive interference, which is any thought that is not directly related to the process required for successful task execution. |
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What are some worries that can affect performance? |
1. Pre-occupation with consequences of failure 2. Task-irrelevant thoughts 3. Thoughts of escape |
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What are the 4Ps for reducing worry? |
1. Positive 2. Present 3. Process 4. Purpose |
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What are Nideffer's Attentional Styles? |
Teaching athletes to "change channels" and how to change these channels to match task demands. Two continuums: Internal vs External, Broad vs Narrow. 1. Single Internal Focus 2. Single External Focus 3. Scanning Self 4. Scanning Environment. |
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What is the problem with over-arousal? |
It may cause them to miss task-relevant cues due to attentional narrowing. It can also be too broad (i.e. taking too many task-irrelevant cues). We have a limited capacity for attention. |
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What is IPMC? |
IPMC = Ironic Processes of Mental Control Circumstances in which people commit precisely counter intentional errors. When under stress, there is an increased likelihood to do what you are not supposed to do if it is the last negative conscious statement prior to task execution. |
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What is the difference between competition and cooperation? |
Competition occurs when rewards are given to people for how their performance compares with the performance of others. Cooperation is when performance is evaluated and rewarded in terms of the collective achievement of a group. |
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What are the four stages of the competition process? |
1. An objective competitive situation (performance compared to standard of excellence in presence of at least one other person) 2. Subjective competitive situation (how person perceives, accepts, and appraises the objective competitive situation) 3. Response (whether they approach or avoid objective competitive situations) 4. Consequences |
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What are the benefits of cooperation? |
1. Increases group harmony and productivity 2. Helps each other train to their best and accomplish personal goals that reflect team |
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Is competition good or bad? |
It is neutral. If it leads to aggression or cooperation, it is due to the social environment and the way the performers view competition. |
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Between cooperation and competition, what are the benefits? |
Cooperation = superior performance (Results depend on how independent the task is. If it is independent, less cooperation is needed) Competition = source of motivation to improve and refine skills |
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What are some attributes that relate to both competition and cooperation? |
1. Sense of mission 2. Strong work ethic 3. Use of resources 4. Strong preparation ethic 5. Love of challenge and change 6. Great teamwork |
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How can the benefits of cooperation and competitiveness be combined? Why would you do this? |
By changing the rules of traditional game. You would do this to teach and coach physical skills. |
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How can you enhance cooperation during cooperative games? |
- maximize participation - maximize opportunities to learn sport and movement skills - do not keep score - maximize opportunities for success - give positive feedback - provide opportunities for youngsters to play different positions |
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How can you balance competition and cooperation? |
- Blend both when teaching and coaching skills - Individualize instruction to meet each other person's needs - Structure games for children to include both elements - With rivalry, use superordinate goals to get the groups together - Provide positive feedback and encouragement to athletes regardless of the outcomes of the competition |
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What is the definition of reinforcement? |
Use of rewards/punishments that increase or decrease likelihood of a similar response occurring in the future. Rooted in theories of behaviour modification and operant conditioning |
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What are the two principles of effective reinforcement? |
1. If doing something will result in good consequences, people will tend to repeat the behaviour. 2. If doing something will result in negative consequences, people will try not to repeat the behaviour. |
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What are some problems with reinforcement? |
- reinforcers can affect two people differently - people cannot always repeat the behaviour - must consider all the reinforcements available to the individual and how they are valued |
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What are the two approaches to influencing behaviour? |
1. Positive Approach : reward appropriate behaviour to increase likelihood of desirable responses. This motivates them to perform behaviours by rewards. 2. Negative Approach: punish undesirable behaviour to decrease likelihood of inappropriate behaviours. Focuses on errors. |
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What are the guidelines for positive reinforcement? |
1. Reinforces must be effective (social, material, and activity reinforcers/special outings) 2. Appropriate timing and scheduling of reinforcers (depends on stage of learning) 3. Choosing the right behaviours to reward (most appropriate and important behaviours) 4. Provide performance feedback (based on accuracy and success of their movements) |
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What are the two kinds of feedback? |
1. Motivational (enhance confidence to inspire greater effort, reinforcement) 2. Instructional (information on specific behaviours and instructs on levels of proficiency that should be achieved) |
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What is the difference between punishment and negative reinforcement? |
Punishment tends to decrease a behaviour with a negative stimulus. Negative reinforcement tends to increase a behaviour with the lack of a stimulus. |
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What are the pros of using punishment? |
1. Successful 2. Expectation of cooperation and animosity toward wrongdoers 3. Cheating should be punished 4. Cheaters have no benefit in long-term 5. Assures others that wrongdoers are held accountable 6. Signal to violators there are consequences to actions |
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What are the cons of using punishment? |
1. Lack of support as it relates to negative behaviour 2. Degrading or shame producing is linked to failure/weakness 3. Fear of failure (motivation), multiple consequences 4. Unpleasant learning environment (suppresses behaviour, not eliminate) |
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How can you make punishment effective? |
1. Consistency 2. Punish behaviour, not person 3. Athletes have input 4. Don't use physical activity 5. Not a reward or attention 6. Don't punish for making mistakes 7. Don't embarrass 8. Use sparingly 9. Don't punish as group for individual mistake 10. Age appropriate 11. Understand reasons for punishment |
