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!"#$%
discuss the nature of stress and anxiety andhow to measure these traits
identify the major sources of anxiety andstress
explain how and why arousal and anxiety-related emotions affect performance
compare and contrast ways to regulatearousal, stress, and axiety
&
What are arousal and anxiety?
What are their major components?
How are they measured?
What are the theories of arousal?
Arousal is a general physiologicaland psychological activation,
varying on a continuum from deepsleep to intense excitement.
Weinberg & Gould (2007, p. 78)
Anxiety is a negative emotional state in which
feelings of nervousness, worry, andapprehension are associated with activation
or arousal of the body.
Emotionalimpact or cognitive dimension ofarousal results from environmental demandinterpreted as threatening
Physicalimpact or somatic anxiety is the degreeof physical activation
Weinberg & Gould (2007, p. 78)
'('
State Anxiety
temporary, activates the autonomic
nervous system
Trait Anxiety
part of ones core personality
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State anxiety is a temporary, ever-changing
emotional state of subjective, consciouslyperceived feelings of apprehension andtension, associated with activation of theautonomic nervous system
Cognitive State Anxiety
Degree to which one worries or has negativethoughts
Somatic State Anxiety
A-State Reaction to currentstressful
conditions
Temporary reaction
Subsides once stressor is gone
'
Trait Anxiety
A behavioral disposition to perceive asthreatening circumstances that areobjectively not dangerous and to thenrespond with disproportionate stateanxiety.
'
A-Trait
Long - lasting
Chronic pre-disposition
Similar to personality variable
A-Trait individuals perceive variety of environmental
demands as highly threatening
)
Cognitive anxiety starts high andremains high as time-to-eventapproaches.
Somatic anxiety remains low until 24hours before the event.
Once performance begins, somaticanxiety dissipates rapidly, and cognitivestate anxiety fluctuates throughout thecontest.
'
Interaction between State & TraitAnxiety
High trait-anxious individuals usually havemore state anxiety in highly competitive,evaluative situations as compared toindividuals with lower trait anxiety
Example: Match point in tennis played byplayer low or high in trait anxiety.
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'
Anxiety tests in sport psychology includephysiological and psychometric measures
Physiological measures of arousal includeheart rate, respiration rate, blood pressure,body temperature, brain activity, and
Galvanic skin response
!"#!$
'
Although physiological measures areuseful, there is no single agreedphysiological index of anxiety.
Also, importance of perceptual factors(whether arousal is interpreted
positively or negatively) suggests
physiological measures are limited
Source: Lavallee et al. (2004) Sport Psychology: ContemporaryThemes(Palgrave Macmillan, Basingstoke, Chapter 6)
*
Behavioral and physiologicalmeasures
Paper and pencil questionnaires Generally consider:
Somatic anxiety/arousal
Cognitive anxiety
and sometimes
Concentration
Self-confidence
*
Physiological componentsof Arousal Blood Pressure
Heart Rate (EKG)
Respiration Rate
EMG, EEG, EOG
Galvanic Skin Response
Level of adrenaline in blood
Image source: http://www.chemistrydaily.com/chemistry/Adrenaline
%&'
*
An Electrocardiogram(ECG or EKG) is a
quick, painless test thatrecords the electricalactivity of the heart. Itmay be taken at rest orduring exercise.
Image source: http://www.medmovie.com/
*
Blood Pressure Usinga Mercury
Sphygmomanometer.
Image source: http://www.adinstruments.com/education/experiments/
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*
Electroencephalogram(EEG) data determinethe difference betweeninterfering signals andbrain waves andexamine the effects ofvisual activity on alpharhythm in the brain.
Image source: http://www.adinstruments.com/education/experiments/
*
Electroencephalography(EEG) is themeasurement ofelectrical patterns at thesurface of the scalpwhich reflect corticalactivity, and arecommonly referred to as"brainwaves".
http://bio-medical.com/news_display.cfm?mode=EEG&newsid=80
*
Electroencephalography(EEG)
NeuroGuide the mostinformative andcomprehensiveConventional EEG andQEEG analysis systemavailable.
http://bio-medical.com/product_info.cfm?inventory__imodel=NEUROGDX
*
Electrooculography(EOG) is a technique formeasuring the restingpotential of the retina.
Image source: http://www.qubitsystemElectrooculography
*
GSR in Biofeedback: Thegalvanic skin response (GSR)
feedback instrumentmeasures skin conductivityfrom the fingers and / orpalms. The GSR is highlysensitive to emotions in somepeople.
http://bio-medical.com/product_info.cfm?inventory__imodel=T2001
*
ElectrodermalResponse (EDR)
Biofeedback
http://www.bfe.org/protocol/pro12eng.htm
(')*+%,)'-#'*)..
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*
Infrared Thermography,Thermal Imaging,Thermographic Imaging,and Thermal Video
Image source: http://en.wikipedia.org/wiki/Thermography
Snake on a mans hand
*
Development of a CSAI-2 short form for assessingcompetitive state anxiety during and immediatelyprior to competition:
Somatic State Anxiety
1. I feel nervous (item 2).
2. My body feels tight (item 26).
3. I feel tense in my stomach (item 11).
Anxiety Sceening Tool: http://psychcentral.com/quizzes/anxiety.htm
*
Cognitive State Anxiety
1. I'm concerned about performing poorly (item 16).
2. I am concerned about this competition (item 1).
3. I'm concerned that others will be disappointed withmy performance (item 22).
Anxiety Sceening Tool: http://psychcentral.com/quizzes/anxiety.htm
*
Phase One Derived Anxiety Rating Scale forMeasuring Competitive Somatic State Anxiety(ARS-S). Relative to the upcoming competition, and relative to the
following statement, rate how you feel right now (circlethe appropriate number):
I feel nervous, my body feels tight and/or my stomachtense 1 Not at all 2 A little bit 3 Somewhat 4 Moderately so 5 Quite a
bit 6 Very much so 7 Intensely so
http://findarticles.com/p/articles/mi_hb6401/is_n1_v21/ai_n28703500/pg_5/?tag=content;col1
*
Phase One Derived Anxiety Rating Scale for MeasuringCompetitive Cognitive State Anxiety (ARS-C).
Relative to the upcoming competition, and relative to thefollowing statement, rate how you feel right now (circle theappropriate number): I feel concerned about performing poorly and that others will be
disappointed with my performance
Not at all 2 A little bit 3 Somewhat 4 Moderately so 5 Quite a bit 6Very much so 7 Intensely so
http://findarticles.com/p/articles/mi_hb6401/is_n1_v21/ai_n28703500/pg_5/?tag=content;col1
)+!,-.
I feel nervous
I feel jittery
My body feels tense
I feel tense in mystomach
My body feelsrelaxed
My heart is racing
I feel my stomachsinking
My hands areclammy
My body feels tight
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!+!,-.
I am concerned about:
this competition
losing
choking underpressure
that I may not do as wellas I could
performing poorly
Im concerned that:
others will bedisappointed withmy performance
I wont be able toconcentrate
I have self-doubts
Im worried aboutreaching my goal
,!+!,-.
I feel at ease
I feel comfortable
I feel self-confident
I feel secure
Im confident I can meetthe challenge
I feel mentally relaxed
Im confident aboutperforming well
Im confident because Imentally can picturemyself reaching mygoal
Im confident of comingthrough under pressure
/*
Observation: Viewing an athletesbehavior before, during and after an eventcan provide much information about theirstress response. Clues to watch out forinclude shaking, talking fast, irregular(excessive) toilet visits, biting the nails andan inability to stay still.
http://www.teachpe.com/sports_psychology/anxiety.php
Stress is the non-specific response of thehuman organism to any demand that is
placed upon it. Dr. Hans Selye
The stress continuum
Eustress
stress health and performance
Distress
stress health and performance
012-12
The relationship between stressand health and performance.
Hoeger & Hoeger(2008, p. 327)
'
Stimulus
Environmentalor competitive
situation
Appraisal of Situation
1. PrimaryPersonal stake
in situation2. SecondaryPerceived
coping resources
Response(imbalance)
Stress response(distress or state
anxiety response)
No stress response
(balance)
Active coping
(cognitive-behavioralintervention)
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012-1
Stressors in the lives of college students.
')Hoeger & Hoeger(2008, p. 328)
012-1-
General adaptation syndrome: The bodysresponse to stress.
Hoeger & Hoeger(2008, p. 328)
Adapting to StressThe bodys eternal quest for homeostasis.
General Adaptation Syndrome (GAS)
Alarm reaction
Immediate nonspecific response by mobilizingresources to react to the perceived stressor
Resistance
Continuous, reactive, counter stress effort
Exhaustion/Recovery
A prolonged resistance leads to exhaustion
A short resistance allows for a quick recovery
'
Distress occurs when there is a substantialimbalance between the physical andpsychological demands placed on anindividual and that persons responsecapability and under conditions in whichfailure to meet the demand has significantconsequences.
Weinberg & Gould (2007, p. 81)
'
Stage 1: Environmental Demand
Stage 2: Perception of Demand
Stage 3: Stress Response Stage 4: Behavioral consequences
Weinberg & Gould (2007, pp. 82-83)
Critical Thinking
Can you identifysources of eustressand distress in yourpersonal life duringthis past year?
Explain youremotional andphysical response toeach stressor andhow the two differ.
Hoeger & Hoeger(2008, p. 327)
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Arousal varies on a continuum from
deep sleep to
extreme excitement
)
Arousal measured by physiological parameters
Somatic Anxiety measured by perceptionof
physiological parameters
Arousal an energizing function
responsible for harnessing the bodysresources for intense and vigorousactivity
a physiological state of readiness toperform
'
Drive Theory
Inverted-Uhypothesis
Individualized Zonesof OptimalFunctioning (IZOF)
MultidimensionalAnxiety Theory
The catastrophemodel
Reversal Theory
Processing efficiencytheory
Consciousprocessing hypothesis
'
3)
No one theory or modelprovides a unifying theory
that describes therelationship between
arousal/anxiety and
athletic performance.
Image source: http://nbcsports.msnbc.com/id/30021156/
Tiger Woods celebrateswinning putt Arnold Palmer
Invitational 2/2909
4'
Developed by Hull and Spence
Linear Relationship
Positive Correlation
Performance = Arousal X Skill Level
Examples of when this might be true?
Social Facilitation Theory
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4'P
ER
F
OR
MAN
CE
AROUSAL
,56
Developed by Yerkes and Dodson(1908)
//#/0#/+/
Really measuring Somatic Anxiety
How do Somatic Anxiety and Arousal
differ?
,56
Inverted-U hypothesis (e.g. Oxendine, 1984)suggests that arousal and performance are related incurvilinear manner: increased arousal held to improveperformance up to certain point beyond which furtherincreases may impair it.
--''#''''1-'+'
Lavallee et al. (2004) Sport Psychology: Contemporary Themes
(Palgrave Macmillan, Basingstoke)
,56
http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2657838
,56
Problems
looks at three groups
high
medium
low anxious
should look at 1 individual
at many levels of anxiety
7'84
P
E
RFO
RM
AN
C
E
SOMATIC ANXIETY
7/31/2019 Anxiety Arousal Ch4 6spp
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,56
Non-linear Highest levels of performance
moderate arousal
Lowest levels of performance
exceptionally low
exceptionally high arousal
7$
P
ERF
O
RM
AN
CE
SOMATIC ANXIETY
*)'
Hanin (1980, 1986, 1997); Martens etal. (1990)
Individualized Zones of OptimalFunctioning (IZOF)
A persons zone of optimal functioning maybe at the lower, middle, or upper end of thestate anxiety continuum.
))
P
ER
F
ORMA
N
CE
SOMATIC ANXIETY
moderatelow high
!
)
PE
RF
ORMANCE
COGNITIVE ANXIETY
09 :6;
!'
Recognizes that cognitive and somatic anxietyinteract with one another.
The catastrophe model (Hardy, 1996) suggeststhat arousal has different effects on sportperformance depending on cognitive anxiety.
!+2+-'''+2
Lavallee et al. (2004) Sport Psychology: Contemporary Themes(Palgrave Macmillan, Basingstoke)
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!*
Under conditions of low cognitiveanxiety the relationship betweenphysiological arousal and performanceis an inverted-U relationship.
see Figure 4.6, p. 90 (Weinberg & Gould, 2007)
!*
P
ER
F
OR
M
AN
CE
SOMATIC ANXIETY
moderatelow high
WHEN COGNITIVEANXIETY IS LOW
!*
As cognitive anxiety increases,increases in physiological arousalcan lead to catastrophic drops inperformance.
see Figure 4.6, p. 90 (Weinberg & Gould, 2007)
!*PE
RFO
RM
A
NC
E
SOMATIC ANXIETY
moderatelow high
WHEN COGNITIVEANXIETY IS HIGH
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>!?
6'
Masters (1992) suggests that anxiety maycause paralysis by analysis by encouragingathletes to exert conscious control overpreviously automated skills. Thus anxiety mayinduce regression from implicit/automaticcontrol to explicit/verbal control. '-'#'
2#'2!344!'!+
Lavallee et al. (2004) Sport Psychology: Contemporary Themes(Palgrave Macmillan, Basingstoke)
@)8
A
Choking refers to a sudden impairment orfailure of athletic performance due to anoverwhelming anxiety attack.
Choking is characterised by anxietysymptoms and the feeling that the harderone tries, the worse ones performancegets.
!"#
@)8
A
Choking has afflicted many sports starssuch as Ian Woosnam (golf) and Eric
Bristow (darts)
Most likely to be caused by concern withexcessive self-consciousness and concernwith mechanics of skill execution.
!"#
!
Predisposition to anxiety (note circularity ofexplanation)
Perceived importance (threat) of situation Negative attributional style (e.g. ascribing poor
performance to ones own lack of ability ) Perfectionism Fear of failure Competition-specific stress
!"#
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Optimizing Arousal for BestPerformance
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