challenge 2 sport psych

autonomic nervous system

parasympathetic and sympathetic

parasympathetic nervous system

rest and restore

anabolic process

sympathetic nervous system

fight or flight - acute stress response

catabolic process- breaking down

symptoms of SAM

increase blood glucose levels, increase cardiovascular output, increase blood flow to muscles, increase heart rate and blood pressure

HPA axis

chronic stress and releases stress hormone cortisol

what structures are involved in the HPA axis

hypothalamus, pituitary, adrenal cortex

what is the order for the HPA axis?

hypothalamus -> anterior pituitary -> adrenal cortex -> cortisol

What are the two energy releasing systems?

SAM and HPA axis

Allostasis

body's capacity to change while keeping stability

allostatic load

prolonged chronic stress

body/immune system is dysregulated

types of stress

acute

chronic

derivational

anticipatory

secondary

primary

what is acute stress

short term

what is chronic stress

long term

what is deprivational stress

low motivation, boredom

what is anticipatory stress

what is going to happen in the future

what is secondary stress

what happened in the past ( should have's)

what is primary stress

what is happening right now

According to cue utilization theory, what happens to an individuals visual field when arousal increases

when arousal increases, attention narrows due to task-irrelevant cues

how is performance impaired by arousal according to the searchlight method

1. too broad of a searchlight

2. searchlight pointed in the wrong direction

3. searchlight too narrow or unable to rapidly shift from one cue to another

what are the different forms of anxiety according to multi-dimensional anxiety theory?

cognitive anxiety and somatic anxiety

cognitive anxiety

thought component (worry and apprehension)

somatic anxiety

Physiological effects of stress

Sweating, increased HR, feeling of nausea

what is the relationship between cognitive anxiety and performance

negative linear relationship

what is the relationship between somatic anxiety and performance

inverted U

Reversal Theory

arousal is related to an individuals emotional experience

achievement motivation

person's effort to master a task, achieve excellence, overcome obstacles

Task Orientation

individuals are motivated to demonstrate competence relative to self-referent standard - focused on improving their skills

ego orientation

individuals motivated to demonstrate competence in comparison to others

how can a coach create a ego-oriented environment

- they are more punishment focused

- focus more attention on better players

-cultivate competition between players

how can a coach create a task-oriented environment

- emphasize effort

- individual improvement

- encourage cooperation

self-talk

inner discourse that reflects and influences our cognitions about ourselves, outcomes and subsequent behaviors

types of self-talk

instructional: direct attention and focus

motivational: increase energy or effort

choking in sports

when a capable individual underperforms under pressure

what conditions must be present for a choke to occur

1. athlete is capable of performing better/ athlete is highly skilled

2. athlete is motivated to perform well

3. athlete perceives situation to be important

according to Baumeister and showers when is the only time choking can happen

in a competitive setting with a game on the line

cause of choking theory: Cue Utilization

heightened arousal causes peripheral narrowing of visual attention

ex: tunnel vision caused choking

cause of choking theory: processing efficiency theory

- inefficient processing of task-relevant information

- worry motivates one to increase effort in order to advert detrimental effects

e.g.: athlete overthinks or tries too hard thus performance declines

cause of choking theory: attentional control theory

anxiety promotes the shifting of attention to threatening stimuli which results in shifting from task relevant cues to task-irrelevant cues

inhibition

ability to resist distracting information

e.g.: a crazy fan jumping up and down

shifting

ability to control and shift attention to task relevant cues

conscious processing hypothesis

athlete focuses on already mastered skills and try and control one's movements will disrupt task processing and result in choking

Constrained Action Hypothesis

focusing on the results of an action, rather than the body's movements, improves motor performance

Irrational Beliefs (Ellis)

_ prevents from achieving goals and purposes

- absolute or dogmatic; "must's", "should's"

- awfulizing - situation is more than 100% bad

- low frustration tolerance

- damnination- excessively critical to self

- perfectionism

Rational Beliefs (Ellis)

- one must be practical, logical, and reality based

- expressed in forms of "desires", "preferences", "wishes", "likes", and "dislikes"

- flexible

- does not impede progress towards one's goals

According to the ABC's of REBT your beliefs about an activating event will lead to?

people acting according to their beliefs.

ex: the decision not to exercise is due to the irrational beliefs of the short term discomfort

self-serving bias

tendency to explain success as internal, stable, and controllable while explaining failure as external, unstable, and uncontrollable

- done as an effort to preserve self-esteem and self-efficacy

what are the two physiological states according to the biosychosocial model

challenge and threat

what happens during challenge appraisal

sympathetic-adrenal-medullary axis is activated

increase in cardiac output

vasodilation

what happens during threat appraisal

HPA axis is activated

decrease in cardiac output

vasoconstriction

what were the differences in physiological response during the something to gain, something to lose study?

The something to lose people had a threat appraisal response and the something to gain people had a challenge appraisal response

what is the result of negative biases about one's future?

anxiety

what is the result of negative biases about ones past?

depression

what is self-presentational stress

similar to social anxiety but occurs during sports performance

what happened in the study of self-presentational efficacy?

woman in an exercise class with see through windows, a weird guy, revealing clothing, and a camera had low efficacy

woman in an exercise class with covered windows, normal clothing, and no weird guy had high-efficacy

what are 2 ways to perceive/interpret external rewards or sources of motivation, according to the cognitive evaluative theory?

Informational - (Damn I'm Good), seen as conformation of one's abilities or as useful information; fosters intrinsic motivation and positive relationships

controlling- create demands for meeting a specific standard, undermine intrinsic motivation, create unhealthy strain on relationships

self-handicapping

an intentional and preemptive act to divert blame from self

- making excuses

- withholding effort or practice

- procrastinating

- use of alcohol or drugs

when does self-handicapping happen

prior to the performance

why do athletes self-handicap/ what psychological constructs are they trying to maintain

self-preservation, fear of failure

- win-win situation

who is the source in intra-psychic regulation?

demands are coming from within the individual

- decreases self-esteem

what are sources of intrinsic motivation

knowledge - learning and exploring

accomplishment - mastering a skill

stimulation - fun, exciting, aesthetic pleasure

What is extrinsic motivation?

a desire to perform a behavior to receive promised rewards or avoid threatened punishment

Sources of extrinsic motivation

peers, parents, bosses, intra-psyche, to validate self-esteem and ego-involvement

stage 1 of organismic integration theory

external regulation

- least autonomous

- motivated to obtain a reward or avoid a punishment

stage 2 of organismic integration theory

introjection regulation

- taking in an external contingency, demand, or regulation but not accepting it as their own

- going to run hills without a coach telling them to

stage 3 of organismic integration theory

Identified regulation

- accepting the importance of the behavior for themselves and thus accepting it as their own

- no longer perceive external pressure

stage 4 of organismic integration theory

integrated regulation

- most autonomous

- apart of identity

what are the 3 components of the basic need theory?

physical, psychological, and socially

how do the components of the basic need theory affect an individuals motivation

autonomy: behavior matches one's values

competence: feelings of mastery

relatedness: being connected to significant others and reciprocity

what does a coach providing a clear rational for a behavior or task do? How does it affect motivation?

- rules and standards

- explain the value and why it will benefit them in reaching their goals

- helps athlete but into the WHY

social facilitation

creates increased effort when others are watching/ create desired impressions

how can social facilitation have a positive influence?

can create the desire to work harder or perform at your highest level

emergent motivation

as your interacting with the world or going towards a goal, then the feedback presents what to do next

- moment-to-moment between the person-environment relationship

- merging of action and awareness

what experiences does an athlete have while being in the zone or flow?

Order-making experience

- process that make order of all the information being perceived

Autoelic experience

- the experience itself is a reward

make you feel:

- cognitively efficient, motivated, and happy

what cognitive psychology strategies can be used to change or stop negative self-talk?

-changing thoughts: recognize the negative thought and replace it with a more positive thought

-countering: using facts to refute negative self-defeating assumptions

-reframing: change a weakness into a strength