Sports Psych Exam #2

Arousal

blend of physiological and psychological activation, varying in intensity along a continuum

neither + or - (interpretations can be)

increased heart rate, respiration, and sweating

increased muscle tension, fatigue, and coordination difficulties

Anxiety

negative emotional state w/ feelings of worry, nervousness, and apprehension associated with arousal of the body

State Anxiety

temporary, changeable emotional state of subjective, consciously perceived apprehension associated w/ automatic nervous system activation

Cognitive- worry, apprehension, negative thoughts

Somatic- perception of physiological activation

Perceived Control- belief about whether one can meet the competitive challenge

Trait Anxiety

stable predisposition across time and situations

-interprets many situations as threatening

Stress

substantial imbalance between physical and psychological demands placed on an individual and their response capability under conditions in which failure to meet demands has consequences

4 Stages of Stress

can intervene at any stage

1) Environment Demands- physical and psychological

2) Perception of Demand- “threat” perceived

3) Stress Response- arousal, state anxiety, muscle tension, and attention changes

4) Behavioral Consequences- performance and outcome

Sources of Stress and Anxiety

Situational- event importance and uncertainty

Personal- trait anxiety, self-esteem, social physique anxiety

Drive Theory

linear relationship between arousal and performance (well-learned w/ experience)

Inverted U (Yerkes Dodson)

to much/little arousal degrades performance

IZOF

zone of optimal state anxiety in which best performance occurs

Multidimensional Anxiety Theory

cognitive anxiety is negatively related to performance vs somatic anxiety is related to performance in inverted U-Pattern (little support for this)

High vs Low Cognitive Anxiety

Low Cognitive Anxiety- fits inverted-u model

High Cognitive Anxiety- fits catastrophic model

Reversal Theory

arousal’s affect on performance depends on an individuals interpretation of arousal level

-arousal interpreted as “pleasant” (excitement) facilitates performance and vice-versa

-direction (interpretation) and intensity of anxiety affect performance

-framing as a challenge or a threat affects performance

viewing as facilitative or debilitative

Arousal is Multifaceted

physical activation and interpretation

Do Arousal and State Anxiety always negatively affect performance

No, this is all based on interpretation

-self-confidence and enhanced perception of control are critical to perceiving anxiety as facilitative

Group

2 or more people who interact + exert mutual influence on each other

Sports Team- 4 key characteristics beyond mutual interaction + task interdependence

-Collective sense of identity

-Distinctive roles

-Structured modes of communication

-Norms

Group Structure

Role- set of behaviors expected

-Formal- dictated by organizational nature + structure (coach, captain)

-Informal- evolve from group dynamics or interactions among group members (comedian, spark, mentor…)

-role clarity and acceptance are critical for success

Role Satisfaction- satisfied w/ one’s skill + significance of their role

Role Conflict- if lacking competence, motivation, time, or understanding

Group Norms- a level of performance, pattern of behavior, or belief (affects performance)

Social Support

exchange of resources perceived by providers + recipients as intended to enhance the recipients wellbeing

Team Climate

Proximity- closer contact between members promotes team interaction

Distinctiveness- more distinctive the group feels

Fairness- brings a group closer together

Greater Similarity- closer climate

Task Interdependence- all group members benefit or suffer from groups performance (we win and loss together)

Steiner’s Model

Steiner’s Model: actual productivity = potential productivity - losses due to faulty group processes (motivation or coordination)

• Motivation Losses- caused by role rejection, confusion, incompetence, or lack of recognition

• Coordination Losses- the degree to which one’s athletic performance depends on another

Ringelmann Effect vs Social Loafing

Ringelmann Effect: individual performance decreases as the # of people in the group increases

Social Loafing: individuals within a group or team put forth less than 100% effect due to loss of motivation

• eliminate by emphasizing importance of individual pride, identifiability, + identifying situation which social loafing occurs

Cohesion

dynamic process reflecting the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and or for satisfaction of member affective needs

• Multidimensional, dynamic, instrumental, affective

Task Cohesion- Group/team works together to achieve common goals (most important factor)

Social Cohesion- interpersonal attractions among group members

4 Affecting Factors- environment, personal, leadership, + team

Team Satisfaction

increased cohesion is related to increased satisfaction

• cohesion → success → satisfaction → cohesion

• success → cohesion → satisfaction → success

Greater Cohesiveness = …

increased conformity, adherence, social support, stability (time group members stay together)

PST

Psychological Skills Training- systematic + consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving great self-satisfaction

Isolation

breaking a skill into parts, drilling each, then reintegrating them in a single skill execution

Mental Toughness

athlete’s ability to focus, rebound from failure, cope w/ pressure, + persist in the face of adversity

4 C’s of Mental Toughness

Control → handle multiple things at once + remains influential

Commitment → deeply involved w/ pursuing goals despite difficulties

Challenge → perceive potential threats as opportunities for personal growth + thriving in constantly changing environment

Confidence → maintain self-belief in spite of setbacks