Kin 150 Midterm 2 flashcards

Stress Response

Physiological, cognitive, emotional, and behavioral reactions when faced with heavy demands.

Cognitive-Motivational-Relational Theory

Theory that posits stress as a process varying with situations and individuals.

Stress

A relationship between a person and environment appraised as taxing or exceeding resources.

Stressors

External events or situations that have the potential to be perceived as stressful.

Acute vs Chronic Stressors

Acute stressors are temporary (e.g., waking up late) while chronic stressors are long-term (e.g., ongoing injury).

Organizational Stressors

Environmental demands directly associated with an individual's organization.

Coping

Cognitive and behavioral efforts to manage specific external or internal demands.

Problem-Focused Coping

Coping efforts aimed at changing the actual situation causing stress.

Emotion-Focused Coping

Coping efforts aimed to change how one attends to or interprets a situation.

Emotion Regulation

Processes that individuals use to influence their emotions.

Cognitive Appraisal

Interpretation of a situation's significance and impact on performance.

Primary Appraisal

Assessment of what is at stake in a situation.

Secondary Appraisal

Assessment of what can be done to address the situation.

Harm/Loss Appraisal

A situation where the stressor results in irreversible psychological harm.

Threat or Challenge Appraisal

A situation evaluated as either an anticipated harm or an obstacle that can be overcome.

Reappraisal

Reinterpreting stress to help prepare for action and cope effectively.

Avoidance Coping

Efforts to increase distance from the stressful situation.

Self-Presentation

Process of controlling the impressions others form of oneself.

Competitive Anxiety

Anxiety experienced in sport-related settings perceived to be stressful.

State Anxiety

Anxiety experienced at a specific moment or during a particular situation.

Trait Anxiety

A general predisposition to perceive various situations as threatening.

Drive Theory

Proposes that performance improves with increasing arousal for well-learned tasks.

Inverted-U Hypothesis

Suggests that performance improves with arousal up to a certain level before declining.

Multidimensional Anxiety Theory

Links cognitive anxiety to poor performance and somatic anxiety to performance in an inverted-U pattern.

Self-Regulation Strategies

Methods used by individuals to manage their anxiety symptoms.

Positive Youth Development

A strength-based view focusing on children and adolescents' development.

Physical Literacy

The motivation, confidence, and knowledge to engage responsibly in physical activities.

Masters Athlete

Athletes aged 30 or older competing at the masters level.

Quality of Life

A multidimensional sense of well-being, including health, functioning, and social support.

Disidentification

Reconceptualizing self-image to lessen the impact of negative performance in a domain.