Chapter 6 Hagger & Chatzisarantis Emotion and Anxiety in Sport.

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Chapter 6 Hagger & Chatzisarantis Emotion and Anxiety in Sport

Transcript of Chapter 6 Hagger & Chatzisarantis Emotion and Anxiety in Sport.

Page 1: Chapter 6 Hagger & Chatzisarantis Emotion and Anxiety in Sport.

Chapter 6 Hagger & Chatzisarantis

Emotion and Anxiety in Sport

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Definition of terms

AnxietyAnger

Happiness Guilt

Emotion

Mood states

Affect

Mood

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Arousal and Anxiety

Definition of Anxiety• Negative, maladaptive emotional state characterised by nervousness, worry, and apprehension with concomitant physiological activation• Associated with an inability to cope with environmental stressors

(Hagger & Chatzisarantis, 2005)

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Multidimentionality Anxiety Theory (CSAI-2; Martens et al., 1990) Cognitive Anxiety = Perceptions related to state of anxiety e.g. “worried”, “anxious” Somatic Anxiety = Physiological symptoms of anxiety e.g. butterflies in stomach, galvanic skin response Self-Confidence = Positive emotional statements regarding future performance e.g. confident, positive

Arousal and Anxiety

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I feel nervous

Example Items from CSAI-2 

 Following are several statements that athletes have used to describe their feelings before competition. Think of a competition in which you have recently participated. Read each statement and then tick the appropriate box to the right of the statement to indicate how you felt at that moment. There are no right or wrong answers. Don’t spend too much time on any one statement, but choose the answer that best describes your feelings at that particular time. (Please tick one box) 

Not at all Somewhat Moderately So

Very Much So

I am concerned about this

competition

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Definition of ArousalGeneral physiological and psychological activation varying from deep sleep to intense excitation State Anxiety = Feelings of nervousness, worry and apprehension in a given situation, changeable Trait Anxiety = General disposition that results in a person interpreting objectively non-threatening events as threatening and results in a disproportionately high anxiety response

Arousal and Anxiety

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Trait Anxiety

Arousal

Somatic State Anxiety

Cognitive State Anxiety

Trait States

State Anxiety

Self-Confidence

Arousal and Anxiety

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Mediational Model of Hierarchical Anxiety and Performance

State Cognitive Anxiety

Competitive Trait Anxiety

Trait States

State Somatic Anxiety

State Self-Confidence

Sport Performance

Behaviour

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The Role of Stress

Definition of Stress“A substantial imbalance between demand and response capability, under conditions where failure to meet that demand has important consequences”

McGrath (1970, p.20)

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Anxiety-Performance Relationship

How does anxiety affect performance

Is it a clear negative effect?

Craft et al. (2003) conducted a meta-analysis across 29 studies

Found small corrected relationships:

Cognitive anxiety (b = -.13, p < .05)

Somatic anxiety (b = -.09, p < .05)

Self-confidence (b = .36, p < .05)

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Pe

rfo

rman

ce

Physiological Arousal

Low High

High

Spence and Spence (1966)

Drive Theory

Anxiety and Performance

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Pe

rfo

rman

ce

Physiological Arousal

Low High

High

Landers and Boutcher (1986)

The ‘Inverted-U’ Hypothesis

Sprinter

PoolPlayer

Anxiety and Performance

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Anxiety and Cognition

How does anxiety affect sports performance?White (1998): High-ego, low-task competitors interpreted competitive situations as anxiety-provokingDickson and McLeod (2004): Avoidance goals most strongly associated with increased cognitive anxietyYoo (2003): Intervention to induce a task-oriented motivational climate reduced cognitive and somatic anxiety levels

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Intensity and Direction in Anxiety(Jones et al., 1992, 1993, 1995)

Anxiety alone not as important as INTERPRETATION of anxiety

Two dimensions of anxiety Intensity = Degree of state anxiety experienced by athlete in a given situation Direction = Evaluation of anxiety as being positive and helping performance (facilitative) or negative and harmful to performance (debilitative)

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No differences in ‘levels’ / ‘intensity’ of anxiety Elite or ‘expert’ athletes tended to view anxiety as facilitative Strong relationships in Gymnasts and Swimmers between facilitative interpretation and performance(Jones and Swain, 1992; Jones, Swain and Hardy, 1993)

Intensity and Direction in Anxiety(Jones et al., 1992, 1993, 1995)

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Promoting a Facilitative Interpretation

Interviewed competitive swimmers and tested their anxiety levels and DIRECTION prior to competition Interviews revealed key strategies among those with high-facilitative interpretations: Activation (mantras, visualisation) Restructuring (positive thoughts, reinterpreting) Confidence-building (imagery, training log) Relaxation (imagery, PNF)

(Hanton and Jones, 1999a; 1999b)

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Hardy’s (1990)Catastrophe TheoryP

erf

orm

ance

Physiological Arousal

Low High

HighP

erf

orm

ance

Low High

High

Low cognitive anxiety

High cognitive anxiety

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Individualised Optimal Zone of Functioning (IZOF)

Out of Zone

Out of ZoneIn Zone

(Best Performance)Out of Zone

Out of Zone Out of Zone

In Zone(Best Performance)

Out of Zone

In Zone(Best Performance)

Athlete A(Low IZOF)

Athlete B(ModerateIZOF)

Athlete C(High IZOF)

State Anxiety LevelHanin (1980, 1986, 1997)

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Mood States in Sport

“Mood” is often considered a series of emotional states that are less intense and more enduring that emotionsMorgan (1980): Use the POMS to produce an “Iceberg Profile” for elite performersCockerill et al. (1999): POMS explained little variance in sport performanceRowley et al. (1995): Iceberg profile consistent across performers, but effect on performance small (d = .15)

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Morgan’s (1980) Iceberg Profile

30

40

50

60

70

TensionDepressionAnger Vigour Fatigue Confusion

Successful Performer

Less- Successful Performer

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Mood States in Sport

Beedie et al. (2000): Made distinction between “absolute” and “relative” performance in sport – Rowley did not – and found:Absolute performance: d = .10 (small)Relative performance: d = .31 (medium)Also found moderate effect sizes for individual scales, positive for “vigour” and negative for “tension” and “depression”Important to make distinctions between mood components

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Implications for Practice

Identify optimal arousal for best performance Recognise the interaction between personal and situational factors in producing anxiety response Recognise signs of increased arousal Develop confidence in performers to help cope with anxiety Foster a task involved motivational climate Cognitive reappraisal techniques