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Transcript of Psychological Aspects Controlling anxiety. Anxiety Negative aspect of experiencing stress: Two...
Psychological Aspects
Controlling anxiety
Anxiety
Negative aspect of experiencing stress:
Two components –
Two types -
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worry of possible failure
Cognitive - psychological
Somatic - physiological
State and trait
Trait / state anxiety Trait – high trait anxiety – most situations seen as
- tends to develop more
State – before competition; ; but
at crucial points and components
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enduring personality trait
temporary response to situation
state anxiety
High low during
rises
Cognitive somatic
threatening
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Anxiety
Affects state of arousal - continuum
Trait – predisposed to see wide range of
situations as threatening
State anxiety – moment to moment changes in feelings
Cognitive state –
worries, fears
Somatic state – perceived
arousal
Cognitive and somatic state anxiety
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State anxiety
Somatic Cognitive
Feelings of nervousness,
apprehension, worry, loss of concentration
Awareness of arousal in body – increased heart
rate, sweaty palms
Cognitive state anxiety
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Fear of failure
Attentional difficulties
Loss of concentration
Faulty decision-making
Worries about performance
Increase in arousal
Measuring anxiety
Physiological measures –
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• heart rate; amount of sweating; muscle tension; hormone levels
• but set-up increases arousal
• reluctance to upset performance
• responses vary due to other factors
Measuring anxiety
Observations –
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• record frequency of arousal behaviours
• difficult in real-world setting
• can lead to increased arousal
• difficulties with interpretations
Measuring anxiety
Self-report questionnaires –
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• STAI, SCAT, CSAI-2
• rely on honesty of respondent
• tendency to give perceived ‘correct’ answers
• unable to recognise own feelings
STAI – State-Trait Anxiety Inventory
• Self report questionnaire (Speilberger (1970)
• Measures anxiety of performer
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state and trait
Competitive anxiety
(Martens 1977) –
High competitive trait anxiety –
Development of
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‘tendency to see competitive situations as threatening’
competition seen as threat – results in high competitive state anxiety
SCAT test to measure competitive trait anxiety
SCAT – Sport Competition Anxiety Test
• Self-report -
• Measures anxiety in competition-specific situations
• Measures specific anxiety trait –
• Shows
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specific to competition
state
competitive trait anxiety
high validity
Effects of state anxiety on performance
04/21/23 13Level of anxiety
Quality of performance
High
High
Low
Low
Somatic state
anxiety
Cognitive state
anxiety
Explanation of graph
• Somatic state anxiety – performance at level of
anxiety – inverted U• Cognitive state anxiety - lower for better
performance –
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optimal moderate
negative linear relationship
Multidimensional view of anxiety
1.
2.
3.
Led to CSAI-2 – Competitive State Anxiety Inventory–2 (Martens 1990)
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• measures base-line and pre-competition anxiety
Somatic state anxiety
Cognitive state anxiety
Self-confidence
• most evident aspect of pre-competition of anxiety
Changes in cognitive and somatic anxiety pre-competition
04/21/23 16Time before competition
Level of state
anxiety
High
Low
1 week 1 day 2 hours 1 hour start 1 hour into
Somatic state
anxiety
Cognitive state
anxiety
Explanation of graph
• Cognitive state anxiety days prior to competition and then during competition usually depending on possibility of
• Somatic state anxiety tends to remain until before event, then as event starts
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increases
fluctuates
success or failure
lowhours decreases
Typical question
The cognitive and somatic state anxiety of the competitors may vary as the start of the race approaches.
(i) What do you understand by the terms cognitive state anxiety and somatic state anxiety? (2 marks)
(ii) Describe how cognitive state anxiety and somatic state anxiety may vary prior to and during the race. (3 marks)
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Exam Question
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Exam question and Answer
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Controlling Anxiety
Stress – response of body to demands of situation
Demands = Threats to Potential Fear of
Increased Stress causes
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arousal
stressors
personal harmself-esteem
unknown
Frustration
pressure
Stress
Whether situation causes stress depends on:
Some activities designed to create stress -
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• Trait anxiety
eustress
• Self-confidence• Interpretation of arousal
• Importance of event
EUSTRESS
• a type of stress with a positive effect• the performer actively seeks the
thrill of the danger• and enjoys the excitement and
feeling of satisfaction when it is over
• examples :– bungy jumping– free rock climbing– extreme sport skiing– ultra high diving
Stress Management
PSYCHOLOGICAL STRESS
EXTERNAL - THE SITUATION• perception of the demands of the
situation• example : I’ve got to run a PB to
win
INTERNAL• perception of the performer’s
ability to cope• example : I got a terribly slow
start last time
COMPETITIVE ORIENTATION• perception of the importance of
the situation• example : there’s a gold medal
hanging on this
Stress Management
SYMPTOMS OF STRESS
PHYSIOLOGICAL SYMPTOMS• increased heart rate• increased blood pressure• increased sweating• increased breathing rate• decreased flow of blood to the skin• increased oxygen uptake• dry mouth
PSYCHOLOGICAL SYMPTOMS• worry• feeling overwhelmed• inability to make decisions• inability to concentrate• inability to direct attention appropriately• narrowing of attention• feeling out of control
BEHAVIOURAL SYMPTOMS• rapid talking• nail biting• pacing• scowling• yawning• trembling• raised voice pitch• frequent urination
Stress Management
Stress response
• response• released• Increases and -
more• Increased • Blood diverted away from skin –
• Focuses
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‘Fight or flight’
Adrenalineheart rate blood pressure
oxygen to musclessweating – cooling
less to lose if damagedattention on threat
Stress management
• Control thoughts - cognitive techniques – eg
• Reduce physiological components -somatic techniques – eg
• Involves redirecting thoughts away from
and
• Needs
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imagery/mental rehearsal/thought control
cause of stress reducing anxiety
learning
biofeedback/muscle relaxation
Imagery
• Imagine
• Use
• Must be
• Can imagine event – include possible
• Pre-experience achievement of – increase
• Lock on to perfect performance –
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relaxing situation
all sensesown image
mistakes
goalsself-efficacy
visualisation
Attentional control (focusing)
• Learn to concentrate/focus on
• Concentration linked to • Tendency to focus on • Needs to control attention• Avoid • Use of key phrases to help • Use routine for repeatable skills – eg
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appropriate cues
attention
novel cuespractice
distractions
relaxserving
Thought-stopping
• Use of ‘action’ –
• Switch attention to controlled
• Use whenever occurs
• Action that thought
• Involves – learn to think of action rather than negative thought
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eg clenched fist
mental state
negative thought
removes
conditioning
Self-talk
• Develop about your actions
• Learn to
• Rehearse when things are going wrong -
• Can be
• Can recall good plus
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positive thoughts
control thoughts
what to saydifficult
written down
performances
a few thoughts
Biofeedback
• Use monitor to show effect of anxiety – eg
• Performer to reduce variable
• By thinking of
thoughts
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somaticheart rate
learns
alternative, pleasant
Centering
• Use to regain concentration
• Often used with ‘ ’
• Requires considerable
• technique
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deep breathing
mantra
practice
Somatic
Breathing control
• Focus on rather than cause of anxiety
• Learn breathing
• Lowers
• Often combined with techniques
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breathing
diaphragmatic
heart rate and blood pressure
cognitive
Progressive Muscular Relaxation
• Reduces
• Relax muscles by alternatively
• Start at extremities and gradually move towards
• technique
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muscle tension
tensing and relaxing
centre of body
Somatic
Goal setting
• Control anxiety by directing attention away from and towards achievable
• Increases • Improves • Improves • Raises • Reduces
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stress targetmotivation
selective attention
task persistenceself-confidence
anxiety
Types of goals
• Outcome – based on – eg
But can be• Performance – based on specific aspect of
play – eg
• Process – based on – often affects goals
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result/end productwinning the match
outside performer’s control
completing 50% of passes
- bettertechniques/tactics
performance
Typical question
(a) Explain the difference between outcome, performance and process goals (3 marks)
(b) Which of these tends to be best at reducing anxiety? Explain your answer. (4 marks)
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Answer
(a) Outcome – results;Performance – component of play;Process – technique/tactics; 3 marks(b) Achievement of goals to reduce anxiety;Choose goal to suit performer;Outcome – not good;Result outside performer’s control;Performance – good;Specific to performer’s own efforts/independent of others;Process – good;Can affect performance goals; 4 marks
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Question Mark 1 Mark 2 Mark 3
a(i)
(ii)
(b)