Vocabulary Terms
Define Arousal
the response to a stressor by the sympathetic nervous system
Outline Drive Theory
suggests there is a direct and linear relationship between arousal and performance
What is coping used for?
Coping can be a response to internal demands (like self-doubt, fatigue etc)
Coping is managing efforts (rather than outcomes)
People can cope by balancing what they need to do with what they can manage to do
Goal setting refers to the process of establishing clear, specific, and attainable objectives that an individual aims to achieve, often used to enhance motivation, performance, and persistence in athletic endeavors
learned mental skills that enhance performance.
Define Stress
a response of the body to a demand made upon it (a stressor), resulting in arousal of the sympathetic nervous system
Describe Inverted U Theory
suggests that performance improves with arousal up to a certain point, after which it declines. Peak performance is achieved when one experiences moderate levels of arousal
State the 3 phases in Coping
Primary Appraisal
Secondary Appraisal
Coping
State the three phases of developing a psychological skill?
Phase 1: General Education
Phase 2: Acquisition
Phase 3: Practice
State the 5 Categories of stress
Time-limited “voluntary” stress
Time-limited “compulsory” stress
Stressful event sequences
Chronic Stress Distant Stressors
Define Coping
Coping is defined as the constantly changing cognitive and behavioral efforts to manage external or internal demands perceived as taxing or exceeding personal resources
Outline a Strength and Limitation of Individual Zone of Optimal Function (IZOF)
Strength: Tailored to individual athletes and considers emotional influences
Limitation: Requires detailed assessment and lacks a clear explanation of underlying mechanisms
State the 3 types of coping
Problem focused coping
Emotion Focused Coping
Avoidance Coping
Automate skills through overlearning
Integrate skills into performance situations
Simulate skills in competition settings
Outline the Secondary Appraisal Phase and Decision towards Coping
Secondary Appraisal Phase:
The individual evaluates whether they are able to control the relationship between themselves and the environment
Assess their resources (skills, support) to cope with the stressor
Coping Phase:
The individual will engage in a coping response
Yes: (it can be controlled): Problem focus
No: Emotion focused OR avoidance
Define Cognative anxiety & Somatic anxiety
Cognative anxiety: the worry component; a chain of negative thoughts and images. Affects concentration, decision-making, and confidence
Somatic anxiety: linked to physical symptoms like increased sweating, HR, and muscle tension. Can enhance OR harm performance depending on control
Describe 3 limitations to Inverted U Theory
Lack of strong evidence supporting its application in sports
Oversimplification: Real-world performances are comprised of several components, and anxiety may affect different components in different ways
Real life declines are sudden and rapid
Descriptive rather than explanatory: fails to clarify why arousal impacts sport
Vague definition of arousal: is not accurately defined (different elements may change independently of one another)
Exclusion of cognitive processes: Anxiety and other important cognitive processes associated with stressful performances are not included
State 5 Coping Skills and Strategies
Logical analysis and problem solving
Information seeking
Seeking social support
Pre-performance routines
Self-talk
Controlled distraction
Thought control
Imagery
Effort expenditure
Relaxation skills
Identify am advantage and disadvantage of Performance Goals
Advantages: Helps track progress and build confidence as you achieve incremental improvements; increases confidence and motivation
Disadvantages: Risk of frustration if improvements plateau despite effort; can focus too much on metrics and not enjoy
Compare and Contrast at least 2 Subjective Measures and Objective Measures of Anxiety
Subjective Measures:
Self Report Questionnaires like the Competitive State Anxiety Inventory (CSAI-2)
Interviews and diaries
Self reported data should be collected as close as possible to the event for more accurate data
Objective Measures:
Heart Rate and Blood Pressure- elevated levels indicate increase physiological arousal
Galvanic Skin Response – measures changes in skin due to sweating
Hormonal Analysis – cortisol and adrenaline levels can provide insights
Outline the SMARTER Framework
S – Specific: clearly define what you want to achieve
M – Measurable: Include criteria to track progress (quantitative)
A – Achievable: Set a goal that is challenging but realistic
R – Realistic: Ensure the goal aligns with your current abilities and resources
T – Time-bound: Set a deadline to create urgency
E – Evaluate: regularly assess your progress
R – Review: Adjust the goal as needed based on your progress or changing circumstances
Identify the 4 stages of catastrophe theory
1. Low arousal and low anxiety
2. Optimal arousal and controlled anxiety
3. Over-arousal and high anxiety
4. Catastrophic Drop in Performance
Describe the types of appraisals and impact on coping
Challenge Appraisal: The athlete sees it as an opportunity for growth and development
Response: the athlete feels energized, focuses and motivated
Harmful Appraisal: The athlete perceives the stressor as already having caused harm (injury or loss)
Response: the athlete may experience learned helplessness
Threat Appraisal: The athlete perceives it as something that could harm or negatively affect them, leading to HIGHER stress and anxiety
Response: the athlete may feel helpless or overwhelmed = can negatively impact performance
Outline 4 of the 8 evidence based guidelines
1. Set specific goals: Specific, measurable and observable goals lead to better performance than vague goals
2. Set moderately difficult but realistic goals: Goals should be challenging, yet attainable to avoid discouragement
3. Set both Short- and Long- Term Goals
4. Use a combination of Outcome, Performance, and Process Goals
5. Always have training and competition goals
6. Record your goals and make sure you get feedback
7. Always identify strategies to help you be successful
8. Foster individual commitment to your goals and ensure you have adequate support
Describe Strategies 2 to Avoid Performance Collapse for Cognitive Anxiety & Somatic Anxiety
Strategies to Control Cognitive Anxiety:
Positive self talk – replacing negative thoughts with confidence-boosting affirmations
Visualization – mentally rehearsing success to build confidence
Focus on Process Goals – shifting attention from outcome pressure to skill execution
Strategies to control Somatic Anxiety:
Deep Breathing and Relaxation Techniques – reduces heart rate and muscle tension
Progressive muscle relaxation – helps athletes recognize and control tension
Pre-game routines – establishes consistency to reduce stress levels