Anxiety Arousal Ch4 6spp

7/31/2019 Anxiety Arousal Ch4 6spp

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discuss the nature of stress and anxiety andhow to measure these traits

identify the major sources of anxiety andstress

explain how and why arousal and anxiety-related emotions affect performance

compare and contrast ways to regulatearousal, stress, and axiety

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What are arousal and anxiety?

What are their major components?

How are they measured?

What are the theories of arousal?

Arousal is a general physiologicaland psychological activation,

varying on a continuum from deepsleep to intense excitement.

Weinberg & Gould (2007, p. 78)

Anxiety is a negative emotional state in which

feelings of nervousness, worry, andapprehension are associated with activation

or arousal of the body.

Emotionalimpact or cognitive dimension ofarousal results from environmental demandinterpreted as threatening

Physicalimpact or somatic anxiety is the degreeof physical activation


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State Anxiety

temporary, activates the autonomic

nervous system

Trait Anxiety

part of ones core personality


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State anxiety is a temporary, ever-changing

emotional state of subjective, consciouslyperceived feelings of apprehension andtension, associated with activation of theautonomic nervous system

Cognitive State Anxiety

Degree to which one worries or has negativethoughts

Somatic State Anxiety

A-State Reaction to currentstressful

conditions

Temporary reaction

Subsides once stressor is gone

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Trait Anxiety

A behavioral disposition to perceive asthreatening circumstances that areobjectively not dangerous and to thenrespond with disproportionate stateanxiety.

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A-Trait

Long - lasting

Chronic pre-disposition

Similar to personality variable

A-Trait individuals perceive variety of environmental

demands as highly threatening

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Cognitive anxiety starts high andremains high as time-to-eventapproaches.

Somatic anxiety remains low until 24hours before the event.

Once performance begins, somaticanxiety dissipates rapidly, and cognitivestate anxiety fluctuates throughout thecontest.

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Interaction between State & TraitAnxiety

High trait-anxious individuals usually havemore state anxiety in highly competitive,evaluative situations as compared toindividuals with lower trait anxiety

Example: Match point in tennis played byplayer low or high in trait anxiety.


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Anxiety tests in sport psychology includephysiological and psychometric measures

Physiological measures of arousal includeheart rate, respiration rate, blood pressure,body temperature, brain activity, and

Galvanic skin response

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Although physiological measures areuseful, there is no single agreedphysiological index of anxiety.

Also, importance of perceptual factors(whether arousal is interpreted

positively or negatively) suggests

physiological measures are limited

Source: Lavallee et al. (2004) Sport Psychology: ContemporaryThemes(Palgrave Macmillan, Basingstoke, Chapter 6)

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Behavioral and physiologicalmeasures

Paper and pencil questionnaires Generally consider:

Somatic anxiety/arousal

Cognitive anxiety

and sometimes

Concentration

Self-confidence

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Physiological componentsof Arousal Blood Pressure

Heart Rate (EKG)

Respiration Rate

EMG, EEG, EOG

Galvanic Skin Response

Level of adrenaline in blood

Image source: http://www.chemistrydaily.com/chemistry/Adrenaline

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An Electrocardiogram(ECG or EKG) is a

quick, painless test thatrecords the electricalactivity of the heart. Itmay be taken at rest orduring exercise.

Image source: http://www.medmovie.com/

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Blood Pressure Usinga Mercury

Sphygmomanometer.

Image source: http://www.adinstruments.com/education/experiments/


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Electroencephalogram(EEG) data determinethe difference betweeninterfering signals andbrain waves andexamine the effects ofvisual activity on alpharhythm in the brain.

Image source: http://www.adinstruments.com/education/experiments/

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Electroencephalography(EEG) is themeasurement ofelectrical patterns at thesurface of the scalpwhich reflect corticalactivity, and arecommonly referred to as"brainwaves".

http://bio-medical.com/news_display.cfm?mode=EEG&newsid=80

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Electroencephalography(EEG)

NeuroGuide the mostinformative andcomprehensiveConventional EEG andQEEG analysis systemavailable.

http://bio-medical.com/product_info.cfm?inventory__imodel=NEUROGDX

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Electrooculography(EOG) is a technique formeasuring the restingpotential of the retina.

Image source: http://www.qubitsystemElectrooculography

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GSR in Biofeedback: Thegalvanic skin response (GSR)

feedback instrumentmeasures skin conductivityfrom the fingers and / orpalms. The GSR is highlysensitive to emotions in somepeople.

http://bio-medical.com/product_info.cfm?inventory__imodel=T2001

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ElectrodermalResponse (EDR)

Biofeedback

http://www.bfe.org/protocol/pro12eng.htm

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Infrared Thermography,Thermal Imaging,Thermographic Imaging,and Thermal Video

Image source: http://en.wikipedia.org/wiki/Thermography

Snake on a mans hand

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Development of a CSAI-2 short form for assessingcompetitive state anxiety during and immediatelyprior to competition:

Somatic State Anxiety

1. I feel nervous (item 2).

2. My body feels tight (item 26).

3. I feel tense in my stomach (item 11).

Anxiety Sceening Tool: http://psychcentral.com/quizzes/anxiety.htm

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Cognitive State Anxiety

1. I'm concerned about performing poorly (item 16).

2. I am concerned about this competition (item 1).

3. I'm concerned that others will be disappointed withmy performance (item 22).

Anxiety Sceening Tool: http://psychcentral.com/quizzes/anxiety.htm

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Phase One Derived Anxiety Rating Scale forMeasuring Competitive Somatic State Anxiety(ARS-S). Relative to the upcoming competition, and relative to the

following statement, rate how you feel right now (circlethe appropriate number):

I feel nervous, my body feels tight and/or my stomachtense 1 Not at all 2 A little bit 3 Somewhat 4 Moderately so 5 Quite a

bit 6 Very much so 7 Intensely so

http://findarticles.com/p/articles/mi_hb6401/is_n1_v21/ai_n28703500/pg_5/?tag=content;col1

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Phase One Derived Anxiety Rating Scale for MeasuringCompetitive Cognitive State Anxiety (ARS-C).

Relative to the upcoming competition, and relative to thefollowing statement, rate how you feel right now (circle theappropriate number): I feel concerned about performing poorly and that others will be

disappointed with my performance

Not at all 2 A little bit 3 Somewhat 4 Moderately so 5 Quite a bit 6Very much so 7 Intensely so

http://findarticles.com/p/articles/mi_hb6401/is_n1_v21/ai_n28703500/pg_5/?tag=content;col1

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I feel nervous

I feel jittery

My body feels tense

I feel tense in mystomach

My body feelsrelaxed

My heart is racing

I feel my stomachsinking

My hands areclammy

My body feels tight


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I am concerned about:

this competition

losing

choking underpressure

that I may not do as wellas I could

performing poorly

Im concerned that:

others will bedisappointed withmy performance

I wont be able toconcentrate

I have self-doubts

Im worried aboutreaching my goal

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I feel at ease

I feel comfortable

I feel self-confident

I feel secure

Im confident I can meetthe challenge

I feel mentally relaxed

Im confident aboutperforming well

Im confident because Imentally can picturemyself reaching mygoal

Im confident of comingthrough under pressure

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Observation: Viewing an athletesbehavior before, during and after an eventcan provide much information about theirstress response. Clues to watch out forinclude shaking, talking fast, irregular(excessive) toilet visits, biting the nails andan inability to stay still.

http://www.teachpe.com/sports_psychology/anxiety.php

Stress is the non-specific response of thehuman organism to any demand that is

placed upon it. Dr. Hans Selye

The stress continuum

Eustress

stress health and performance

Distress

stress health and performance

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The relationship between stressand health and performance.

Hoeger & Hoeger(2008, p. 327)

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Stimulus

Environmentalor competitive

situation

Appraisal of Situation

1. PrimaryPersonal stake

in situation2. SecondaryPerceived

coping resources

Response(imbalance)

Stress response(distress or state

anxiety response)

No stress response

(balance)

Active coping

(cognitive-behavioralintervention)


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Stressors in the lives of college students.

')Hoeger & Hoeger(2008, p. 328)

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General adaptation syndrome: The bodysresponse to stress.


Adapting to StressThe bodys eternal quest for homeostasis.

General Adaptation Syndrome (GAS)

Alarm reaction

Immediate nonspecific response by mobilizingresources to react to the perceived stressor

Resistance

Continuous, reactive, counter stress effort

Exhaustion/Recovery

A prolonged resistance leads to exhaustion

A short resistance allows for a quick recovery

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Distress occurs when there is a substantialimbalance between the physical andpsychological demands placed on anindividual and that persons responsecapability and under conditions in whichfailure to meet the demand has significantconsequences.


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Stage 1: Environmental Demand

Stage 2: Perception of Demand

Stage 3: Stress Response Stage 4: Behavioral consequences

Weinberg & Gould (2007, pp. 82-83)

Critical Thinking

Can you identifysources of eustressand distress in yourpersonal life duringthis past year?

Explain youremotional andphysical response toeach stressor andhow the two differ.



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Arousal varies on a continuum from

deep sleep to

extreme excitement

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Arousal measured by physiological parameters

Somatic Anxiety measured by perceptionof

physiological parameters

Arousal an energizing function

responsible for harnessing the bodysresources for intense and vigorousactivity

a physiological state of readiness toperform

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Drive Theory

Inverted-Uhypothesis

Individualized Zonesof OptimalFunctioning (IZOF)

MultidimensionalAnxiety Theory

The catastrophemodel

Reversal Theory

Processing efficiencytheory

Consciousprocessing hypothesis

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3)

No one theory or modelprovides a unifying theory

that describes therelationship between

arousal/anxiety and

athletic performance.

Image source: http://nbcsports.msnbc.com/id/30021156/

Tiger Woods celebrateswinning putt Arnold Palmer

Invitational 2/2909

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Developed by Hull and Spence

Linear Relationship

Positive Correlation

Performance = Arousal X Skill Level

Examples of when this might be true?

Social Facilitation Theory


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AROUSAL

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Developed by Yerkes and Dodson(1908)

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Really measuring Somatic Anxiety

How do Somatic Anxiety and Arousal

differ?

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Inverted-U hypothesis (e.g. Oxendine, 1984)suggests that arousal and performance are related incurvilinear manner: increased arousal held to improveperformance up to certain point beyond which furtherincreases may impair it.

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Lavallee et al. (2004) Sport Psychology: Contemporary Themes

(Palgrave Macmillan, Basingstoke)

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http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2657838

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Problems

looks at three groups

high

medium

low anxious

should look at 1 individual

at many levels of anxiety

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SOMATIC ANXIETY


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Non-linear Highest levels of performance

moderate arousal

Lowest levels of performance

exceptionally low

exceptionally high arousal

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SOMATIC ANXIETY

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Hanin (1980, 1986, 1997); Martens etal. (1990)

Individualized Zones of OptimalFunctioning (IZOF)

A persons zone of optimal functioning maybe at the lower, middle, or upper end of thestate anxiety continuum.

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COGNITIVE ANXIETY

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Recognizes that cognitive and somatic anxietyinteract with one another.

The catastrophe model (Hardy, 1996) suggeststhat arousal has different effects on sportperformance depending on cognitive anxiety.

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Lavallee et al. (2004) Sport Psychology: Contemporary Themes(Palgrave Macmillan, Basingstoke)


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Under conditions of low cognitiveanxiety the relationship betweenphysiological arousal and performanceis an inverted-U relationship.

see Figure 4.6, p. 90 (Weinberg & Gould, 2007)

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SOMATIC ANXIETY

moderatelow high

WHEN COGNITIVEANXIETY IS LOW

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As cognitive anxiety increases,increases in physiological arousalcan lead to catastrophic drops inperformance.

see Figure 4.6, p. 90 (Weinberg & Gould, 2007)

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RFO

RM

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SOMATIC ANXIETY

moderatelow high

WHEN COGNITIVEANXIETY IS HIGH


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Masters (1992) suggests that anxiety maycause paralysis by analysis by encouragingathletes to exert conscious control overpreviously automated skills. Thus anxiety mayinduce regression from implicit/automaticcontrol to explicit/verbal control. '-'#'

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Lavallee et al. (2004) Sport Psychology: Contemporary Themes(Palgrave Macmillan, Basingstoke)

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Choking refers to a sudden impairment orfailure of athletic performance due to anoverwhelming anxiety attack.

Choking is characterised by anxietysymptoms and the feeling that the harderone tries, the worse ones performancegets.

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Choking has afflicted many sports starssuch as Ian Woosnam (golf) and Eric

Bristow (darts)

Most likely to be caused by concern withexcessive self-consciousness and concernwith mechanics of skill execution.

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Predisposition to anxiety (note circularity ofexplanation)

Perceived importance (threat) of situation Negative attributional style (e.g. ascribing poor

performance to ones own lack of ability ) Perfectionism Fear of failure Competition-specific stress

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Optimizing Arousal for BestPerformance

Anxiety Arousal Ch4 6spp

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