Chapter 6 Hagger & Chatzisarantis Emotion and Anxiety in Sport
Dec 28, 2015
Chapter 6 Hagger & Chatzisarantis
Emotion and Anxiety in Sport
Definition of terms
AnxietyAnger
Happiness Guilt
Emotion
Mood states
Affect
Mood
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)
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
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
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
Trait Anxiety
Arousal
Somatic State Anxiety
Cognitive State Anxiety
Trait States
State Anxiety
Self-Confidence
Arousal and Anxiety
Mediational Model of Hierarchical Anxiety and Performance
State Cognitive Anxiety
Competitive Trait Anxiety
Trait States
State Somatic Anxiety
State Self-Confidence
Sport Performance
Behaviour
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)
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)
Pe
rfo
rman
ce
Physiological Arousal
Low High
High
Spence and Spence (1966)
Drive Theory
Anxiety and Performance
Pe
rfo
rman
ce
Physiological Arousal
Low High
High
Landers and Boutcher (1986)
The ‘Inverted-U’ Hypothesis
Sprinter
PoolPlayer
Anxiety and Performance
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
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)
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)
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)
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
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)
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)
Morgan’s (1980) Iceberg Profile
30
40
50
60
70
TensionDepressionAnger Vigour Fatigue Confusion
Successful Performer
Less- Successful Performer
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
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