EXSS 340 - Sport and Exercise Behavior - Exam 3 (Chapters 7-17) (MyNotes)

when to use imagery

- Before and after practice - Before and after competition - During the off-season - During breaks in action (in practice and competition) - During personal time - When recovering from injury

choking as an attentional problem

- Choking is an attentional process that leads to impaired performance and the inability to retain control over performance without outside assistance. - Choking is characterized by performers' exhibiting conscious step-by-step execution of skills and a breakdown of automated movement patterns.

What is imagery

- Imagery involves creating or recreating an experience in your mind. - imagery involves all the senses: visual, kinesthetic, auditory, tactile, and olfactory - imagery is a form of simulation that involves: a. recalling from memory pieces of information b. shaping those pieces into meaningful images - the kinesthetic sense is particularly important for athletes - imagery involves moods and emotions

uses imagery

- Improve concentration. - Enhance motivation. - Build confidence. - Control emotional responses. - Acquire, practice, and correct sport skills. - Acquire and practice strategy. - Prepare for competition. - Cope with pain and adversity. - Solve problems.

Why are psychological skills neglected?

- Lack of knowledge and comfort with teaching mental skills - Misunderstandings about psychological skills (e.g., belief that they can't be learned) - Lack of time

Set mastery-approach versus performance-avoidance goals

- Mastery approach (e.g., improve my time in a mile run by 5 seconds) - Mastery avoidance (e.g., don't run the mile slower than last time) - Performance approach (e.g., finish in the top 10 of the race) - Performance avoidance (e.g., don't finish in the bottom half of the field)

Levels of Confidence (figure 15.1)

- Optimal confidence involves being so convinced that you will achieve your goals that you strive hard to do so - Lack of confidence (self-doubt) creates anxiety, breaks concentration, and causes indecisiveness - Overconfidence (false confidence) causes you to prepare less than you need in order to perform

Negative self-talk

- Performers who are able to think more positively about negative stressful events are more successful. - Ironic processing occurs—trying not to perform a negative action inadvertently causes that event to occur (e.g., driving into the water hazard in golf).

Types of Goals and Behavior Change

- don't focus all your attention on outcome goals - use a combination of all three types of goals: 1. outcome 2. performance 3. process goals - performance and process goals are more precise than outcome goals and less dependent on the behavior of others - performance and process goals are particularly useful before or during competition - too much focus on a specific performance goal (e.g. running a personal best) can create anxiety - process goals have all the advantages of performance goals

Time spent training psychological skills

- during the season, how long do you spend physically training for competition - During the season, how long do you spend practicing psychological skills for competition - how important do yo think psychological (mental) skills are to your performance and success? (1 = not important; 10 essential)

Building Self-Confidence

- focus on performance accomplishments - act confidently - think confidently - respond with confidence - use imagery - goal mapping - optimize physical conditioning - prepare - foster social climate

2. acquisition phase

- focus on strategies and techniques to learn skills - tailor training programs to meet individual needs - provide general information to the group or team, but be specific when developing an individual's PST program - psychological skills should be learned - and practiced

Importance of Subjective Goals

- identify and clarify personal values and priorities via subjective goals - then link subjective goals to specific objective goals

interventions to help alleviate choking under pressure

- imagery builds athlete's confidence - reshot routines help keep athletes task-focused and replaced - secondary task focus helps athletes focus on one task-relevant cue - exposure to stressful situations allows athletes to feel more comfortable

imagery training program (ITP) evaluate imagery skill level

- individuals differ in how well they can image, so it is important to assess their initial imagery ability - imagery measures a. the movement imagery questionnaire-revised b. sport imagery questionnaire c. sport imagery ability questionnaire

3. Practice Phase

- learning psychological skills should progress from practices and simulations to actual competitions - this phase focuses on automating skills through over-learning, integrating psychological skills, and simulating the skills you want to apply to actual competitions - log books help athletes chart progress and provide feedback for improvement

Mental toughness

-Mental toughness is an athlete's ability to focus, rebound from failure, cope with pressure, and persist in the face of adversity. It is a form of mental resilience. -Mentally tough athletes have a high sense of self-belief and an unshakeable faith that they can control their own destiny. -They can remain relatively unaffected by competition or adversity.

The matching hypothesis

an anxiety management technique should be matched to a particular problem - cognitive anxiety should be treated with mental relaxation - somatic anxiety should be treated with physical relaxation - if you are not sure what type of anxiety is most problematic, however, use a multimodal technique

Coaches' Expectations and Athletes' Performance: Stage 4

athletes' performance confirm the coaches' expectations. performance results than feed back into stage 1 of the coaches' expectations and athlete performance process

Six dimensions of well-being

-Self-acceptance (positive views of oneself) -Positive relation to others (trusting, caring, and empathetic relationships) -Autonomy (self-determined with intrinsic motivation and self-referenced standards) -Environmental mastery (effective mastery of the environment to fulfill personal values) -Personal growth (sense of development and self-fulfillment over time) -Purpose in life (directed toward purposeful goals for living)

Which skills to include

-Skills are qualities to be obtained (e.g., self-awareness, confidence). -Methods are procedures or techniques for developing psychological skills (e.g., arousal regulation, imagery, goal setting). Example: confidence: work on imagery, goal setting

arousal inducing techniques

-The goal is to get athletes at an optimal level of arousal. -Often things such as pep talks and motivational speeches can overarouse athletes. -If arousal is to be raised, it should be done in a deliberate fashion with awareness of optimal arousal states. arousal inducing techniques -increase breathing rate -act energized -use mood words and positive statements -listen to music -use energizing imagery -complete a precompetitive workout pep talks: Guidelines for a coach's successful pregame talk -Give them a plan. -Make them believe they can win. -Do not lie. -Be yourself. -Use humor.

5. Evaluating the program

-don't overlook evaluation -ethical obligation to evaluate a program's effectiveness -use interview, written assessments, and objective performance measures to evaluate

recognizing attentional problems: external distracters

-external distracters may be defines as stimuli from the environment that divert people's attention from the cues relevant to their performance - visual distracters (e.g. spectators in sport) - auditory distracters (e.g., plane flying over, loud or unexpected noises)

common problems in implementing a pst program

-lack of conviction -lack of time -lack of sport knowledge -lack of follow up

Common problems in goal setting

1) failing to convince students, athletes, and exercisers to set goals; 2) failing to set specific goals; 3) setting too many goals too soon; 4) failing to adjust goals flexibly as situation requires; 5) failing to set performance and process goals; failure to recognize individual differences 6) not initiating goal-setting follow-up and evaluation

Association and Dissociation

1. Associative attentional strategy: Monitoring bodily functions and feelings, such as heart rate, breathing, muscle tension Note: staying within a certain HR zone (e.g., elite level runners usually use this strategy) 2. Dissociative attentional strategy: Not monitoring bodily functions; distraction and tuning out Note: distracted, thinking of things outside of you while running (e.g., using music, crowd, scenery, other people around you). Doesn't always allow you to be your best.

attentional selectivity

attentional selectivity letting some information into the processing system while other information is screened or ignored Common attentional selectivity error: - Being too broad in one's focus -Being distracted form relevant information by irrelevant information - inability to shift focus rapidly enough among all relevant cues

Coaches' Expectations and Athletes' Performance: Stage 1

coaches form expectations based on - personal cues (e.g., gender, race, body size) and - performance information (e.g., skill tests, practice behaviors) problems occur when inaccurate expectations (too high or too low) are formed

Coaches' Expectations and Athletes' Performance: Stage 3

coaches' behaviors affect athletes' performance by causing low-expectancy performers to perform more poorly because of less reinforcement, less playing time, less confidence, and attributions to low quality

Coaches' Expectations and Athletes' Performance: Stage 2

coaches' expectations influence their behaviors regarding the - frequency and quality of coach-athlete interactions - quantity and quality of instruction, and - type and frequency of feedback

4C model of mental toughness

1. Control: is handling many things at once and remaining influential rather than controlled 2. Commitment: is being deeply involved with pursuing goals despite difficulties 3. Challenge: is perceiving potential threats as opportunities for personal growth and thriving in constantly changing environments 4. Confidence: is maintaining self-belief in spite of setbacks

three phases of pst

1. Educational 2. Acquisition 3. Practice

four components of concentration

1. Focusing on relevant environment cues. Selective attention: Selecting what cues to attend to and disregard. 2. Maintaining attentional focus. 3. Situation awareness: The ability to understand what is going on around oneself (to size up a situation). 4. Shifting attentional focus when necessary.

Psychological skill training

A program or intervention that entails a structured and consistent practice of psychological skills and generally has three distinct phases: 1. education 2. acquisition 3. practice systematic and consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater sport and physical activity self-satisfaction

Attentional capacity

Attention is limited in the amount of information that can be processed at one time Controlled processing: is mental processing that involves conscious attention and awareness of what you are doing when you perform a sport skill Automatic processing: is mental processing without conscious attention Key point: automatic processing is less restrictive than controlled processing

Defining Self-Confidence

self-confidence is the belief that you can successfully perform a desired behavior - trait self-confidence: is the degree of certainty individuals usually have about their ability to succeed - state self-confidence: is the belief of certainty that individuals have at a particular moment about their ability to succeed - self-fulfilling prophecy: expecting something to happen actually helps cause it to happen - negative self-fullfilling prophecy: this is a psychological barrier whereby the expectation of failure leads to actual failure

which of these can increase activation

using positive mood words listening to energizing music

Imagery in Sport: Where, When, Why, and What

where do athletes use imagery? - more in competition than in training to enhance performance when do athletes use imagery? - before, during, and after practice - outside of practice - before, during, or after competition - for injury rehabilitation Why do athletes use imagery? - for motivational and cognitive functions - functions of imagery: motivational a. motivational general mastery b. motivational general arousal functions of imagery: cognitive a. cognitive specific b. cognitive general What do athletes image? - aspects: surroundings - the nature of imagery: the positive or negative character of images, the senses involved - type of imagery: visual, kinesthetic, auditory, and olfactory - imagery perspective: internal versus external

implementing pst programs

who should conduct pst (sport psychologist or coach)? -both can do so as long as they recognize their limits -recognize potential conflicts of interest when coaches impoaemtn programs when should you implement pst? -you should implement pst in the off-season when there is more time how long should training last? -training should last 10 to 15 minutes a day, three to five days per week the learning of psychological skills should progress from practices and simulations to actual competitions When is the best time in one's career to engage in mental training? - mental training should continue throughout an athlete's sport participation

self-awareness of arousal

• You must increase your awareness of your psychological states before you can control your thoughts and feelings. • Once you are aware of your optimal arousal, you can employ arousal regulation (reduction, maintenance, induction) strategies. • How individuals cope with anxiety is more important than how much anxiety they experience.

PETTLEP model of imagery

Physical nature of the movement Specifics of the environment Task type Timing of the movement Learning the content of the movement Emotion (meaning to the individual) Perspective (internal vs. external)

Techniques for improving self-talk

Thought stopping -Identify negative thoughts. -Stop the thoughts. -Focus on task-relevant thoughts. Changing negative self-talk to positive self-talk Combining self-talk with self-feedback

anaerobic versus aerobice exercise

- Anaerobic: Short-term, or short-burst, activities not involving the transportation of oxygen (e.g., weightlifting, baseball) - Aerobic: longer-term activities that increase pulmonary and cardiorespiratory system activity (e.g., cycling, running)

Anxiety-Reducing Techniques

(1of3). Somatic anxiety reduction (body: HR, breathing, etc.) (2of3). Cognitive anxiety reduction (3of3). Multimodal anxiety reduction packages

Resiliency: Bouncing Back From Adversity

- Resiliency seems appropriate to study because participants need to effectively bounce back from adversity (e.g. injury, poor performance, being cut from a team) - Many individuals not only survive but gain positive attributes because of adversity - most definitions of resiliency revolve around the core concepts of adversity and adaptation research reveals that - at the heart of the resilience process is the use of a variety of coping strategies - mental toughness and person resources are key to successful coping - social support was seen as critical to successful coping; and - although coping can at times be unpleasant, positive outcomes like gaining perspective can result

Defining goals and types of goals

- Subjective goals: general statements of intent such a having fun or doing your best - Objective goals (scientific definition): attaining a specific standard of proficiency on a task, usually in a specified time - Outcome goals: focusing on a competitive result of an event (e.g. beating someone) Example: best outcome in the class - Performance goals: focusing on achieving standards of performance or objectives independently of other competitors - usually making comparisons with one' own previous performance Example: getting a better test score than my previous one Example: getting a PR in the mile Example: setting a particular goal or grade in a class - process goals: focusing on the actions an individual must engage in during performance to execute or perform well Example: reading the questions before answer Example: taking a deep breath in the moment Example: Eliminating questions on an exam/Process of elimination

keys to effective imagery

- Vividness: Use all the senses to make images as vivid and detailed as possible - Controllability: Learn to manipulate your images so they do what you want them to do

The dark side of mental toughness

- although mental toughness is typically perceived as desirable or a positive quality, some evidence suggests that it can lead to injury and overtraining - mentally tough athletes may also avoid seeking mental health counseling

Recognizing Attentional Problems: internal distracters

- attending to past events (what was?) - attending to future events (what if?) - choking under pressure - over-analysis of body mechanics - fatigue - inadequate motivation

additional sources of sport self-confidence

- master: developing and improving skills - demonstration of ability: showing ability by winning and outperforming opponents - physical and mental preparation: staying focused on goals and being prepared to give maximum effort - physical self-presentation: feeling good about one's body and weight - social support: getting encouragement from teammates, coaches, and family - coaches' leadership: trusting coaches' decisions and believing in their abilities - vicarious experience: seeing other athletes perform successfully - environmental comfort: feeling comfortable in the environment where one will perform - situational favorableness: seeing breaks going one's way and feeling that everything is going right

Exercise and the Reduction of Anxiety and Depression

- mental health problems account for 30% of the total days hospitalization in the United States and 10% of the total medical cost - although a cause-effect relationship has not been established, regular exercise is associated with reductions in anxiety and depression - high-intensity activity is not absolutely necessary in producing positive effects - other activities (e.g., strength training, yoga) also have produced positive effects - participants in competitive sports (which is also a form of exercise) has been shown to reduce anxiety

4. Determining a Schedule

- periodization refers to planned variation in key training variables, particularly volume and intensity, over predetermined training cycles - systematic periodization has been proposed as a method for training mental skills through the preparatory, competitive, and peaking phase

Self-Talk and Performance Enhancement

- positive self-talk improves performance. under certain conditions negative self-talk enhances performance as well - determine the type of task and most appropriate type of self-talk needed for enhancing performance on the task - consider culture when looking at effects of positive and negative self-talk on performance

developing an imagery training program

- practice in many settings - aim for relaxed concentration - set realistic expectations and sufficient motivation - use vivid and controllable images - apply imagery to specific situations - maintain positive focus - consider use of video and audio recordings - include execution and outcomes - use good timing of imagery

reciprocal relationship between efficacy and behavior change

- self-efficacy is a determinant of performance and exercise behavior - performance and exercise behavior determine one's self-efficacy

self-efficacy theory

- self-efficacy is the perception of one's ability to perform a task successfully - it is a situation-specific form of self-confidence

how expectations influence performance

- self-expectations and performance: the expectation of beating a tough opponent or successfully performing a difficult skill can produce exceptional performance as psychological barriers are overcome

Using self-talk to enhance concentration

- self-talk is any statement or thought about self. appropriate self-talk helps one focus on the present and keeps one's mind from wandering types of self-talk - positive (motivational) - instructional - negative - spontaneous -goal-oriented

Principles of Goal settings

- set specific goals - set moderately difficult but realistic goals - set long- and short-term goals - set performance, process, and outcome goals - set mastery-approach versus performance-avoidance goals - set practice and competition goals - record goals (ex: stick it in their locker) - develop goal achievement strategies - consider participants personalities and motivations - foster an individual's goal commitment - provide goal support - provide evaluation of and feedback about goals

Why exercise for psychological well-being?

- sixteen million and 18 million people, respectively, age 18 and older in the U.S. population experience anxiety disorders and depression - Exercise positively influences feelings of well-being and decreases anxiety and depression - epidemiological data show that physical activity is positively associated with good mental health in the U.S. and Canadian populations.

coping techniques used by athletes

- thought control -task focus or narrowing - rational...

self-regulation: the ultimate goal of PST

-After psychological skills training, an athlete should be able to monitor and self-regulate his or her own emotional state. -Self-regulation is the ability to work toward one's short- and long-term goals by effectively monitoring and managing one's thoughts, feelings, and behaviors.

2. assessing mental skills NOTE (THIS IS THE ASSESSMENT PLAN)

-Assess strengths and weaknesses (either objectively or subjectively). -Use psychological assessment techniques (performance profiling (pg 264), oral interviews, psychological inventories). -Consider the unique demands of the sport. - observe athletes competing and practicing - obtain the perspectives of other parties involved (e.g., coaches, athlete trainers).

determining a schedule

-Hold frequent, shorter meetings rather than frequent, longer meetings. -Hold informal as well as formal meetings. -Whenever possible, begin PST before the season begins. -Systematically schedule PST as part of daily practice. Example: best time to start is during the off-season. that way you can implement them at the start of the season. Individuals still need to work on skills outside of scheduled meetings with PST

1. Discussing Your Approach

-Identify services to be provided. -Explain the differences between educational and clinical sport psychology consultants. -Discuss your approach. -Build trust and a good relationship with the client.

Why goal setting works

1. Indirect thought process view: Goals influence performance indirectly by affecting psychological factors, such as anxiety, confidence, and satisfaction. Note: Goals influence - psychological - which influence performance 2. Direct mechanistic explanation: Specifies that Goals: - direct attention to the important elements of the skill, - mobilize performers' efforts, - prolong performers' persistence, and - foster the development of new learning strategies. Goals influence psychological states: Athletes who set performance (rather than outcome) goals have less anxiety and more confidence and satisfaction.

Explaining attentional focus: three processes

1. attentional selectivity 2. capacity 3. alertness

Designing a PST Program

1. discuss your approach 2. assess the athlete's mental skills 3. determine which psychological skills to include 4. design a PST schedule 5. evaluate the program

the 5 Ps of self-talk

1. personalizes: individually shape the content of self-talk so it has special meaning 2. practiced: self-talk should be practiced before implementing it in competitive situations 3. Purpose: knowing what needs to be accomplished 4. Positive phrasing: Self-talk should be positive 5. Position: tailor the self-talk to the person's current situation

Developing Imagery Scripts

5 Ws to consider when planning an imagery script: 1. who: age, sport, competitive level 2. where: training and competition environment 3. when: before, during, or after competition or training 4. why: the goal of the imagery 5. what: the content of the image

performance profiling

A flexible assessment tool that allows for the identification of athletes' performance related strengths and weaknesses. Examples: naming the 5 you have confident determined stay positive being able to handle pressure focused on the right things second exercise: putting them on the circle (8-pieces of the pie - mental toughness pieces) thirds exercise: take a mental inventory of where your at right now (set some goals of where you want to be) and revisit later to see the progress you have made Ex: Confidence: (rank yourself 1-10) (shade in your confidence) work your way around through --> pressure, focus, positive, determined How do you manage pressure right now? You don't always have to work on the weakest one? You may choose something else based on the individuals judgement. Goals to work on. Revisit in a few months. Do another performance profile. (1-2 to work on at a time)

Components of self talk

Categories of positive self-talk - psych-up (power) - confidence (I can make it) - instruction (focus on technique) - anxiety control (calm down) Categories of negative self-talk - worry - disengagement - somatic fatigue Neutral self-talk category: irrelevant thoughts (what will I do later tonight?)

Chapter: 14 imagery

Chapter 14: imagery

Chapter 15: self-confidence

Chapter 15: self-confidence

Chapter 16: Goal Setting

Chapter 16: Goal Setting

Chapter 17: Concentration/Focus

Chapter 17: Concentration/Focus

Chapter 18: Exercise and Psychological Well-being

Chapter 18: Exercise and Psychological Well-being

Chapter: 12 Introduction to Psychological Skills training

Chapter: 12 Introduction to Psychological Skills training

Chapter: 13 Arousal Regulation

Chapter: 13 Arousal Regulation

PST myths

PST is for "problem" athletes only. PST is for "elite" athletes only. PST provides quick-fix solutions. PST is not useful.

(1of3). Anxiety-Reducing Techniques for Somatic Anxiety

Progressive relaxation - learn to feel the tension in your muscles and then to let go of the tension breath control - When you are under pressure and tense, your breathing is short, shallow, and irregular. - When you are calm, confident, and in control, your breathing is smooth, deep, and rhythmic. Biofeedback - this helps you become more aware of your autonomic nervous system (ANS) and learn to control your physiological and autonomic responses by receiving physiological feedback not normally available.

Psychological skills training

Psychological skills training (PST) refers to the systematic and consistent practice of mental or psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater self-satisfaction.

How Imagery Works: Five Theories

Psychoneuromuscular theory - imagery programs muscles for action - imagery facilitates the learning of motor skills because imagined events innervate the muscles as physical practice of the movement does; they strengthen neural pathways Symbolic learning theory - imagery helps us understand movement patterns - imagery functions as a coding system (as mental blueprints) to help people understand and acquire movement patterns Bioinformational theory - images are made of stimulus and response propositions - it is critical to imagine not only stimulus propositions (statements that describe the scenario to be imagined) but also response propositions (imaginer's response to the scenario) Triple code model - imagery comprises the image, somatic response, and meaning of the image - primary importance is placed on the psychophysiology of imagery and understanding the imagery parts: the image, the somatic response, and the meaning of the image Psychological explanations - imagery develops mental skills - imagery develops and refines mental skills (e.g., concentration and confidence) and reduces anxiety - attention-arousal set theory: imagery functions as a predatory set that assists in reaching optimal arousal - psychological skills hypothesis: imagery enhances feelings o confidence, reduces anxiety levels, and increases concentrations.

PST knowledge base

Research on elite athletes shows that most successful athletes differ form less successful ones in the following ways: - they have higher confidence - they have greater self-regulation of arousal - they have better communication - they have more positive thoughts and images - they have more determination or commitment Athletes and coaches identified these as the most useful PST topics - arousal regulation - imagery and mental preparation - confidence building - increased motivation and commitment (goal setting) - attention or concentration - self-talk - mental plans - imagery

Types of Attentional focus

Several types of attentional focus are appropriate for specific sport skills and activities: 1. broad attentional focus 2. narrow attentional focus 3. external attentional focus 4. Internal attentional focus

SMARTS goals stands for

Specific Measurable Action oriented Realistic Timely Self-determined

Pressure training

Specific strategies designed to create and expose athletes to pressure in practice so they are better able to cope with pressure in actual competition - demands of training - consequences of training

Design of a goal-setting system

Stage 1: Instructor's preparation and planning - assess abilities and needs - set goals in diverse areas - identify influences on goal-setting systems (athletes commitment, potential, and opportunity for practice) - plan goal achievement strategies Stage 2: Education and acquisition - scheduling meetings - focus on one goal (initially) Stage 3: implementation and goal follow-up and evaluation - identify appropriate goal evaluation strategies - provide support and encouragement - plan for goal reevaluation

(3of3). Anxiety-Reducing Techniques for Multimodal Anxiety

cognitive-affective stress management training (SMT) - Teaches a person specific integrated coping responses using relaxation and cognitive components to control arousal Five Phases of Stress Management Training: 1. Pretreatment phase (assess skills and deficits) 2. Treatment rationale phase 3. Skill acquisition (training in muscular relaxation, cognitive restructuring, and self-instruction) 4. Skill rehearsal 5. Posttraining evaluation Example: 1. 2. 3. learning techniques 4. practicing techniques 5. Evaluate how it worked. what works and what didn't (ex: breath control works, muscle relaxation didn't. stress inoculation training An individual is exposed to and learns to cope with stress (via productive thoughts, mental images, and self-statements) in increasing amounts, thereby enhancing his or her immunity to stress. example: 1. think about a spider 2. see a picture of a spider 3. see a spider across the room 4. stand next to a spider 5. hold a spider stress inoculation training prepare for the stressor. ("it's goin got be rough; keep your cool.") control and handle the stressor ("keep your cool since he's losing his cool.") cope with feelings of being overwhelmed ("keep focused; what do you have to do next?") evaluate coping effort ("you handled yourself well")

overanalyzing body mechanics as an attentional problem

conscious processing hypothesis - choking occurs when skilled performers focus too much of their conscious attention to the task, much as they would do if they were a novice at the task

Coping and coping basics

coping is a process of constantly changing cognitive and behavioral effort to manage specific external or internal demands or conflicts appraised as taxing or exceeding one's resources

A key feature in the multimodal anxiety reduction programs is that they help participants learn

coping skills

Excess anxiety can produce

inappropriate muscle tension, inappropriate thoughts, somatic (physiological) reactions

Attentional alertness

increases in emotional arousal narrow the attentional field

coping categories

problem-focused coping and emotion-focused coping problem-focused coping -efforts to alter or manage the problems that are causing stress (e.g. time management, problem solving. - use problem-focused coping when stressful situation can be changed Note: (addressing the problem when it can be changed) emotion-focused coping - Regulating the emotional responses to the problem that causes the stress (e.g. through relaxatio, meditation) - use emotion-focused coping when situation are not amenable to change Note: (address my emotional response to the problem when you can't change the situation)

1. Education phase

psychological skills need to be taught and learned. participant must recognize how important it is to acquire PST and how the skills affect performance increasing awareness of mental skills: - green light = flow - yellow light = caution or refocus - red light = real trouble and need for major coping

PST

psychological skills training

(2of3). Anxiety-Reducing Techniques for Cognitive Anxiety

relaxation response - teaches individuals to quiet the mind, concentrate, and reduce muscle tension by applying the elements of meditation autogenic training - focuses on producing two physical sensations—warmth and heaviness—to produce a relaxed state. systemic desensitization - aims to reduce anxiety responses to stimuli by trying to have a response antagonistic to anxiety at the same time of the anxiety-provoking stimuli - Note: When we put ourselves in certain situations we become conditioned to feel a certain way. We would want to decondition this response