Sports Psychology Test 2

Overtraining

Refers to a short cycle of training during which athletes expose themselves to excessive training loads that are near or at maximal capacity.

Emotion-Based Coping

Regulating the emotional responses to the problem that causes stress for the individual. Includes meditation, relaxation, wishful thinking, reappraisal, self-blame, mental and behavioral withdrawal, and cognitive efforts to change the meaning of the situation.

Psychological Effects of Exercise

enhanced feeling of control feeling of competency and self-efficacy positive social interactions improved self-concept and self-esteem opportunities for fun and enjoyment

Internal Attentional Focus

focus directed inward to thoughts and feelings, as when a coach analyzes plays without having to physically perform, a high jumper prepares to start her run-up, or a bowler readies his approach

Outcome Goals

focus on a competitive result of an event such as winning a race

Performance Goals

focus on achieving standards or performance objectives independently of other competitors, usually on the basis of comparison with one's own previous performances. Running a mile in under 6 minutes

Association

focus on internal body feedback (how the muscles feel, or your breathing during a run).

Process Goals

focus on the actions an individual must engage in during performance to execute or perform well. Basketball player sets goal to square up to the basket and release ball at the peak of their jump

Subjective Goals

general statements of intent that are not measurable or objective i.e. "I want to do well"

Situational Demands

the position an athlete is placed in for an upcoming event

Vividness

the use all of their senses to make their images as vivid and detailed as possible. Make it as close as possible to the actual experience but in your mind. Make it clear and pay attention to environmental details.

Using research by Gould and colleagues, discuss five causes of burnout in athletes, including the importance of individual differences.

1. Physical concerns- injuries, overtraining, feeling tired all the time, lack of physical development 2. Logistical concerns- travel grind, demands on time—little or no time for friends 3. Social or interpersonal concerns- dissatisfaction with social life, negative parental influences, competing with sibling for parental attention. 4. Psychological concerns- most frequent noted factor- unfulfilled expectations such as an overemphasis on rankings, a realization that a professional career was unlikely, lack of improvement or talent. Lack of enjoyment, pressure to win, practice, maintain scholarships 5. Individual differences- players do not burnout for one reason, rather there are multiple causes, there are common factors related to burnout but it is a unique personal experience.

Discuss the Five phases of cognitive-affective stress management, comparing and contrasting cognitive structuring and self-instructional training.

1. Pretreatment- the consultant conducts personal interviews to assess the kinds of circumstances that produce stress, the player's response to stress, and the ways in which stress affects performance and other behaviors. Assesses player's cognitive and behavioral skills—used to tailor the program to the player. 2. Treatment rationale- idea is to help the player understand his stress response by analyzing personal stress reactions and experiences. Students should understand that the program is intended to increase their self-control 3. Skill acquisition- participants receive training in muscular relaxation, cognitive restructuring, and self-instruction. 4. Skill rehearsal- to facilitate the rehearsal process, the consultant intentionally induces different levels of stress, even high levels of emotional arousal that exceed those in actual competitions. The arousal responses are reduced through the use of coping skills that the participant has acquired. 5. Post-training evaluation- a variety of measures are used by the consultant to assess the effectiveness of the program. Cognitive structuring vs. self-instructional training- cognitive restructuring is an attempt to identify irrational or stress-inducing self-statements, which are typically related to the fear of failure, and disapproval (I know I'll mess up). These statements are then restructured into more positive thoughts (I'll still be a good person win or lose). Self-instructional training- teaches people to provide themselves with specific instructions to improve concentration and problem solving. This training teaches specific, useful self-commands that are essentially helpful in stressful situations (take a deep breath and relax, one step at a time like in practice).

Your friend is sedentary and should start a regular exercise program but doesn't consider it important. What are three reasons you would cite to convince your friend?

1. Reduced risk of cardiovascular disease- regular physical activity or cardio activity decrease the risk of mortality from cardiovascular disease in general and from coronary heart disease in particular. Regular exercise has been shown to prevent or delay the development of high blood pressure, and exercise decreases blood pressure in people with hypertension. 2. Reduction in stress and depression- regular exercise is associated with an improved sense of well-being and mental health. 3. Enhancement of self-esteem- exercise is associated with increased feelings of self-esteem and self-confidence as many people get a sense of satisfaction from accomplishing something they couldn't do before. people who exercise more feel more confidently about the way they look.

What are the three stages to consider in designing a goal-setting system? What would happen during each stage?

1st stage- Preparation and Planning- assess abilities and needs, use this to identify the areas that need most improvement. Set goals in diverse areas, goals should be set in a variety of areas including individual skills, team skills, fitness levels, playing time, enjoyment, and psychological skills. Should be set in diverse areas because athletes participate in activity for a diverse reasons. Identify influences on goal setting systems. Goals will not be effective unless they are tied to specific and realistic strategies for achieving them. 2nd stage- Education and Acquisition- when planning is over instructor can begin educating the athlete on most effective ways to set goals. Schedule meetings a formal meeting should be scheduled before practices—in the meetings coach and athlete identify examples of effective and ineffective goals. Should not be asked about goals right on the spot, should suggest goals and then think about it over time. Focus on one goal at a time—set only one goal at a time so the athlete focuses on correctly defining that particular goal and outlining realistic strategies for achieving it. 3rd stage- Implementation and Goal Follow-Up and Evaluation- once participants have learned to set goals the next step it to assist in goal evaluation and follow-up. Identify appropriate goal evaluation—instructors should avoid designing a goal-setting system that is impossible to keep up with. Should identify the most effective system for managing goal evaluation and follow-up. Posting stats and keeping athletes accountable for goals, providing feedback. Provide support and encouragement—instructors should ask athletes about their goals and publicly encourage their goal progress. Plan for goal reevaluation—goal planning is not a perfect science, prepare for specific re-evaluation of goals.

Describe strategies for building self-confidence.

A number of strategies can help build self-confidence in either the short term or long term. These include: Focusing on performance goals- performance accomplishments are the most powerful way to build confidence. Manipulate situations that allow players to succeed and have a sense of accomplishment. Acting confident (body language)- the more confident an athletes acts, the more likely he is to feel confident—keeping their head up high even after an error, shoulders back, and facial muscles loose to indicate you are confident. Thinking confidently- confidence consists of thinking that you can and will achieve your goals. Positive attitude is essential to reaching potential—need to discard negative thoughts. Positive self-talk can provide specific performance cues as well as keep motivation and energy high. Goal-mapping- using a personalized plan that contains various types of goals and goal strategies as well as a systemic evaluation procedure for assessing progress towards goals—focus on performance and process goals instead of outcome goals because performance and process goals provide more of a sense of control and enhanced attention to the task. Stable resilient confidence is based on the pursuit and achievement of goals in personalized goal maps. Imagery- imagery helps build confidence—seeing yourself doing things that are difficult or you have never done before helps build the confidence to perform the skill. Preparing physically and mentally- being prepared gives you the confidence that you have done everything possible to ensure success.

What reasons do children cite for sport participation and withdrawal? How does a child's level of perceived athletic competence relate to participation and withdrawal?

Participation- most children participate in sports: o To have fun o Do something they're good at o Improve their skills o Get exercise and become fit o Be with friends and make new friends Kids withdrawal because: o Other things to do o A change in interest o Not as good as wanted to be o Not enough fun o Wanted to play another sport o Boredom o Didn't like coach Children with low perceptions of their athletic abilities do not participate in sport, of they drop out. whereas children with high perceptions of their competence participate and persist.

List three plausible physiological and three plausible psychological explanations for the ability of exercise to enhance psychological well-being.

Psychological explanations: o Enhanced feeling of control o Feeling of competency and self-efficacy o Positive social interactions o Improved self-concept and self-esteem o Opportunities for fun and enjoyment Physiological explanations o Increase in cerebral blood flow o Changes in brain neurotransmitters o Increase in maximal oxygen consumption and delivery of oxygen to cerebral tissue o Reduction in muscle tension o Structural changes in the brain

Discuss three strategies for alleviating the effects of choking.

Research has suggested interventions for alleviating choking have included some combination of the following: o 1. Imagery- imagery helps confidence. Athletes prone to choking typically have less confidence, since imagery is linked to increasing confidence, it is used to increase confidence and alleviate choking due to lack of confidence. o 2. Preshot routines- routines help keep the athlete focused on the task and relaxed. Athletes prone to choking often have irrelevant and anxiety-producing thoughts, with a routine they then focus on the task and may be more relaxed. o 3. Exposure to stressful situations- having athletes practice under stressful situations allows them to start to feel more comfortable under pressure and use these strategies to alleviate choking.

Discuss why routines work as preparation for performance (i.e. different functions of routines) and when is the best time to perform a routine. How would you develop a new routine for an athlete?

Routines work by helping athletes transfer their attention from task-irrelevant thoughts to task-relevant thoughts. Routines increase the likelihood that individuals will not be distracted internally or externally before and during performance and often allow the performance to stay automatic without the interference of conscious awareness. Routines should be used systematically during practice so they are learned and can tehn be transferred from practice to competition. Routines can be used before or during an event to focus attention, reduce anxiety, eliminate distractions, and enhance confidence. Developing the Routine—videotape performance to determine the players current routine o Clarify behavior meaning- player watches the video and determines his awareness of the routine o Develop focus and function for each behavior component- player identifies current pre-performance routine and clarifies as to why he or she does it—the meaning and function of the routine o Routine construction and agreement- consultant explores what the player wants to achieve in prep period (relaxation, focus attention, engage in imagery) then a relevant trigger is negotiated that fits the meaning and time period associated with the behavior o Practice- after routine is developed athlete the integrates it into regular practices.

How is a decision balance sheet used to help people stick with an exercise program? What research studies demonstrate its effectiveness?

The decision balance sheet helps people become more aware of potential benefits and costs of an exercise program. Participants write down the anticipated consequences in terms of gains and losses to self, gains and losses important to others, approval of others, disapproval of others, self-approval and disapproval to help in the decision process of starting an exercise program. One study conducted by Hoyt and Janis concluded that participants who completed a decision-balance sheet attended 84% of the classes during a 7 week period whereas the control group only attended 40% of the classes. The available evidence shows the effectiveness of involving participants in decisions.

What is the Anderson and Williams stress-injury relationship model? Why is it important?

The model helped to clarify the role that psychological factors play in athletic injuries. In this model the relationship between athletic injuries and psychological factors center on stress—a potentially stressful athletic situation (competition, important practice etc.) can contribute to injury depending on how threatened the athlete feels. Increasing state anxiety causes muscle tension and focus and attention problems resulting in a higher chance of injury. Many other factors contribute to injury like personality factors, history of stressors, and coping resources all influence the probability of injury. It is important because it clarifies the role of psychological factors play in athletic injuries and also explains not only physical injuries but physical illnesses as well.

Discuss five coping strategies that elite Olympic athletes used in the studies by Gould and colleagues.

1. Athletes who prepared for unexpected events were more successful than athletes who did not. 2. Psychological skills are important for effectively coping with psychological and non psychological stressors. 3. A delicate balance existed between training and overtraining, which was seen as critical to success. 4. All athletes reported on the importance of some aspect of mental preparation and stated that mental preparation had a positive effect on performance. 5. Negative factors that were perceived to undermine Olympic performance included departures from the normal routine, media distractions coach issues, injury, and overtraining.

Describe three antidotes, or treatments, for burnout and overtraining in sport.

1. Monitor critical states in athletes Be aware of stress levels, amount of training, and recovery. All have an effect on overtraining and being burnt out. 2. Set short-term goals for competition Have short term goals and incentives for when you reach the goals. This allows for feedback and helps the athlete know they are on the right course and enhances long term motivation. They also enhance self-concept because the athlete is able to achieve something. Include fun goals towards the end of the season as well such as saying, "the point of this practice is to have fun" or allow the soccer team to play basketball for a practice. 3. Manage post competition emotions Emotions continue and intensify past the end of the game which can lead to fighting, binge drinking, and other harmful behavior. Some can also become depressed or withdrawn after losing or performing poorly. Coach should provide a supportive atmosphere, focus on the players' emotions and not your own, try to be with your team, talk to everyone even those who didn't play, have a group activity such as a meal after they get dressed, and begin prep for the next competition.

Describe five components that need to be considered when implementing an imagery training program.

1. Practice in many settings People think that lying down is the only way to do imagery. It is good to start off in a quiet setting with few distractions but once they get good it is good to practice in many settings such as the locker room, during practice, on the field, etc. Sometimes they may even hold the bat or have a ball at their foot when imaging. 2. Aim for relaxed concentration Before each imaging session, athletes should relax by using deep breathing, progressive relaxation, or some other relaxation procedure that works for them. This is important to help the person forget everyday worries and concentrate on the task at hand and it results in more powerful imagery because there is less competition with other stimuli. 3. Establish realistic expectations and sufficient motivation 4. Use vivid and controllable images 5. Apply imagery to specific situations Ex. If a softball pitcher has trouble staying calm with runners on base, she should simulate different situations with different counts, game scores, number of outs, and number of base runners to groove strong and consistent mental and physical responses to the pressure of these situations. This is more effective because you are imaging in multiple situations that could occur 6. Maintain positive focus Focus on positive outcomes such as kicking a field goal, getting a base hit, completing a successful therapy session, or scoring a goal. It is important to leave the mistakes behind and focus on the present. Try using imagery to prepare for the eventual mistake and effectively coping with error. Mistakes are part of competition so athletes should be prepared to deal with them effectively. 7. Consider use of video and audio 8. Include execution and outcome the execution of the skill and not the outcome. Ex. Divers must first be able to feel their body in different positions throughout the dive. Then they should see themselves making a perfectly straight entry into the water. 9. Image timing

Grief Response

1. denial 2. anger 3. bargaining 4. depression 5. acceptance and reorganization athletes follow these responses but not in a pattern or necessarily feel each emotion in these five stages.

Runner's High

A euphoric sensation felt during running, usually unexpected, in which the runner feels a heightened sense of well-being, and enhanced appreciation of nature, and a transcendence of time and space Includes a sense of mental alertness and awareness; a feeling of liberation; a lift in the legs; suppressed pain or discomfort; and the sense or ease, perfect rhythm, and exhilaration.

Goal Mapping

A personalized plan for an athlete that contains various types of goals and goal strategies as well as a systematic evaluation procedure for assessing progress towards goals.

Burnout

A physical, emotional, and social withdrawl from a formerly enjoyable sport activity. This withdrawl is characterized by emotional and physical exhaustion, reduced sense of accomplishments, and sport devaluation. Moreover, burnout occurs as a result of chronic stress and motivational orientations and changes in the athletes.

Cognitive-Affective Stress Management Training

A skills program that teaches a person a specific integrated coping response that uses relaxation and cognitive components to control emotional arousal. SMT includes both cognitively based and physiologically based intervention strategies. The model accounts for the situation, the persons mental appraisal of the situation, the physiological response, and the actual behavior. The program offers specific intervention strategies such as relaxation skills, cognitive restructuring, and self-instructional training.

Depression

A well documented source of human suffering, about one in four Americans suffers from clinical depression at any given time. Physical inactivity has been linked to higher levels of depression.

Psycho-Neurumuscular Theory

According to this principal, imagery facilitates the learning of motor skills because of the nature of the neuromuscular activity patterns activated during imagery. These slight neuromuscular impulses are hypothesized to be identical to those produced during actual performance but reduced in magnitude.

Matching Hypothesis

An anxiety management technique should be matched to a particular anxiety problem. i.e. cognitive anxiety should be treated with mental relaxation and somatic anxiety should be treated with physical relaxation.

Theory of Planned Behavior

An extension of the theory of reasoned action. The theory of reasoned action states that intentions are the best predictors of actual behavior. Intentions are the product of an individual's attitude toward a particular behavior. This subjective norm is the product of beliefs about others' opinions and the individuals motivation to comply with others opinions.

Trans-Theoretical Model

Argues that individuals progress through stages of change and that movement across the stages is cyclic rather than linear because many people do not succeed in their efforts at establishing and maintaining lifestyle changes. This model argues that interventions and information need to be tailored to match the particular stage an individual is in at the time. precontemplation stage contemplation stage preparation stage action stage maintenance stage termination stage

Commitment and Entrapment Theory

Athletes commit to sport for three reasons, because they want to participate, because they believe they have to participate, or both. Some children maintain their involvement even though they would rather not. according to this view, burnout occurs when athletes become entrapped in sport and lose motivation but continue to participate.

Bio-Informational Theory

Based on the assumption that an image is a functionally organized set of propositions stored by the brain, the model holds that a description of an image consists of two main types of statements: response propositions and stimulus propositions. Stimulus propositions are statements that describe specific stimulus features of the scenario to be imagined. Response propositions are statements that describe the imager's response to the particular scenario.

What is burnout? What causes young athletes to burn out of sport?

Burnout is a special case of sport withdrawal in which a young athlete discontinues sport involvement in response to chronic stress. Something that the child once saw as enjoyable, no longer is due to the stress and shifts in why they are playing and what is motivating them. It occurs when a child loses interest in a sport due to the fact that they specialized in the sport at a young age and have TERM been practicing under intense pressure for many years. Other factors include high expectations for themselves and from others, win at all costs mentality, pressure from parents, long practices with redundant content, high time commitment, lots of traveling, love and affection from others being based on winning or losing, and maladaptive perfectionism. They may only see themselves as athletes with no further identity and adults make the choices for them without giving them a say.

Unidimensional Identity Development and External Control Model

Burnout occurs because the structure of highly competitive sport does not allow youngsters to develop a normal identity: they don't get to spend enough time with their peers outside of the sporting environment. Thus, young athletes focus on and identify almost exclusively with success in sport, and when they have an injury or lack of success, the associated stress can untimely lead to burnout.

Cognitive Anxiety

Concerns the degree to which one worries or has negative thoughts.

Self-Fulfilling Prophecy

Expecting something to happen actually helps cause it to happen. Negative self-fulfilling prophecy are the expectation of failure leads to actual failure which lowers self-image and increases expectations of future failure.

Overlearning

Helps concentration in the competitive situation. It helps make the performance of a skill automatic.

Self-Talk

Helps enhance concentration, break bad habits, initiate action, sustain effort, and acquire skill. There are three types of self-talk: positive, negative, and instructional. Positive self-talk focuses on increasing energy, effort and positive attitude. Instructional help the individual focus on technical or task-related aspects of the performance in order to improve execution. Negative is critical and self-demanding, gets in the way of a person reaching his or her goals and is counterproductive and anxiety producing.

Problem-Based Coping

Involves efforts to alter or manage the problem that is causing the stress for the individual concerned. Includes information gathering, making precompetition and competition plans, goal setting, time management, problem solving, increased effort, self-talk, and injury rehab plans.

Discuss three reasons why coaches and athletes often neglect PST and discuss why the myths concerning PST training are false.

Lack of knowledge, misunderstandings about psychological skills, and lack of time. Myth 1: PST is for "problem" athletes only. Most athletes psychological needs can be addressed by educational sport psychology specialists who focus on helping develop mental skills in athletes with a normal range of functioning. Myth 2: PST is for elite training only. PST is appropriate for all athletes. Myth 3: PST provides "quick fix" solutions. Psychological skills take time and practice to develop. It wont turn an average player into a superstar however, it will help athletes reach their potential and maximize their abilities. Myth 4: PST is not useful. It has been found that PST actually enhances athletic performances.

Controllability

Learning to manipulate your images so they do what you want them to do. Many athletes have problems controlling their images and often repeat their mistakes in their mind - controlling your image helps you picture what you want to accomplish instead of seeing yourself make errors.

Concentration

Maintaining focus on relevant environmental cues is critical for effective performance.

Discuss the term mental toughness. How does the research define this concept, how would you define it, and how would you develop it? Give specific examples. Discuss some special considerations for using PST with athletes who have physical or intellectual disabilities.

Mental toughness has to do with an athletes ability to focus, ability to rebound from failure, ability to cope with pressure, determination to persist in the face of adversity, and mental resilience. PST targets building and developing these mental skills, which are perceived to be critical for athletic success.

Health Belief Model

One of the most enduring theoretical models associated with preventive health behaviors. It stipulates that the likelihood of an individual engaging in preventative health behaviors depends of the person's perception of the severity of the potential illness as well as his appraisal of the costs and benefits of taking action.

Discuss in detail the physical, social, and psychological causes of injury.

Physical factors of injury: muscle imbalances, high speed collisions, overtraining, and physical fatigue Social factors of injury: athletes' perception that playing with pain and injury is highly valued in American society...studies show that playing with injury is a desired characteristic by friends, coaches, family, teammates, etc. People also endure pain because they want to achieve their goals. Psychological factors of injury: -A potentially stressful situation can contribute to injury, depending on how threatened the athlete feels in the situation. -In stressful situations focus decreases and muscle tension increases, increasing the risk of an injury. o Personality factors, history of stressors, and coping resources all influence the stress process and in turn the probability of injury.

What is self-efficacy? How does it affect behavior? Why is it now called regulatory self-efficacy? Briefly discuss three other specific types of self-efficacy.

Self-efficacy- the perception of one's ability to perform a task successfully—a situation-specific form of self-confidence. Efficacy can act as a determinant of performance and exercise or sport behavior and that exercise of sport behavior acts as a source of efficacy. If self-efficacy can be kept high via exercise then the likelihood of continuing exercise also increases. Higher self-efficacy increases the likelihood of a behavior change—ie exercise more if efficacy is higher self-regulatory efficacy is now used because it focuses more on one's abilities to overcome obstacles or challenges to successful performance (ie. carrying out a walking regimen when tired or during bad weather). Three other types of self-efficacy 1. Learning efficacy- individuals' beliefs in their capability to learn new skills 2. Decision-making efficacy- individuals' beliefs they are competent decision makers 3. Coping efficacy- individuals' beliefs in their ability to cope in the face of perceived threats 4. Self-presentational efficacy- individuals' beliefs in conveying a desired impression to others 5. Other efficacy- individuals' beliefs in the ability of others.

Attentional Disruption

Stress disrupts an athletes attention by reducing peripheral attention. Increased state anxiety causes distraction and irrelevant thoughts.

Symbolic Learning Theory

Suggests that imagery may function as a coding system to help people understand and acquire movement patterns. one way individuals learn skills is by becoming familiar with what needs to be done to successfully perform them.

Attention

Taking possession by the mind, in clear and vivid form, of one out of what seems several simultaneously possible objects or trains of thought. It implies withdrawal from somethings in order to deal effectively with others.

Self-Regulation

The ability to work toward one's short and long-term goals by effectively monitoring and managing one's thoughts, feelings, and behaviors

Self-Confidence

The belief that you can successfully perform a desire behavior

Self-Efficacy

The perception of one's ability to perform a task successfully, is really a situation-specific form of self-confidence.

Behavioral Responses

The physiological response leads to certain types of coping and task behaviors -such as decreased performance, interpersonal difficulties, and eventual withdrawl from the activity.

What is imagery? Discuss re-creating experiences that involve all the senses.

The process of imagery involves recalling from memory pieces of information stored from experience and shaping these pieces into meaningful images. It is similar to real sensory experience but it is all happening in the mind. Visualizing as a baseball batter: Visual sense: watch the ball as the pitcher releases it and it comes toward the plate Kinesthetic sense: know where your bat is and to transfer your weight at the proper time to maximize power Auditory sense: hear the sound of the bat hitting the ball Tactile sense: note how the bat feels in your hands Olfactory sense: smell the freshly mowed grass

Performance Profile

Used to identify important PST objectives and help maximize the motivation of athletes to implement and adhere to a PST program. Areas of change are identified by the athlete so this approach provides a degree of self-determination Provides a basis for goal setting Identifies athletes' mental strengths and weaknesses Raises athlete awareness Evaluates and monitors athlete performance

Social Support

When an athlete with few coping skills and little social support has major life changes, he/she is at greater risk of athletic injury.

Dissociation

When the focus is on the external environment (how pretty nature is)

Sport-General Withdrawal

Withdraw from sport participation all together

Early Sport Specialization

Year round intense training and private coaching

Internal Imagery

You image the execution of a skill from your own vantage point. You see only what you would see if you actually executed the particular skill

External Imagery

You view yourself from the perspective of an outside observer. It is as if you are watching yourself in a movie.

Periodized Training

athletes to high-volume and high intensity training loads that are followed by a lower training load. Known as the rest or taper stage. The goal for this type of training is to condition athletes so that their performance peaks at a specific date or in a particular time frame.

Objective Goals

attaining a specific standard of proficiency on a task, usually within a specified time ie. aiming for a certain team win-loss record by the end of the season

Sport-Specific Withdrawal

children withdraw from their programs and enter other sports

External Attentional Focus

directs attention outward to an object, such as a ball in baseball or a puck in hockey, or to an opponent's movements, such as in a doubles match in tennis

Physiological Responses

how your body reacts based on the cognitive appraisal of the situational demands

Physiological Effects of Exercise

increases in cerebral blood flow changes in brain neurotransmitters increases in maximal oxygen consumption and delivery of oxygen to cerebral tissues reductions in muscle tension structural changes in the brain increases in serum concentrations of endocannabinoid receptors

Expectation Effects

keeping expectations high and maintaining confidence are important for athletes. positive expectations for success have been shown to produce positive effects in many realms of life including sport expecting to beat a tough opponent or successfully perform a difficult skill can produce exceptional performance as psychological barriers are overcome your expectations of others affect not only your own behavior but also the feelings and behaviors of others

Somatic Anxiety

physiological symptoms of anxiety-- butterflies in the stomach nervous, sweaty palms under certain conditions. nervous up to competition time and then subdues during competition.

Attentional Capacity

refers to the fact that attention is limited in that one can process only so much information at one time but athletes seem to be able to pay attention to more than one thing due to changing from controlled processing to automatic processing as they become more proficient Is seen not as centralized but rather as distributed throughout the nervous system.

Cognitive Appraisal

second stage of C-A Stress model Individuals interpret and appraise the situation.

Mood

state of emotional or affective arousal of varying impermanent duration. physical activity is positively related to a positive mood, general well-being, and relatively infrequent symptoms of depression and anxiety

Psychological Skills Training

systematic and consistent practice of mental and psychological skills for the purpose of enhancing performance, increasing enjoyment, or achieving greater sport and physical self-satisfaction.

Relaxation Response

teaches you to quiet the mind, concentrate, and reduce muscle tension. A scientifically sound way of relaxing that requires four elements, 1. A quiet place with minimal distractions 2. A comfortable position that can be maintained for a while 3. A mental device that involves focusing your attention on a single thought or word and repeating it over and over. 4. A passive attitude. Don't allow your mind to wander.

Modeling

vicarious experiences: demonstration to help students learn new skills can be a particularly important part of efficacy information for performers who lack experience with a task and rely on others to judge their own capabilities ex. gymnast performs moves on bars= help reduce anxiety and convince other athletes they can do the move too