PSY407 ChatGPT Notes

Sport Psych 407 final Exam Prep VU Study

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Lesson 18 ANXIETY, AROUSAL, AND STRESS RELATIONSHIPS In explaining the relationship between anxiety, arousal, and stress, and their relationship to athletic performance, it is important that we understand a number of conceptual relationships. This topic is divided into six sections, they are:

• Differentiating among the terms anxiety, arousal and stress

Three sections are discussed in this lecture and the remaining three in lecture nineteen.

The emotion of anxiety affects athletic performance, however, the problem is that the term “anxiety” is closely associated with the terms “arousal” and “stress”. We will look how these terms are similar and how they differ. The discussion will focus upon emotions and mood, Selye’s concepts of stress, and Lazarus’s concept of stress process.

Lazarus (2000a) identified fifteen different emotions and themes associated with each emotion. One of these emotions is anxiety, which is defined as “facing uncertain, existential threat”. An emotion, such as anxiety occurs following appraisal and an evaluation of coping resources. A similar chain of events occurs for the emotion of anger, which he defines as occurring in response to “a demeaning offense against me or mine” Lazarus identifies anxiety as one of the emotions that may have substantial impact upon how an athlete performs. Other emotions, such as anger, guilt and shame, relief, happiness, and pride, may also have a powerful influence upon performance. He states that emotions should not be lumped into positive or negative groups when one is assessing their effect upon athletic performance. Rather, the different emotions should be considered as discrete emotions having discrete effects upon performance. Anger, for example, is often considered a negative emotion, yet it may have either an inhibitory or a facilitory effect upon performance. Anxiety, then, is an emotion that arises in response to how we in interpret and appraise an environmental situation such as competition. Emotions are sudden reactions to situation that last only for seconds, minutes, or perhaps hours. Moods, however, are more diffuse, and may last for weeks or even months.

Hans Selye (pronounced “sale-ye”) (1983) defined stress as the “nonspecific response of the body to any demand made upon it.” In a sense what Selye is saying is that when aroused, the body is under stress regardless of whether the cause is something negative like anger or positive like joy. Anger and anxiety are much harder on the body than are joy and happiness. Selye allowed that there must be two different kinds of stress. The “good stress” he labeled eustress, and the “bad stress” he labeled distress.

The stress process is really the information processing model in action as illustrated in the diagram below. The stress process begins with the stimulus (competitive situation) on the left and results in the response (stress response) on the right. In between the stimulus and the response is cognition, or thought processes. Cognition determines how the athlete will respond. The stress process begins with the environment or competitive situation on the left. This is the stimulus. The competitive situation is not by itself stressful. It is how the athlete interprets the situation that determines whether or not the situation is stressful or not. Consider the situation in which an athlete finds himself on the

VU foul line in a basketball game with the outcome of the game resting upon performance. To most people this would be an extremely stressful situation. However, to many basketball players this is exactly the kind of situation that they seek. The situation is not intimidating because they have supreme confidence in their skill and the thought of failure does not enter into their minds. Stimulus Environmental Appraisal of Situation

1. Primary
2. Secondary

Response (imbalance) Stress response Upon being confronted with a potentially stressful situation, the individual conducts an instantaneous appraisal or evaluation of the situation. Appraisal of the situation occurs on two levels. The first is referred to as primary appraisal; the second is as secondary appraisal. In primary appraisal, the athlete determines if she has a personal stake in the outcome. If the athlete determines that the outcome is very important to her, then secondary appraisal becomes important. In the secondary appraisal, the athlete evaluates her personal coping resources to deal with the competitive situation. The outcomes of the primary and secondary appraisals determine whether the stress response will or will not occur. If an athlete determines either that it makers no difference to him personally, then the stress response does not occur. If, however, the athlete determines that he does not have the resources (skill, confidence, experience) to cope with the situation, the stress response will occur.

Anxiety is multidimensional in two different ways. Anxiety has both a trait component and a state component. The trait component is like a personality disposition, whereas the state component is a situation-specific response. State anxiety is an immediate emotional state that is characterized by apprehension, fear, tension, and an increase in physiological arousal. Conversely, trait anxiety is a predisposition to perceive certain environmental situations as threatening and to respond to these situations with increased state anxiety (Spielberger, 1971). If an athlete has a high level of competitive