Fear and Anxiety, psychology assignment help

Question Description


Power Point Presentation-

Each student will create a power point presentation (at least 5 informational slides). An introduction or ending slide is not included in the five slides. You need to research a topic covered in the book that pertains to Psychology of Coaching and create a power point presentation. You do not need to include a paper, just the power point presentation. This work must be done on your own and be an original power point created by you, not copy and pasted from an existing one.

Attached are the notes from the lesson to review to create the new power  point presentation....please DO NOT copy the information from the slide word from word and paste on the new power point presentation. Please be original in content and creative!

Unformatted Attachment Preview

Chapter 7 Anxiety, Stress, and Mood Relationships McGraw-Hill/Irwin © 2012 The McGraw-Hill Companies, Inc. All rights reserved. Differentiating Among Terms Related to Anxiety and Stress • • • • • Affect Emotion Anxiety Mood Stress 7-2 Affect, Emotion, and Anxiety • Affect – A generic term used to describe emotions, feelings, and moods. • Emotion – A situation specific response to the environment. • Anxiety – There are at least 15 specific manifestations of emotion, of which anxiety is one important manifestation. 7-3 Emotions and Mood • While emotions are instantaneous discrete responses to the environment that last only seconds, minutes, or perhaps hours, moods are more diffuse, and last for weeks or even months. 7-4 Anxiety and Stress • Anxiety is a specific emotion that is closely related to Han Selye’s concept of stress. • Stress is defined as the “nonspecific response of the body to any demand placed upon it.” There are two kinds of stress: a. Eustress – good stress b. Distress – bad stress (synonymous to anxiety). 7-5 Multidimensional Nature of Anxiety • Trait versus State Dimension • Cognitive versus Somatic Dimension Cognitive trait anxiety Cognitive State Anxiety Somatic trait anxiety Somatic State Anxiety 7-6 Trait versus State Dimension of Anxiety • State Anxiety – Immediate emotional state characterized by apprehension, fear, tension, and an increase in arousal. • Trait Anxiety – A predisposition to perceive certain environmental situations as threatening and to respond to these situations with increased state anxiety. 7-7 Cognitive versus Somatic Dimension of Anxiety • Cognitive Anxiety – The mental component of anxiety caused by such things as fear of social evaluation, fear of failure, and loss of self-esteem. • Somatic Anxiety – The physical component of anxiety and reflects the perception of physiological arousal. 7-8 The Stress Process and Antecedents of the State Anxiety Response • The Stress Process • Antecedents of the State Anxiety Response (precompetitive state anxiety) 7-9 The Stress Process (Figure 7.2) • Three parts of Stress Process: 1. Environmental Situation 2. Appraisal of Environmental Situation 3. The Stress Response • Stress response (state anxiety) only occurs if coping skills perceived to be inadequate to deal with situation (imbalance). 7-10 Antecedents of Precompetitive State Anxiety • • • • • Fear of Performance Failure Fear of Negative Social Evaluation Fear of Physical Harm Situation Ambiguity Disruption of a Well-learned Routine 7-11 Measurement of Anxiety • As the most studied emotion in sport psychology, a plethora of inventories designed to measure anxiety have been utilized and/or developed. • Categories of anxiety inventories: a. Trait Anxiety b. State Anxiety c. Short Abbreviated State Anxiety Inventories 7-12 Trait Anxiety Inventories • Spielberger’s Trait Anxiety Inventory (TAI) • Sport Competition Anxiety Test (SCAT) • Cognitive Somatic Anxiety Questionnaire (CSAQ) • Sport Anxiety Scale – 2 (SAS-2) 7-13 State Anxiety Inventories • Spielberger’s State Anxiety Inventory (SAI) • Competitive State Anxiety Inventory -2 (CSAI-2) • Revised Competitive State Anxiety Inventory – 2 (CSAI-2R) • Activation-Deactivation Checklist (ADACL) 7-14 Short Competitive State Anxiety Inventories • • • • • Mental Readiness Form (MRF) Anxiety Rating Scale (ARS) Immediate Anxiety Measurement Scale The Sport Grid The Affect Grid 7-15 Time-to-Event Nature of Precompetitive State Anxiety • Cognitive Anxiety - Starts high and remains high as event approaches. Fluctuates throughout the contest as probability of success changes. • Somatic Anxiety - Starts low but increases rapidly as event approaches. Dissipates rapidly once event begins. 7-16 Perfectionism in Sport • Multidimensional Nature of Perfectionism • Two Over Arching Dimensions: 1. Functional Perfectionism 2. Dysfunctional Perfectionism • Measurement of Perfectionism • Correlates of Perfectionism 7-17 Over Arching Dimensions of Perfectionism • Functional Perfectionism – Considered to be positive and adaptive. Characterized by perfectionistic strivings (self and other), high personal standards, and desire for organization. • Disfunctional Perfectionism – Considered to be negative and maladaptive. Characterized by concern over mistakes, parental expectations and criticism, self-doubts, and socially prescribed expectations. 7-18 Measuring Perfectionism • • • • • Frost Multidimensional Perfectionism Scale. Frost Multidimensional Perfectionism Scale – 24. Hewitt Multidimensional Perfectionism Scale. Sport Multidimensional Perfectionism Scale. Multidimensional Inventory of Perfectionism in Sport. 7-19 Correlates of Perfectionism • Functional Perfectionism Predicts: a. b. c. d. e. Lower levels of state anxiety. Higher levels of self-confidence. Adaptive attributions. Autonomous motivation. Adaptive goal orientations. 7-20 Correlates of Perfectionism (Continued) • Dysfunctional Perfectionism Predicts: a. b. c. d. e. Higher levels of state anxiety. Lower levels of self-confidence. Maladaptive attributions. Controlling motivation. Maladaptive goal orientations. 7-21 The Relationship Between Arousal and Performance • Two Classic and Basic Theories: 1. Inverted-U Theory 2. Drive Theory • In testing the two theories, state anxiety is often used as a proxy variable for arousal. This is because arousal generally increases with an increase in state anxiety. 7-22 Inverted-U Theory • Based on classic research of Yerkes and Dodson (1908). • Best performance occurs at a moderate level of arousal. • Changes in performance are gradual as arousal increases. • Theories that predict an inverted-U relationship between arousal and performance (next slide): 7-23 Theories that Predict an Inverted-U Relationship • Easterbrook’s Cue Utilization Theory • Signal Detection Theory • Information Processing Theory 7-24 Cue Utilization Theory (see Figure 6.4) • First introduced in chapter six. • A distraction theory of attention. • Basic premise is that as arousal increases attention narrows. • Narrowing of attention gates out irrelevant and eventually relevant cues. 7-25 Signal Detection Theory • Probability of correctly detecting a signal is highest when arousal is at moderate level. • At a low level of arousal the organism is insensitive to signals from environment. • At a high level of arousal the organism is overly responsive to signals from the environment (error prone). 7-26 Information Processing Theory • At a moderate level of arousal the information processing system is most responsive. • At low levels of arousal the system is inert and unresponsive. • At high levels of arousal the system is overloaded and susceptible to error. 7-27 Drive Theory and Performance (Performance = Arousal x skill level) • Performance increases as arousal increases (linear) • Basic Tenets: a. High arousal elicits dominant response. b. Early in learning and with complex tasks, the dominant response is the incorrect response. c. Late in learning and with simple tasks, the dominant response is the correct response. • Strength of theory is that it helps explain relationship between learning and arousal. 7-28 Mood State and Athletic Performance • Defining Mood State. • Measurement of Mood State. • The Profile of Mood States (POMS) and Morgan’s Mental Health Model. • Mood State Relationships in Sport. 7-29 Mood State Definition • While emotions are intense but brief responses to the environmental situation, moods are less intense but prolonged experiences that relate to the individual as well as to the situation. 7-30 Measurement of Mood State • The Profile of Mood States (POMS). • Moods measured by the POMS: 1. 2. 3. 4. 5. 6. Tension Depression Anger Vigor (only positive mood) Fatigue Confusion 7-31 Morgan’s Mental Health Model • The successful athlete is viewed as a mentally healthy individual. • The mentally healthy elite athlete exhibits an iceberg mood profile relative to the six POMS subscales: 1. Above the norm on vigor (positive mood). 2. Below the norm on all five negative moods. 7-32 Mood State Relationships in Sport and Exercise • Mood States and Achievement Levels. • Mood States and Performance Outcome. a. Type of Sport. b. Measurement of Performance. • Conceptual Model for Predicting Performance (based upon POMS subscale scores). 7-33 Mood State and Achievement Levels • Except for a small difference in vigor scores, athletes at different levels of achievement display essentially the same mood state scores. • Cannot use mood state scores to consistently differentiate between starters and nonstarters on an athletic team (similar to personality traits). 7-34 Mood States and Performance Outcome • A small to moderate relationship exists between precompetitive mood and athletic performance. • Moderator Variables: 1. Type of Sport – Predict performance best in individual and short-duration sports. 2. Measurement of Performance – Mood predicts performance best when performance measured subjectively (e.g. compared to expected) as opposed to objectively (outcome or time). 7-35 Conceptual Model for Predicting Performance from POMS Scores • Depression moderates the relationship: 1. Depression is associated with increased negative mood and decreased vigor, which will have a debilitative effect on performance. 2. In the absence of depression, vigor will have a facilitative effect on performance, fatigue and confusion will have a debilitative effect, and anger and tension will have a curvilinear effect . • Modest research support for the proposed conceptual model has been reported (fig. 7.9). 7-36 ...
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Final Answer


Fear and Anxiety in Psychology
of Coaching

Fear and Anxiety Described.
 Anxiety is a feeling which develops as a result if being
in a state of uncertainty about the results of an
undertaking. In the psychology of Coaching, it is
mainly associated with competitions.
 Fear is a reaction to situation. In the literal sense, it is
the body’s mechanism of protecting itself from
possible harm. In the Psychology of coaching, It
develops from anxiety as one fears losing.

The Association Between Fear and
 Fear is the most common result of anxiety in
 Fear and anxiety ar...

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