1. Arousal, Stress, and Anxiety Arousal, Stress, and Anxiety

2. Is Arousal the Same as Anxiety?

3. Defining Arousal, Stress, and Anxiety
States
Trait

4. Measuring Arousal and Anxiety
Physiological signs (heart rate, respiration, skin conductance, biochemistry)
Global and multidimensional self-report surveys
e.g. Sport Anxiety Scale (trait anxiety)
e.g. Sport Competition Anxiety Test (trait)
e.g. Competitive State Anxiety Inventory-2

5. Trait and State Anxiety Relationship
High versus low trait anxious people usually have more state anxiety in highly evaluative situations.

6. Stress and the Stress Process
Define Stress:
(continued)

7. Stage 1
The Stress Process
Stage 2
Stage 3
Stage 4

8. Stress and Stress Process Implications
In what stages of the stress process can we intervene?
How is stress best viewed?

9. Sources of Stress and Anxiety
Situational sources
____________
____________
Other?_____________
____________
Personal sources
____________
____________
Other? _____________

10. How Arousal and Anxiety Affect Performance
Drive theory
Inverted–U hypothesis
Individualized zones of optimal functioning
Multidimensional anxiety theory

11. Anxiety direction and intensity Significance of all these views
How Arousal and Anxiety Affect Performance
Catastrophe model
Reversal theory
Anxiety direction and intensity
Significance of all these views

12. Drive Theory

13. Inverted–U Hypothesis

15. Individualized Zones of Optimal Functioning (IZOF) Hypothesis

17. Catastrophe Model

18. Catastrophe Model

19. Reversal Theory
How arousal affects performance depends on an individual’s interpretation of his or her arousal level; assumption =performers can flip quickly
Arousal can be interpreted as pleasant/excitement or as unpleasant/anxiety.
Arousal interpreted as pleasant facilitates performance, and arousal interpreted as unpleasant hurts performance.

20. Anxiety Direction and Intensity
An individual’s _____________of anxiety symptoms is important for understanding the anxiety-performance relationship.
Both the ______________________ (how much anxiety one feels) and __________________________ (one’s interpretation of anxiety as being facilitating or debilitating to performance) must be considered.
(continued)

21. Anxiety Direction and Intensity
Viewing anxiety as facilitative leads to superior performance.
Some support has been found for this view.

22. Significance of All the Arousal–Performance Views
Significance of All the Arousal–Performance Views **Arousal is multifaceted**
___________________________________
____________________________________

23. Significance of All the Arousal–Performance Views
_____________________________________
_____________________________________

24. Why Arousal and Anxiety Influence Performance
Increased muscle tension and coordination difficulties
Attention and concentration changes: - -

25. Why Arousal Influences Performance
Attentional narrowing

26. Implications for Practice
Interactional Model of Anxiety

27. Implications for Practice
Recognize arousal and state anxiety signs (feeling ill, dazed,muscle tension etc.)
Tailor coaching strategies to individuals:
Different strokes for different folks.
Sometimes arousal and state anxiety must be reduced, other times maintained, and other times facilitated.
Develop performers’ confidence.

28. Recognize Symptoms of Arousal and State Anxiety
Cold, clammy hands
Constant need to urinate
Profuse sweating
Negative self-talk
Dazed look in eyes
(continued)

29. Recognize Symptoms of Arousal and State Anxiety
Feel ill
Headache
Cotton (dry) mouth
Constantly sick
Difficulties sleeping
(continued)

30. Recognize Symptoms of Arousal and State Anxiety
Increased muscle tension
Butterflies in stomach
Inability to concentrate
Consistently perform better in non-evaluative situations
Others? _______________________