PSY 407 PAST SOLVED PAPERS 6.docx
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There are five key factors that can increase precompetitive state anxiety: 1. Fear of performance failure and negative evaluation from opponents or spectators 2. Fear of physical harm from intense competition 3. Ambiguity about the competitive situation 4. Disruption of an athlete's normal routine These five factors relate to threats against an athlete's ego, self-esteem, health, and preparedness. They represent psychological sources of tension that can increase anxiety levels before competition.
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Helping Athletes Perform: Sports Psychology
Term paper for my Psychology 101 course at the College of Southern Nevada
(This SlideShare is exactly what the final product of my Psychology 101 sports psychology term paper looked like when I submitted it as a hard copy to my professor at the College of Southern Nevada, except for one thing: the Word document, which this SlideShare was downloaded from, contains the final draft of my psychology term paper which was last saved on November 28, 2011, the day before I submitted the paper as a final draft in hard copy format to my psychology professor. The difference between this SlideShare and the Word document that contains the final draft of my sports psychology term paper, compared to the final draft of my sports psychology term paper that I submitted to my professor in hard copy format is: the SlideShare and the Word document are both missing a title page, whereas, the final draft of my psychology term paper that I submitted to my professor contained a title page with my name, my professor's name, the name of the institution I wrote the paper for, the course and the section number I had written the paper for, and the date and term at the time my paper was written. I am unable to retrieve the title page that I created and saved in Word in 2011 when I was taking Psychology 101:017 at the College of Southern Nevada. Hopefully, I can eventually correct this problem and resubmit my psychology term paper on SlideShare in the exact form that it was originally like in November of 2011.)
Every athlete at some time during their athletic career has experi
Every athlete at some time during their athletic career has experienced a physical injury that holds them back from partaking in the sport that they love, if it's from practice or competitive play it's a thing every athlete in the world wishes they could prevent. Even if you have been fortunate enough to train without a critical injury, all things considered, you know somebody who has had a physical injury that requires quite some time of professional rehabilitation before they can get back to training. These injuries and rehabilitation are regularly joined by abiding mental consequences, affecting the competitors' prosperity just as their probability of getting back to the sport. An anticipated result indicated that athletes with a high internal locus of control tend to recover faster than others. There is a fine line between being psychologically ready to return to a sport and being physically cleared for athletes with injuries. Some individuals possess specific personality traits that can forecast one's rate of psychological and physical recovery from an injury. This paper will elucidate the correlation between injuries' effect on mental health and the psychological health of an athlete.
When athletes at any level face an injury, it puts them in a dilemma on how to face adversity; the athlete either chooses to overcome and grow or fold and eventually wash out of the sport. When one experiences an injury, there is a tendency that the athlete will have more of a negative than positive impact on one's psyche. Athletes have tended to use various negative terms (e.g., anger, bitterness, confusion, depression, fear, frustration, helplessness, shock) to characterize their emotions after injury (W. Brewer, 2017). Evidence shows that athletes who report higher levels of emotional disturbance after sustaining an injury than before being injured and that athletes with injury tend to report higher levels of emotional disturbance than athletes without injury (M. Rice, 2016).
Relationship Between Stress and Injury
Stress is a broad term; many underlying factors come into play, such as anxiety and depression. Furthermore, when stress (psychological, academic, training, or performance-related) overloads an athlete's stress-coping ability, the susceptibility to performance decrement increases, as does the risk of injury and illness (J. Hamlin, 2019). Those who have a high-stress factor in their life are more likely to be prone to injury. When looking at stress-based injuries, there are two factors: muscle tension and attentional disruption. Attentional changes may include increased muscle tension, narrowing of the visual field, and increased distractibility, which may have a negative impact on the stress-injury response (L. Lavallee, 2019). A notable example to best relate to is Anderson and Williams stress injury model. According to this model, personality, coping resources, and history of stress have impacted competitors’ reaction to distressing at ...
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Self-efficacy is influenced by performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. Anxiety can be state-specific or a general trait and theories link anxiety levels to an inverted-U relationship with performance. Coaches can help raise self-efficacy through goal setting, imagery, positive self-talk, and simulating competitive situations in practice.
Humans performing under pressure. Emotional intellingence #noussommesvivants.pdf
😱 Suicide des agriculteurs, burnout des managers, dépression suite à une rupture de vie, et éco anxiété à gérer : que peuvent nous apprendre les athlètes des JO en terme de santé mentale et en particulier la gestion des émotions ? 🤾♀️ #Paris2024 #JO #JeuxOlympiques #emotions #underpressure #prendresoin #santementale #noussommesvivants
Comment développer son intelligence émotionnelle ?
Face à l’ampleur de la crise écologique et de ses impacts environnementaux et sociaux, il est courant de se sentir dépassé, impuissant et cela peut amplifier un certain mal-être. Les émotions liées à ce mal être peuvent se traduire dans une paralysie et donc incapacité à agir.
L’intelligence émotionnelle consiste à reconnaître ses émotions mais aussi comprendre les signaux que nous communiquent nos émotions pour pouvoir se mettre en mouvement en pleine conscience des phénomènes qui nous influencent et mieux communiquer au sein du collectif pour se mettre en mouvement ensemble.
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La fresque des émotions c’est un atelier qui permet de comprendre comment les émotions nous mettent en mouvement et de prendre conscience des boucles qui se forment entre nos émotions, nos pensées et actions. C’est un moment de prise de recul sur son fonctionnement émotionnel dans une situation personnelle et/ou professionnelle qui permet de développer son intelligence émotionnelle. Les participants partagent individuellement leur expérience et bénéficient des retours d’expérience collectifs. En clôture, chacun est invité à poser ses émotions, pensées et actions et à les mettre en cohérence (ou pas). C’est un atelier thématique. Les participants choisissent le thème. situation personnelle et/ou professionnelle. Voilà des thématiques telles que énoncées par des participants.
Les thématiques possibles
- « Mobiliser ses équipes sur un projet environnemental »
- « Apprendre d’autres façons de travailler »
- « Mieux communiquer avec ses collègues »
Les applications possibles
- La communication
- Le leadership
- L’apprentissage
- La prise de décision
Les étapes de l’atelier:
- Session d’inclusion
- Choisir un grand thème comme le lâcher prise
- Partager un souvenir dans la sphère professionnelle
- Prendre du recul sur ce souvenir pour nommer les états émotionnels vécus
- Ressentir pleinement les sensations ressenties à ce moment là
- Prendre conscience des pensées liées à ces émotions et sensations
- Lister les réactions qu’elles entrainent avec leurs conséquences
- Creuser ses besoins inconscients en identifiant ses besoins primaires
- Poser son diagnostic : émotions – pensées – actions
- Le partager (ou pas) et faire un pas de coté (ou pas) pour se sentir mieux.
👉 Les prochaines master class et sessions découverte
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👉 Les prochaines formation à l'animation de la fresque des émotions
https://lnkd.in/eSQpu_e3
Psychology is the study of mind and behavior. Its subject matter includes the...
Psychology is the scientific study of mental processes, behavior, and cognition. This document discusses several key concepts in sports psychology including emotions, stress, arousal, anxiety, aggression, and learning theories.
It defines emotions according to Richard Lazarus and identifies 15 emotions. It discusses the transactional theory of stress and defines eustress and distress. Theories of arousal discussed include the inverted-U theory and drive theory. Anxiety is defined and different types are outlined including trait anxiety and somatic anxiety.
Aggression is defined and discussed in sports, including controlled versus uncontrolled aggression. Leading theories of aggression are also summarized, such as instinct theory and social learning theory.
Finally, theories of learning are covered, including
Leadership In Sport Psychology Part 3
This document discusses psychological factors related to leading sports activities, including self-concept, motivation, anxiety, arousal, and stress. It defines these terms and describes how sports leaders can help develop athletes' self-concepts and manage intrinsic and extrinsic motivation, anxiety levels, arousal, and stress through techniques like positive feedback, celebrating success, and progressive relaxation training.
Emotions
The document discusses several theories of emotion:
1) The James-Lange Theory proposes that physiological arousal precedes emotional experience, opposing the commonsense view that consciousness comes first.
2) The Cannon-Bard Theory suggests emotion-triggering stimuli and physiological arousal occur simultaneously.
3) The Two-Factor Theory argues that physiology and cognition together create emotions.
It also explores topics like how emotions are expressed physically, the role of cognition in emotion, cultural differences in emotional expression, and scales used to measure concepts like fear, anger, and happiness.
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Helping Athletes Perform: Sports Psychology
Term paper for my Psychology 101 course at the College of Southern Nevada
(This SlideShare is exactly what the final product of my Psychology 101 sports psychology term paper looked like when I submitted it as a hard copy to my professor at the College of Southern Nevada, except for one thing: the Word document, which this SlideShare was downloaded from, contains the final draft of my psychology term paper which was last saved on November 28, 2011, the day before I submitted the paper as a final draft in hard copy format to my psychology professor. The difference between this SlideShare and the Word document that contains the final draft of my sports psychology term paper, compared to the final draft of my sports psychology term paper that I submitted to my professor in hard copy format is: the SlideShare and the Word document are both missing a title page, whereas, the final draft of my psychology term paper that I submitted to my professor contained a title page with my name, my professor's name, the name of the institution I wrote the paper for, the course and the section number I had written the paper for, and the date and term at the time my paper was written. I am unable to retrieve the title page that I created and saved in Word in 2011 when I was taking Psychology 101:017 at the College of Southern Nevada. Hopefully, I can eventually correct this problem and resubmit my psychology term paper on SlideShare in the exact form that it was originally like in November of 2011.)
Every athlete at some time during their athletic career has experi
Every athlete at some time during their athletic career has experienced a physical injury that holds them back from partaking in the sport that they love, if it's from practice or competitive play it's a thing every athlete in the world wishes they could prevent. Even if you have been fortunate enough to train without a critical injury, all things considered, you know somebody who has had a physical injury that requires quite some time of professional rehabilitation before they can get back to training. These injuries and rehabilitation are regularly joined by abiding mental consequences, affecting the competitors' prosperity just as their probability of getting back to the sport. An anticipated result indicated that athletes with a high internal locus of control tend to recover faster than others. There is a fine line between being psychologically ready to return to a sport and being physically cleared for athletes with injuries. Some individuals possess specific personality traits that can forecast one's rate of psychological and physical recovery from an injury. This paper will elucidate the correlation between injuries' effect on mental health and the psychological health of an athlete.
When athletes at any level face an injury, it puts them in a dilemma on how to face adversity; the athlete either chooses to overcome and grow or fold and eventually wash out of the sport. When one experiences an injury, there is a tendency that the athlete will have more of a negative than positive impact on one's psyche. Athletes have tended to use various negative terms (e.g., anger, bitterness, confusion, depression, fear, frustration, helplessness, shock) to characterize their emotions after injury (W. Brewer, 2017). Evidence shows that athletes who report higher levels of emotional disturbance after sustaining an injury than before being injured and that athletes with injury tend to report higher levels of emotional disturbance than athletes without injury (M. Rice, 2016).
Relationship Between Stress and Injury
Stress is a broad term; many underlying factors come into play, such as anxiety and depression. Furthermore, when stress (psychological, academic, training, or performance-related) overloads an athlete's stress-coping ability, the susceptibility to performance decrement increases, as does the risk of injury and illness (J. Hamlin, 2019). Those who have a high-stress factor in their life are more likely to be prone to injury. When looking at stress-based injuries, there are two factors: muscle tension and attentional disruption. Attentional changes may include increased muscle tension, narrowing of the visual field, and increased distractibility, which may have a negative impact on the stress-injury response (L. Lavallee, 2019). A notable example to best relate to is Anderson and Williams stress injury model. According to this model, personality, coping resources, and history of stress have impacted competitors’ reaction to distressing at ...
Short term psych revision
Self-efficacy is influenced by performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. Anxiety can be state-specific or a general trait and theories link anxiety levels to an inverted-U relationship with performance. Coaches can help raise self-efficacy through goal setting, imagery, positive self-talk, and simulating competitive situations in practice.
Humans performing under pressure. Emotional intellingence #noussommesvivants.pdf
😱 Suicide des agriculteurs, burnout des managers, dépression suite à une rupture de vie, et éco anxiété à gérer : que peuvent nous apprendre les athlètes des JO en terme de santé mentale et en particulier la gestion des émotions ? 🤾♀️ #Paris2024 #JO #JeuxOlympiques #emotions #underpressure #prendresoin #santementale #noussommesvivants
Comment développer son intelligence émotionnelle ?
Face à l’ampleur de la crise écologique et de ses impacts environnementaux et sociaux, il est courant de se sentir dépassé, impuissant et cela peut amplifier un certain mal-être. Les émotions liées à ce mal être peuvent se traduire dans une paralysie et donc incapacité à agir.
L’intelligence émotionnelle consiste à reconnaître ses émotions mais aussi comprendre les signaux que nous communiquent nos émotions pour pouvoir se mettre en mouvement en pleine conscience des phénomènes qui nous influencent et mieux communiquer au sein du collectif pour se mettre en mouvement ensemble.
Découvrir la fresque des émotions
La fresque des émotions c’est un atelier qui permet de comprendre comment les émotions nous mettent en mouvement et de prendre conscience des boucles qui se forment entre nos émotions, nos pensées et actions. C’est un moment de prise de recul sur son fonctionnement émotionnel dans une situation personnelle et/ou professionnelle qui permet de développer son intelligence émotionnelle. Les participants partagent individuellement leur expérience et bénéficient des retours d’expérience collectifs. En clôture, chacun est invité à poser ses émotions, pensées et actions et à les mettre en cohérence (ou pas). C’est un atelier thématique. Les participants choisissent le thème. situation personnelle et/ou professionnelle. Voilà des thématiques telles que énoncées par des participants.
Les thématiques possibles
- « Mobiliser ses équipes sur un projet environnemental »
- « Apprendre d’autres façons de travailler »
- « Mieux communiquer avec ses collègues »
Les applications possibles
- La communication
- Le leadership
- L’apprentissage
- La prise de décision
Les étapes de l’atelier:
- Session d’inclusion
- Choisir un grand thème comme le lâcher prise
- Partager un souvenir dans la sphère professionnelle
- Prendre du recul sur ce souvenir pour nommer les états émotionnels vécus
- Ressentir pleinement les sensations ressenties à ce moment là
- Prendre conscience des pensées liées à ces émotions et sensations
- Lister les réactions qu’elles entrainent avec leurs conséquences
- Creuser ses besoins inconscients en identifiant ses besoins primaires
- Poser son diagnostic : émotions – pensées – actions
- Le partager (ou pas) et faire un pas de coté (ou pas) pour se sentir mieux.
👉 Les prochaines master class et sessions découverte
https://lnkd.in/euHZxBNp
👉 Les prochaines formation à l'animation de la fresque des émotions
https://lnkd.in/eSQpu_e3
Psychology is the study of mind and behavior. Its subject matter includes the...
Psychology is the scientific study of mental processes, behavior, and cognition. This document discusses several key concepts in sports psychology including emotions, stress, arousal, anxiety, aggression, and learning theories.
It defines emotions according to Richard Lazarus and identifies 15 emotions. It discusses the transactional theory of stress and defines eustress and distress. Theories of arousal discussed include the inverted-U theory and drive theory. Anxiety is defined and different types are outlined including trait anxiety and somatic anxiety.
Aggression is defined and discussed in sports, including controlled versus uncontrolled aggression. Leading theories of aggression are also summarized, such as instinct theory and social learning theory.
Finally, theories of learning are covered, including
Leadership In Sport Psychology Part 3
This document discusses psychological factors related to leading sports activities, including self-concept, motivation, anxiety, arousal, and stress. It defines these terms and describes how sports leaders can help develop athletes' self-concepts and manage intrinsic and extrinsic motivation, anxiety levels, arousal, and stress through techniques like positive feedback, celebrating success, and progressive relaxation training.
Emotions
The document discusses several theories of emotion:
1) The James-Lange Theory proposes that physiological arousal precedes emotional experience, opposing the commonsense view that consciousness comes first.
2) The Cannon-Bard Theory suggests emotion-triggering stimuli and physiological arousal occur simultaneously.
3) The Two-Factor Theory argues that physiology and cognition together create emotions.
It also explores topics like how emotions are expressed physically, the role of cognition in emotion, cultural differences in emotional expression, and scales used to measure concepts like fear, anger, and happiness.
Anxiety
Anxiety has cognitive and somatic components. Cognitive anxiety involves worrying thoughts while somatic anxiety involves physiological responses like increased heart rate. There are three main types of anxiety: state anxiety which is felt in a particular situation, trait anxiety which is a personality tendency to view situations as threatening, and competitive anxiety which is sport-specific and can involve threats like not playing well or letting one's team down. Higher trait anxiety is associated with greater state anxiety in competitive situations.
Anxiety
Anxiety has cognitive and somatic components. Cognitive anxiety involves worrying thoughts while somatic anxiety involves physiological responses like increased heart rate. There are three main types of anxiety: state anxiety which is felt in a particular situation, trait anxiety which is a personality tendency to view situations as threatening, and competitive anxiety which is sport-specific and can involve threats like not playing well or letting one's team down. Higher trait anxiety is associated with greater state anxiety in competitive situations.
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The document discusses stress, including definitions of stress, the neurophysiology and physiology of stress, sources and types of stressors, and strategies for coping with stress. It provides details on Hans Selye's definition of stress as the non-specific response of the body and Richard Lazarus' definition involving demands exceeding resources. The key components of stress are outlined as well as the involvement of the hypothalamic-pituitary-adrenal axis and sympathetic nervous system in the stress response. Sources of stress discussed include life events, daily hassles, trauma, and conflicts. Strategies presented for coping with stress include managing perceptions, shifting perspectives, relaxation techniques, building resiliency, and developing social support systems.
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1. The document discusses several theories of emotion that propose different relationships between bodily arousal, thoughts/awareness, and emotional experience.
2. It also explores factors that influence emotions like gender, social relationships, exercise, and stress. Chronic stress can increase disease risk by suppressing the immune system through stress hormone release.
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Chapter 7: Stress and Well-being at Work 123
7
STRESS and WELL-BEING at WORKChapter Scan
Stress can be beneficial or harmful. While some harmful stress is inevitable, the techniques and approaches available for dealing with that stress are increasing. Some individuals and some circumstances are more at risk for high stress than are others. This chapter also reviews the benefits of controlling stress in the workplace.
LEARNING OBJECTIVES
After reading this chapter, you should be able to do the following:
1.
Define stress, distress, strain, and eustress.
2.
Compare four different approaches to stress.
3.
Explain the psychophysiology of the stress response.
4.
Identify work and nonwork causes of stress.
5.
Describe the benefits of eustress and the costs of distress.
6.
Discuss four moderators of the stress-strain relationship.
7.
Distinguish the primary, secondary, and tertiary stages of preventive stress management.
8.
Discuss organizational and individual methods of preventive stress management.
Key terms
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stress
stressor
distress
strain
homeostasis
ego-ideal
self-image
eustress
participation problem
performance decrement
compensation award
Type A behavior pattern
personality hardiness
transformational coping
self-reliance
counterdependence
overdependence
preventive stress management
primary prevention
secondary prevention
tertiary prevention
THE CHAPTER SUMMARIZED I.
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II.
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Stress is the unconscious preparation to fight or flee that a person experiences when faced with any demand. Stress does not necessarily have to be destructive. A stressor is the person or the event that triggers the stress response. Distress refers to the adverse psychological, physical, behavioral, and organizational consequences that may arise as a result of stressful events.
A.
Four Approaches to Stress
1.
The Homeostatic/Medical Approach
Walter Cannon was the physiologist who discovered the stress response, and he initially named it "the emergency response,” or "the militaristic response." A steady state balance, or equilibrium, is homeostasis, which is upset when a person faces an external demand. The body has natural processes to keep it in homeostasis.
2.
The Cognitive Appraisal Approach
Richard Lazarus made contributions related to the psychology of stress. What is stressful for one person may not be stressful for another. Stress is a result of the person-environment interaction. The person's cognitive appraisal of a situation as stressful is a key part of the stress process.
3.
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Debbie returned to school to earn her master's degree hoping for a pay raise. Her motivation aligns with Herzberg's two-factor theory, as wages and potential for advancement can motivate employees. However, when the LPNs received a raise but Debbie did not, her expectations from Vroom's expectancy theory were not met. While she achieved her goal of a higher degree, her performance was not rewarded by the organization as she expected. This dilemma highlights the complex interplay between theories of motivation and real-world workplace dynamics.
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Stress in the workplace
Occupational stress is costing economies billions each year through increased sickness absence, ill health retirement, and lost productivity. Stress results from an interaction between individual factors like personality and coping styles, and environmental work factors like workload, control, support and job security. Left unmanaged, prolonged stress can damage health and increase risks of anxiety, depression and physical illnesses. Effective stress management involves developing healthy lifestyle habits, good time management skills, and addressing both personal and workplace sources of stress.
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The document discusses the relationship between the mind and body, and how emotional states can impact physical health. It notes that the mind and body communicate bidirectionally, and stresses can negatively impact the immune system, while positive emotions and social support can boost immunity. An optimistic attitude and processing of emotions is associated with better health outcomes like faster recovery from illness and surgery.
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The document discusses various topics related to emotions including:
1. Biological and neurological factors that influence emotions as well as early theories on emotions in organizations.
2. Learning theories like classical conditioning, reinforcement learning, and imitation learning that explain how emotions are formed through experiences and observation.
3. Types of emotions in an organizational context including approach emotions, achievement emotions, deterrence emotions, withdrawal emotions, and antagonistic emotions.
4. The role emotions play in organizational learning and how different emotional climates can influence behaviors.
Workplace stress
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- It notes that stress can impact people physically and mentally and cause symptoms like depression, anxiety, and health issues like heart disease and diabetes.
- The author proposes a non-medical program to help eliminate stress and its negative effects on individuals and in the workplace.
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The document discusses the relationship between the mind and body, and how emotional states can affect physical health. It covers several key points:
1) The mind and body influence each other bi-directionally, as mental states can impact physical health and vice versa.
2) Negative emotions like stress are linked to higher risk of health issues by suppressing the immune system, while positive emotions boost immunity.
3) An optimistic attitude and social support can aid recovery from illness by providing resilience and helping people confront health problems.
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1. The document discusses several theories of emotion that propose different relationships between bodily arousal, thoughts/awareness, and emotional experience.
2. It also explores factors that influence emotions like gender, social relationships, exercise, and stress. Chronic stress can increase disease risk by suppressing the immune system through stress hormone release.
3. Maintaining social support networks and regular exercise are presented as ways to help counter the negative effects of stress and promote health and well-being.
Motivation, Stress & Well-being
This document discusses various theories of motivation and stress management. It covers Maslow's hierarchy of needs, Alderfer's ERG theory, McClelland's need theory, Herzberg's two-factor theory, Adams' equity theory, and Vroom's expectancy theory of motivation. For stress, it defines stress, outlines Selye's general adaptation syndrome stages, and discusses burnout. It also covers Type A and B personalities and strategies for managing stress individually and organizationally.
140 Chapter 7 Stress and Well-Being at WorkChapter 7 .docx
140 Chapter 7: Stress and Well-Being at Work
Chapter 7: Stress and Well-being at Work 123
7
STRESS and WELL-BEING at WORKChapter Scan
Stress can be beneficial or harmful. While some harmful stress is inevitable, the techniques and approaches available for dealing with that stress are increasing. Some individuals and some circumstances are more at risk for high stress than are others. This chapter also reviews the benefits of controlling stress in the workplace.
LEARNING OBJECTIVES
After reading this chapter, you should be able to do the following:
1.
Define stress, distress, strain, and eustress.
2.
Compare four different approaches to stress.
3.
Explain the psychophysiology of the stress response.
4.
Identify work and nonwork causes of stress.
5.
Describe the benefits of eustress and the costs of distress.
6.
Discuss four moderators of the stress-strain relationship.
7.
Distinguish the primary, secondary, and tertiary stages of preventive stress management.
8.
Discuss organizational and individual methods of preventive stress management.
Key terms
Chapter 7 introduces the following key terms:
stress
stressor
distress
strain
homeostasis
ego-ideal
self-image
eustress
participation problem
performance decrement
compensation award
Type A behavior pattern
personality hardiness
transformational coping
self-reliance
counterdependence
overdependence
preventive stress management
primary prevention
secondary prevention
tertiary prevention
THE CHAPTER SUMMARIZED I.
LOOKING AHEAD: Risk Factors and Coronary Heart Disease
II.
WHAT IS STRESS?
Stress is the unconscious preparation to fight or flee that a person experiences when faced with any demand. Stress does not necessarily have to be destructive. A stressor is the person or the event that triggers the stress response. Distress refers to the adverse psychological, physical, behavioral, and organizational consequences that may arise as a result of stressful events.
A.
Four Approaches to Stress
1.
The Homeostatic/Medical Approach
Walter Cannon was the physiologist who discovered the stress response, and he initially named it "the emergency response,” or "the militaristic response." A steady state balance, or equilibrium, is homeostasis, which is upset when a person faces an external demand. The body has natural processes to keep it in homeostasis.
2.
The Cognitive Appraisal Approach
Richard Lazarus made contributions related to the psychology of stress. What is stressful for one person may not be stressful for another. Stress is a result of the person-environment interaction. The person's cognitive appraisal of a situation as stressful is a key part of the stress process.
3.
The Person(Environment Fit Approach
Robert Kahn determined that there is a person-environment fit when skills and abilities match role expectations. Stress occurs when expectations are conflicting or confusing, or when a person's resources are unable to me ...
ANXIETY.ppt
This document discusses anxiety and its effects on performance. It defines anxiety as a negative stress response and lists some common symptoms like increased heart rate and muscle tension. Anxiety can be caused by factors like inexperience, expectations, and peer pressure. There are two main types of anxiety - cognitive involving thoughts/worries and somatic involving physiological responses. Anxiety can be measured as a temporary state or a more long-term personality trait. Questionnaires are commonly used to measure and evaluate anxiety levels to help performers understand and manage their anxiety.
Emotion and Motivation.pdfEmotion And Motivation
Debbie returned to school to earn her master's degree hoping for a pay raise. Her motivation aligns with Herzberg's two-factor theory, as wages and potential for advancement can motivate employees. However, when the LPNs received a raise but Debbie did not, her expectations from Vroom's expectancy theory were not met. While she achieved her goal of a higher degree, her performance was not rewarded by the organization as she expected. This dilemma highlights the complex interplay between theories of motivation and real-world workplace dynamics.
Emotion And Motivation
Debbie returned to school to earn her master's degree hoping for a pay raise. Her motivation aligns with Herzberg's two-factor theory, as wages and potential for advancement can motivate employees. However, when the LPNs received a raise but Debbie did not, her expectations from Vroom's expectancy theory were not met. While she achieved her goal of a higher degree, her performance was not rewarded by the organization as she expected. This dilemma highlights the complex interplay between theories of motivation and real-world workplace dynamics.
Css Founder.com | Cssfounder Company
The document discusses the relationship between the mind and body, and how emotional states can impact physical health. It notes that both the body and mind can influence each other, and stresses that negative emotions may suppress the immune system and increase susceptibility to illness, while positive emotions can boost the immune system. The role of social support and maintaining an optimistic outlook in coping with illness and aiding recovery is also examined.
Scope of sport psychology
Sport psychology is an interdisciplinary field that studies the psychological factors that affect athletic performance and how participation in sports impacts psychological and physical factors. It examines topics like personality traits and their relationship to performance, mental toughness, motivation, youth sports, coaching techniques, team dynamics, and evolutionary perspectives on factors like testosterone levels and handedness. Applied sport psychology also provides training and instruction of psychological skills to improve performance and assists athletes, coaches, and parents with issues ranging from injury rehabilitation to communication and career transitions.
STRESSMANAGEMENT1321452674686970789-.ppt
The document provides information about interpreting a StressScan assessment tool. It defines stress and outlines the body's stress response systems. It describes three stress response patterns (alarm, resistance, exhaustion) and identifies hot reactors, sustainers, and hardy individuals. The document also discusses the relationship between stress, health habits, repressive coping style, emotional intelligence, and social support.
Stress management at work and in disasters
The document discusses stress, its causes and effects. It defines stress as the body's response to pressure or demands placed on it. Stress can be positive (eutress) or negative (distress) depending on whether it provides fulfillment or causes suffering. Chronic stress can negatively impact physical and mental health. Work is a common stressor and job stress results from the interaction between individual characteristics and working conditions like workload, environment, relationships and lack of support. Symptoms of work-related stress are physical, psychological and behavioral like fatigue, headaches, anxiety and decreased performance.
Stress in the workplace
Occupational stress is costing economies billions each year through increased sickness absence, ill health retirement, and lost productivity. Stress results from an interaction between individual factors like personality and coping styles, and environmental work factors like workload, control, support and job security. Left unmanaged, prolonged stress can damage health and increase risks of anxiety, depression and physical illnesses. Effective stress management involves developing healthy lifestyle habits, good time management skills, and addressing both personal and workplace sources of stress.
Top schools in delhi ncr
The document discusses the relationship between the mind and body, and how emotional states can impact physical health. It notes that the mind and body communicate bidirectionally, and stresses can negatively impact the immune system, while positive emotions and social support can boost immunity. An optimistic attitude and processing of emotions is associated with better health outcomes like faster recovery from illness and surgery.
Emotions s2 11
The document discusses various topics related to emotions including:
1. Biological and neurological factors that influence emotions as well as early theories on emotions in organizations.
2. Learning theories like classical conditioning, reinforcement learning, and imitation learning that explain how emotions are formed through experiences and observation.
3. Types of emotions in an organizational context including approach emotions, achievement emotions, deterrence emotions, withdrawal emotions, and antagonistic emotions.
4. The role emotions play in organizational learning and how different emotional climates can influence behaviors.
Workplace stress
- The document discusses stress in the workplace and provides statistics on how it affects employees such as job insecurity, heavy workloads, and health concerns being top stressors.
- It notes that stress can impact people physically and mentally and cause symptoms like depression, anxiety, and health issues like heart disease and diabetes.
- The author proposes a non-medical program to help eliminate stress and its negative effects on individuals and in the workplace.
Admission in dekhi ncr
The document discusses the relationship between the mind and body, and how emotional states can affect physical health. It covers several key points:
1) The mind and body influence each other bi-directionally, as mental states can impact physical health and vice versa.
2) Negative emotions like stress are linked to higher risk of health issues by suppressing the immune system, while positive emotions boost immunity.
3) An optimistic attitude and social support can aid recovery from illness by providing resilience and helping people confront health problems.
Sports counseling
The document discusses sport psychology and the role of a sports counselor, outlining topics such as goal setting, self-confidence, anxiety, coping strategies, relaxation techniques, arousal strategies, and burnout prevention. Sport psychology aims to apply psychological principles to athletic performance and development, focusing on how psychological factors influence sport involvement and performance outcomes. A sports counselor helps athletes build self-awareness and life skills through empathic listening, rapport building, and guidance on mental strategies.
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(
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−
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19
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Ca-rich population. Although such an object is too red for any low-
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cosmological sample, we apply a fiducial standardization approach to SN 2023adsy and find that the SN 2023adsy luminosity distance measurement is in excellent agreement (
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- 1. 1. Tension Question 16: Differentiating Among Anxiety, Arousal, and Stress? Ans: 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 stressprocess.
- 2. Antecedents of Precompetitive State of Anxiety Competitive state anxiety that occurs prior to a competitive situation is referred to as precompetitive state of Anxiety. Question :17 Which five factors include increase anxiety ? Ans: According to Endler (1978, 1983), there are five specific antecedents, or factors that lead to an increase in anxiety in anticipation of an achievement situation. These five factors are: 1. Fear of performance failure. Fear of getting defeated by a weaker opponent could pose a threat to an athlete’s ego. 2. Fear of negative social evaluation. Fear of being evaluated negatively by thousands of spectators could pose a threat to self-esteem. 3. Fear of physical harm. Fear of being hit in the hit in the head by a 90 mph fastball could pose a serious threat. 4. Situation ambiguity. Not knowing if she is going to start a match is sometimes stressful to an athlete. 5. Disruption of well-learned routine. Being asked to change the way he does things without practice and warming could be threatening to an athlete