A Competitive Anxiety Review: Recent Directions in Sport by Stephen D. Mellalieu

By Stephen D. Mellalieu

This booklet presents a assessment and dialogue of the hot movement in the direction of the features and effects of aggressive anxiousness. Following an outline of aggressive stress-related terminologies, conceptual and psychometric advancements are thought of together with the suggestion of directional anxiousness interpretations. The statement then specializes in the theories and types that define the capability positive factors of tension relating to athletic functionality. utilized implications and destiny examine instructions also are mentioned including a couple of explicatory statements in regards to the nature of the precompetitive rigidity adventure in recreation.

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Extra resources for A Competitive Anxiety Review: Recent Directions in Sport Psychology Research

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Cerin considered the interaction of both personal (positive and negative affect) and situational factors (temporal proximity) in moderating the relationship with anxiety direction, affective responses and proximity to competition. The adoption of such designs in future will allow researchers to identify and explain both the intra- and interindividual differences that may occur in the competitive stress process. INDIVIDUAL DIFFERENCES A further line of research into the study of competitive anxiety is to continue to examine the individual difference factors that predict debilitated and facilitated symptom interpretations in performers.

Specifically, a broad range of personal and situation variables moderate performers’ symptom interpretations. Findings also support the value of distinguishing between the intensity and the direction of symptoms experienced in competitive situations. Further, direction may actually be a more sensitive variable in distinguishing between group differences when compared solely with the intensity of the response (Hanton, Cropley, Mellalieu, Neil, and Miles, in press; Jones and Hanton, 2001; Mellalieu, Hanton, and Jones, 2003; Swain and Jones, 1996).

For example, drive theory (Spence and Spence, 1966) purported that an increase in drive or arousal was associated with a linear increase in performance providing that the learned dominant response was one of a correct skill execution. This approach was superceded in sport psychology by the inverted-U hypothesis (Oxendine, 1970) that described the relationship between arousal and performance through an inverted-U (see Anshel, 1990; Landers and Arent, 2001). Increases in arousal up to an ‘optimal’ level were suggested to result in positive performance gains, beyond which performance decrements occurred.

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