2013
DOI: 10.1016/j.amp.2011.09.018
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Anxiété et performance : de la théorie à la pratique

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Cited by 8 publications
(6 citation statements)
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“…The type of goal set is also indicative of the nature of the motivation, just as it is a function of good or poor performance. Indeed, the goals evoked during good performances were mastery goals, where the musicians set endo-referenced goals specific to their intrinsic motivations (Palazzolo & Arnaud, 2013). Focusing on mastery goals increases the sense of competence (Kenny, 2011) necessary to estimate that we reached a good balance between skill level and the challenge presented.…”
Section: Discussionmentioning
confidence: 99%
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“…The type of goal set is also indicative of the nature of the motivation, just as it is a function of good or poor performance. Indeed, the goals evoked during good performances were mastery goals, where the musicians set endo-referenced goals specific to their intrinsic motivations (Palazzolo & Arnaud, 2013). Focusing on mastery goals increases the sense of competence (Kenny, 2011) necessary to estimate that we reached a good balance between skill level and the challenge presented.…”
Section: Discussionmentioning
confidence: 99%
“…Depending on the factors explained above, certain techniques and strategies can be underlined, such as the establishment of a work agenda to manage preparation and practice time and of an appropriate routine to coordinate the musician's need to properly manage performance conditions. Objective-setting-on the goals of mastering techniques and particular musical pieces-seemed adequate for increasing feelings of competence, decreasing levels of anxiety, and promoting intrinsic motivation (Palazzolo & Arnaud, 2013). Cognitive restructuring techniques, which are effective for replacing dysfunctional thoughts with more adapted thoughts, can also be considered to work on self-confidence and disruptive thoughts (Cohen & Bodner, 2020).…”
Section: Conclusion and Practical Implicationsmentioning
confidence: 99%
“…The participant was required to deliver his service within a temporal threshold of his ideal pre-service routine to encourage isochronicity (Collett, Guillot, Lebon, MacIntyre, & Moran, 2011), and to purposely vary his choice of service on successive points so that the pre-service routine was used to deliver variation in direction and velocity (Lonsdale & Tam, 2008). A relaxation script with positive instructional self-talk was established and practiced on a daily basis to trigger a state of "composure" during service returns (Landin & Herbert, 1999;Palazzolo & Arnaud, 2013). The participant also created a series of behavioural checklists that described the features of a positive "presence" on the court, the qualities of an effective doubles partner and developed a visual external imagery script of pre-determined rally patterns to be followed in training and in matches routine that aimed to regulate the participant's level of emotionality, arousal and subsequent attentional focus for competitive games throughout the period of intervention.…”
Section: Stage (3) Mental Skill Learningmentioning
confidence: 99%
“…A ansiedade no contexto esportivo pode ser caracterizada como uma emoção negativa, a partir da qual as situações de competição são percebidas como ameaçadoras e o indivíduo tende a responder com tensão e apreensão Estudos psicométricos de instrumentos de ansiedade no contexto esportivo: uma revisão sistemática (Martens, Vealey, & Burton, 1990). Contudo, segundo modelos mais atuais, a percepção de controle que o atleta tem sobre a situação é o que vai determinar sua influência positiva ou negativa no desempenho esportivo (Cheng, Hardy, & Markland, 2011;Palazzolo & Arnaud, 2013). Dada a importância da ansiedade na rotina de treinamentos dos atletas e durante as competições, diversos instrumentos de medida para o construto começaram a surgir (Martens et al 1990;Smith, Smoll, Cumming, & Grossbard, 2006;Smith, Smoll, & Schutz, 1990).…”
Section: Resumen -Estudios Psicométricos De Instrumentos De Ansiedad unclassified