Controlling Emotions in Sport

Jones, Marc V.

doi:10.1123/tsp.17.4.471

Cited by 196 publications

(166 citation statements)

References 49 publications

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“…Much like movement variability, emotion during learning (and performance) has previously been considered, as unwanted system noise (Davids, Glazier, Araújo, & Bartlett, 2003;Smith & Thelen, 2003). Here, we argue that the presence of emotion during learning is indicative of a performer being engaged or investing in task performance as they explore and exploit available affordances to satisfy their intentions and goals (Jones, 2003;Seifert, et al, 2013). For example, gymnasts attempting routines on balance beams of increasing height have been found to display performance decrements, elevated heart rate, and increased prevalence of perceived dysfunctional emotions (e.g.…”

Section: Affective Learning Designmentioning

confidence: 97%

“…Emotion-laden experiences are considered to energise behaviour and facilitate an investment in tasks because emotions add context to actions, rather than an athlete merely 'going through the motions' (Jones, 2003;Renshaw, et al, 2012). Creating individual and/or group engagement in learning experiences through the manipulation of specific performance constraints enhances the representativeness of an experience.…”

Section: Emotions Are Embedded In Situation-specific Constraintsmentioning

confidence: 99%

“…In sport, performers need to be able to manage task demands while performing under potentially high emotional states induced in competitive performance that might influence their cognitions, perceptions and actions (Jones, 2003;Lewis, 2004). Previous work investigating affect in sport performance has tended to focus on capturing the emotions of athletes in 'snapshots' of performance at one point in time, such as before or after performance in a competition (for a recent example see Lane, Beedie, Jones, Uphill, & Devenport, 2012).…”

Section: Representative Learning Designmentioning

confidence: 99%

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The dynamics of expertise acquisition in sport: The role of affective learning design

Headrick

Renshaw

Davids

et al. 2015

Psychology of Sport and Exercise

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Phone: +61 7 3138 9673 AFFECTIVE LEARNING DESIGN AND EXPERTISE IN SPORT 2 AbstractObjectives and method: Developing expertise in sport requires the design of learning environments and athlete development programmes that successfully sample and represent conditions of performance contexts during practice. This premise is captured by the concept of representative learning design, founded on an ecological dynamics approach to acquiring skill in sport, and predicated on the mutuality of the individual-environment relationship as the appropriate level of analysis. In this position paper we argue that to effectively develop expertise in sport, the role of affect (emotion) should be considered in the representative design of learning experiences.Results and Conclusions: We discuss how ongoing interactions between affect, cognitions, perceptions and actions, provide a principled basis for affective learning designs in sport.Considering the role of affect in learning environments has clear implications for how sport psychologists, athletes and coaches might collaborate to enhance the acquisition of expertise in sport.

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Section: Affective Learning Designmentioning

confidence: 97%

Section: Emotions Are Embedded In Situation-specific Constraintsmentioning

confidence: 99%

Section: Representative Learning Designmentioning

confidence: 99%

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The dynamics of expertise acquisition in sport: The role of affective learning design

Headrick

Renshaw

Davids

et al. 2015

Psychology of Sport and Exercise

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“…Perceived control is rather viewed in the model as a consequence of coping strategies and emotional regulation having been successful. Thus, if the athlete is successful in regulating the emotional response to an intensity level perceived as adequate for performance, which will be dependent on the task at hand and the nature of the sport, this state is predicted to provide beneficial effects on sports performance (e.g., increased motivation, energy and task relevant focus; Jones, 2003;Vallerand & Blanchard, 2000). Moreover, this state will likely correspond to descriptions such as being "psyched up" or "on the edge" (e.g., Hanton & Connaughton, 2002; Study IV) and a "facilitative (anxiety) performance state" Hanton & Connaughton, 2002;Hanton et al, 2004;Jones & Hanton, 2001;Mellalieu et al, 2003;Study IV).…”

Section: Facilitative Interpretations Of Symptoms Associated With Anxmentioning

confidence: 99%

“…The latter could be illustrated by commonly used expressions such as "frozen by fear" or "moved to tears" (Davidson, 1994;Gross, 1999;Vallerand & Blanchard, 2000). From an applied viewpoint, the different facets of emotions and moods also imply that separate strategies might be effective in order to regulate them optimally; for instance, coping with the source of an emotion but adopting cognitive oriented regulation strategies to alter a mood state Jones, 2003). Yet, a complicating matter is that moods and emotions also can be transactional: a mood state can make the individual more susceptible to certain types of emotions, but experiences of emotions can also evoke a mood (Ekman, 1994a;Lane & Terry, 2000).…”

Section: The Distinction Between Emotion and Moodmentioning

confidence: 99%

Competing Under Pressure: State Anxiety, Sports Performance and Assessment

Lundqvist¹

2006

PsycEXTRA Dataset

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Elevated levels of anxiety are a common response to stressful competitive sports situations, are known to moderate athletic performance and are referred to as an unpleasant emotional state associated with perceptions of situational threat. The empirical studies in this dissertation considered primarily psychometric, methodological and conceptual issues of relevance for the study of anxiety and sports performance. In Study I, athletes were followed across a full competitive season to explore patterns of inter-and intra-individual variability of anxiety and self-confidence in relation to performance. The findings imply intra-individual anxiety and selfconfidence variability to affect performance differently than the specific intensity level and are discussed in relation to more stable personality dispositions such as private self-consciousness. Study II evaluated the psychometric properties of the 27-item Competitive State Anxiety Inventory-2 (CSAI-2) and alternative versions of this scale. General support for a 17-item version (CSAI-2R) was found, but there are also psychometric limitations future research needs to resolve. Study III investigated assessment of intensity and directional ratings on single anxiety items with reference to the conceptualisation of anxiety symptoms as interpreted on a debilitative-facilitative continuum. The findings question the importance and rationale of assessing anxiety direction and revealed serious concerns with assessment procedures and statistical techniques applied in previous research. These concerns were also supported in Study IV, which explored athletes' idiosyncratic experiences of debilitative and facilitative anxiety symptoms in terms of intensity and emotional valence. The findings are discussed and summarised in a model in order to increase conceptual clarity and provide implications for future research regarding anxiety and related emotional performance states.

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