Precompetition emotions can result in better or worse performance ( Beedie, Terry, & Lane, 2000 ). These are also part of an overall sporting experience for athletes that will influence their motivation and well-being ( Nicholls, Polman, & Levy, 2012 ). It is, therefore, unsurprising that sport
Tracy C. Donachie, Andrew P. Hill and Daniel J. Madigan
Yonghwan Chang, Daniel L. Wann and Yuhei Inoue
significantly influence how spectators experience flow. The opponent-process theory ( Solomon & Corbit, 1974 ) may account for the interactive effects between iTeam ID and emotions on flow. At the core of this theory is the idea that the more an individual is exposed to the same stimuli over time, the more the
Richard S. Lazarus
In this article, I have attempted to apply my cognitive-motivational-relational theory of emotion, on which I have been working for over 50 years, to an understanding of performance in competitive sports. I begin with four metatheoretical and theoretical positions: (a) stress and emotion should be considered as a single topic; (b) discrete emotion categories offer the richest and most useful information; (c) appraisal, coping, and relational meaning are essential theoretical constructs for stress and emotion; and (d) although process and structure are both essential to understanding, when it comes to stress and the emotions, we cannot afford to under-emphasize process. These positions and elaborations of them lead to my examination of how a number of discrete emotions might influence performance in competitive sports.
Christopher R. D. Wagstaff
This study used a single-blind, within-participant, counterbalanced, repeated-measures design to examine the relationship between emotional self-regulation and sport performance. Twenty competitive athletes completed four laboratory-based conditions; familiarization, control, emotion suppression, and nonsuppression. In each condition participants completed a 10-km cycling time trial requiring self-regulation. In the experimental conditions participants watched an upsetting video before performing the cycle task. When participants suppressed their emotional reactions to the video (suppression condition) they completed the cycling task slower, generated lower mean power outputs, and reached a lower maximum heart rate and perceived greater physical exertion than when they were given no self-regulation instructions during the video (nonsuppression condition) and received no video treatment (control condition). The findings suggest that emotional self-regulation resource impairment affects perceived exertion, pacing and sport performance and extends previous research examining the regulation of persistence on physical tasks. The results are discussed in line with relevant psychophysiological theories of self-regulation and fatigue and pertinent potential implications for practice regarding performance and well-being are suggested.
Ali Al-Yaaribi, Maria Kavussanu and Christopher Ring
the direction of causality. Experimental research is needed to determine the influence of teammate behaviors on athlete outcomes. Teammate Behavior, Emotions, Attention, and Performance Prosocial and antisocial teammate behaviors could have implications for the recipient’s emotions. For example, being
Nicholas Stanger, Ryan Chettle, Jessica Whittle and Jamie Poolton
There is growing research interest on how emotions can influence sport performance (e.g., Campo, Mellalieu, Ferrand, Mertinent, & Rosnet, 2012 ; Uphill, Groom, & Jones, 2014 ). Given the limits of information processing (e.g., Eysenck & Calvo, 1992 ), concentration, defined as the focus of
Adam R. Nicholls, John L. Perry and Luis Calmeiro
Grounded in Lazarus’s (1991, 1999, 2000) cognitive-motivational-relational theory of emotions, we tested a model of achievement goals, stress appraisals, emotions, and coping. We predicted that precompetitive achievement goals would be associated with appraisals, appraisals with emotions, and emotions with coping in our model. The mediating effects of emotions among the overall sample of 827 athletes and two stratified random subsamples were also explored. The results of this study support our proposed model in the overall sample and the stratified subsamples. Further, emotion mediated the relationship between appraisal and coping. Mediation analyses revealed that there were indirect effects of pleasant and unpleasant emotions, which indicates the importance of examining multiple emotions to reveal a more accurate representation of the overall stress process. Our findings indicate that both appraisals and emotions are just as important in shaping coping.
Natalie Skinner and Neil Brewer
The influence of negative emotions such as anxiety on athletes’ preparation and performance has been studied extensively. The focus of this review is on more adaptive approaches to competition such as the experience of positive emotion and beneficial perceptions of emotion. Evidence on the antecedents and adaptive consequences of positive emotions is reviewed, and implications for research and practice in a sport context are suggested. We focus on the cognitive appraisal of challenge as a significant antecedent of both positive emotion and beneficial perceptions of emotion. A theoretical model of beneficial and harmful perceptions of emotion is presented which incorporates appraisals of challenge, coping expectancies, and valence (positive vs. negative) of emotion. Research that supports the model is reviewed, and implications for research, coaching, and training in the sport context are suggested.
Peter J. Lang
Emotions are organized around 2 basic motivational systems, appetitive and defensive, that evolved from primitive neural circuits in the mammalian brain. The appetitive system is keyed for approach behavior, founded on the preservative, sexual, and nurturant reflexes that underlie pleasant affects; the defense system is keyed for withdrawal, founded on protective and escape reflexes that underlie unpleasant affects. Both systems control attentional processing: Distal engagement by motive-relevant cues prompts immobility and orienting. With greater cue proximity (e.g., predator or prey imminence), neural motor centers supercede, determining overt defensive or consummatory action. In humans, these systems determine affective expression, evaluation behavior, and physiological responses that can be related to specific functional changes in the brain. This theoretical approach is illustrated with psychophysiological and brain imagery studies in which human subjects respond to emotional picture stimuli.
Agnès Bonnet, Lydia Fernandez, Annie Piolat and Jean-Louis Pedinielli
The notion of risk-taking implies a cognitive process that determines the level of risk involved in a particular activity or task. This risk appraisal process gives rise to emotional responses, including anxious arousal and changes in mood, which may play a significant role in risk-related decision making. This study examines how emotional responses to the perceived risk of a scuba-diving injury contribute to divers’ behavior, as well as the ways that risk taking or non-risk taking behavior, in turn, affects emotional states. The study sample consisted of 131 divers (risk takers and non-risk takers), who either had or had not been in a previous diving accident. Divers’ emotional states were assessed immediately prior to diving, as well as immediately following a dive. Results indicated presence of subjective emotional experiences that are specific to whether a risk has been perceived and whether a risk has been taken. Important differences in emotion regulation were also found between divers who typically take risks and those who do not.