Anxiety interpretation

Anxiety interpretation Introduction Winning is the ultimate goal for performance success amongst elite athletes, and approaches to achieve a competitive edge and optimise sporting performances are eagerly sought after. Facilitative interpretation of anxiety symptoms to impending performance is one recognised attribute of individuals of a higher performance status, and empirical support substantiates this relationship (Jones, Hanton, Swain 1994; Jones Swain, 1995). One approach to attaining a more facilitative interpretation of anxiety is through using a combination of psychological skills (Hanton Jones, 1999a, 1999b; Thomas, Maynard, Hanton, 2007). Findings emphasise the role of cognitive restructuring strategies, such as goal-setting, to elicit positive interpretations. However, the debate over which psychological skills comprising multi-modal interventions are responsible for the favoured anxiety appraisals remains debatable (Fletcher Hanton, 2002). More specifically, recent advancements have identified individual psychological skills which promote positive competitive-anxiety responses (OBrien, Mellalieu, Hanton, 2009; Wadey Hanton, 2007, 2008), yet the mechanisms underlying how and why athletes interpret their anxiety levels as positive are still inconclusive. If athletes can develop their ability to perceive anxiety in a more positive manner, they are more likely to benefit from the accompanied performance advantage. Anxiety, traditionally believed to be a negative determinant of performance, has now become recognised as a stimulant (Jones Hanton, 1996). In response to this dual-anxiety response, Jones (1991) argued that the traditional measure of multi-dimensional anxiety, the Competitive State Anxiety Inventory-2 (CSAI-2) (Martens, Burton, Vealey, Bump, Smith, 1990), restricted the measurement of anxiety response to â€Å"intensity† levels only; (cited in Jones Swain 1995). In response, Jones and Swain (1992) developed the modified version of the CSAI-2 in which a directional scale was collaborated. This broadened the approach adopted to measure intensity and perception of symptoms which were believed to mark the presence of anxiety. In an attempt to explain anxiety interpretation differences, Jones (1995), proposed a model of control, whereby athletes anxiety interpretation was governed by the confidence in their ability to control behaviour and the environment in which to achieve their goals. The model explains that a more positive expectancy of goal attainment is resultant of perceived control and ability to cope, and this generates a more facilitative interpretation of anxiety. This concept of control stemmed from Carver and Scheier (1988) research, who proposed that an athletes interpretation relies on their belief of being able to cope with anxiety levels and having the competency to meet the demands of the task. A wealth of research has based findings on Jones (1995) theoretical framework, whereby positive expectancies of goal attainment and facilitative appraisals of anxiety are inextricably wedded (Jones Hanton, 1999a; Jones Hanton, 1996; Wadey Hanton, 2008). Findings reported by Vealey, Hayashi, Garner-Holman, GiacobbiVealey et al. (1998) reinforces the connectivity of the components within Jones model (1995), in that the perception of self-control has been identified as the second most important source of self-confidence for athletes. Sources of self-confidence are vast and well documented (for a review see Bandura 1977, 1986, 1997; Vealey et alVealey, Hayashi, Garner-Holman, Giacobbi, 1998), and the challenge is to now determine those behaviours which are most conducive to self-confidence increments. The importance of self-confidence has been well-documented, and as one of the most important attribute to athletes, it also discriminates between elite and non-elite performers (Feltz, 1988). Previous studies have suggested that self-confidence functions as a buffer to experiencing debilitative anxiety levels (Hanton, Mellalieu, Hall, 2004). Findings reveal that athletes with superior levels of self-confidence consistently reported positive directional interpretations of the experienced anxiety (Jones et al., 1994), which lends partial support to Jones model (1995). Qualitative research by Hanton et al. (2004) which limited the assessment of strategy use to self-talk, thought control and imagery suggested, suggested that self-confidence ultimately gave rise to a sense of control over athletes performance. Further, self-confidence appeared to override negative thoughts and encouraged coping expectances; thereby was akin to an internal reassurance mechanism. Hanton et al. (2004) results also reported that confidence levels were associated with increases in effort and motivation, which allowed a more facilitative perception. This endorsed Eysenck and Calvos (1992) processing efficiency theory (PET) which proposed that high levels of confidence prevented high levels of cognitive anxiety from impairing performance through promoting motivation and effort investment to ultimately increase concentration levels. Given that Bandura (1977) believes engaging in behaviour enhances the self-confidence in ones ability of that behaviour, it is plausible to suggest that engaging in effective self-control processes may enhance athletes perception of their ability to control. The ability to self-control or self-regulate comprises the capability to manage ones affect, behaviour and cognitions to attain goals, and is suggested to be most necessary when faced with challenges or habitual actions are disrupted (Karoly, 1993). According to Karoly, (1993) â€Å"self-regulation refers to those processes, internal and/or transactional, that enable an individual to guide his/her goal-directed activities over time and across changing circumstances (contexts)† (p. 25). This is an independent process, and therefore success is most likely to be attributed internally, which according to Weiner (1979) will provide a source of greater motivation and self-confidence. A central self-regulatory behaviour according to Bandura (1991) is goal-setting. Bandura proposes goal-setting guides individuals behaviours, cognitions and affects to attain their desired performance standards. In essence, goal-setting provides a self-referenced benchmark against current performance which promotes self-evaluative and positive adaptive behaviour. Goals have also been suggested to enhance athletes motivation, effort, concentration and self-confidence (Gould, 2006). These subsequent self-reactive responses may therefore be targeted to align current behaviour with desired outcomes and assist in enhancing performance. Upon attainment of goals, mastery and personal capabilities in sport-specific skills are defined and awareness of success is heightened. Evidently goals maximise individuals opportunities to experience self-satisfaction, and therefore can function as a prospective pre-determinant of self-confidence. According to Zimmerman (1999), consistent self-regulated learners will assign explicit process and outcome goals, and express elevated self-confidence levels. Given that performance accomplishment is the most superior source of self-efficacy to athletes (Bandura, 1997), this may explain and strengthen the intimacy that has been associated between goal-setting and self-confidence. Synergistically, athletes with greater self-confidence levels have been shown to set more challenging goals and express greater commitment to attaining these goals (Bandura, 1991; Locke Latham, 1990; Wood Bandura, 1989). Bandura (1991) endorses the role of self-confidence as an important element of self-regulation and this has been supported by previous research in sport (Kane, Marks, Zaccaro, Blair, 1996; Williams, Donovan, Dodge, 2000). In view of the relationships between self-control, self-confidence and anxiety interpretation; consideration of the self-regulatory processes which are encompassed within goal-setting may help to ‘unmuddy the waters regarding the prospective underlying mechanisms to anxiety appraisal. The goal-setting process is facilitated by self-monitoring, which is another sub-function of Banduras self-regulation theory (1991). Self-monitoring is in essence observing and surveying ones own performance and results (Zimmerman, 2006), and has been positively related to improved physical learning and performance (Martin Ashnel, 1995; Zimmerman Kitsantas, 1996). Self-monitoring stimulates athletes to self-evaluate and thereby recognise favourable patterns between effective psychological states and successful performance outcomes, which in-turn provides a sense of ‘self-insight. Furthermore, this may guide behavioural change if performance was impaired or encourage the behavioural repetition if performance was enhanced. Consequently, self-monitoring offers opportunities for self-evaluation towards goal attainment, which reflects its self-diagnostic function. Previously it has been shown that self-monitoring, especially if positive, serves as a source of self-confidence (Bouc hard-Bouchard, 1990; Zimmerman Schunk, 2001; Martin Anshel, 1995). Moreover, the self-monitoring capability of athletes, both individually (Kim, 1999) and as a team (Kim Cho, 1996), influences corresponding performance expectations and the belief of mastery (as cited in Bechenke, 2002). Anxiety interpretation is most likely to arise through self-evaluative behaviours. Self-evaluation allows the analysis of the behaviour and accompanied outcomes, and is a subsequent sub-function following self-monitoring. This allows the athlete to determine whether to repeat this behaviour, if self-evaluation was positive, or set in motion a state of corrective change to attain future self-satisfaction, if this judgement was unfavourable (Bandura, 1991). The self-belief in goal mastery proceeds to influence the evaluative and reactive reactions to goal accomplishment or failure. Those of greater self-confidence evaluate failure to reach their goals as a motivator to continue striving. Subsequently they react to reduce the incongruity, by investing more effort and adopting more strategies to enhance the likelihood of goal mastery (Bandura Cervone, 1986). Complementary to these findings, self-confident individuals are predominantly more proactive in their self-reactions to goal accomplishment (Bandura, 1991). That is, once their goal has been mastered, they raise the bar further by introducing another challenging goal, which functions to progress performance improvements. Furthermore, Carver and Scheier (1986, 1988, 1998) have examined the means by which self-confidence effects self-regulatory behaviours. Their research reveals that when progression to goal mastery is hindered and becomes difficult, those with greater self-confidence in coping will react to anxiety levels positively, with renewed effort and concentration to their aspirations (as cited in Hanton et al. (2004). Jones and Hanton (1996) examined competitive anxiety symptoms with regard to goal attainment expectancies prior to competition. Findings demonstrated that competitive swimmers with positive expectations of goal-attainment found their anxiety symptoms were more facilitative to performance, than athletes with negative or uncertain goal expectations. These findings reflect equivalent reports by Hanton and Jones (1999a). This is in align with Jones (1995) control model and re-iterates the beneficial responses to positive goal-expectancies, which may be underpinned by higher self-confidence levels and consequent positive anxiety appraisals. Therefore, appropriate goal-setting is also paramount to optimise athletes expectancies of goal attainment to favour positive anxiety interpretation. Bandura (1991) suggests that acknowledgement of performance progress, influences individuals forthcoming behaviour, stimulates further goal setting and evaluative responses; thus goal-setting is a stimulant for other behavioural responses and appears to be a pivotal facet of self-regulation. Therefore there appears to be an overlapping effect between self-regulatory processes and self-confidence, in particular the goal-setting process. The strong predictive effects between goal-setting and self-confidence lends reasons to propose that goal-setting may be the most dependable predictor of self-confidence amongst other self-regulatory processes; this as yet remains indefinite. Evidence lends support to the role of goal-setting and positive interpretations of anxiety. Wadey and Hanton (2008) and OBrien et al. (2009) endorse the beneficial competitive-anxiety response with gaol-setting interventions. Wadey and Hanton (2008) has hinted that self-confidence and associated effort, motivation, concentration and perceived control may play a role to explain the positive anxiety response and goal-setting, however the mediatory role of self-confidence is as yet unconfirmed. Although Jones explanatory model (1995) and aforementioned research endorse the role self-confidence and perception of self-control plays in anxiety appraisal, they fail to acknowledge, identify and explain which self-regulatory behaviours allow self-confidence to override debilitating interpretations and why this relationship exists. In review of the literature five key self-regulatory processes have emerged and were measured using the Self Regulation in Sport Questionnaire (SRSQ); goal-setting, regulatory-responses, self-monitoring, self-awareness and self-talk. This was the first study to use this questionnaire and assess self-regulation, as a holistic process and differentiate between the key processes. The sources of self-confidence have been extensively reported, yet the variances by which self-regulatory processes contribute to self-confidence have not been compared. This questionnaire will allow the specific sub-functions of self-regulation that may enhance self-confidence to be determined. Previous studies report that elite athletes self-regulate more than their non-elite counterparts (Cleary Zimmerman, 2001; Anshel Porter, 1996), which is not surprising considering elites superior use of psychological skills (Thomas, Murphy, Hardy 1999).,. Therefore the self-confidence derived from these skills is likely to vary, thus competitive level is an important variable to control in this study. The Finally, the role of goal-setting, conceptualised as a self-regulatory behaviour , as a regulatory behaviour on anxiety interpretation willcan be investigated, which extends Hanton et al., (2004) study by including goal-setting as a strategy. . In essence, this study serves to discover if engaging in goal-setting has an indirect effect on anxiety interpretation by enhancing self-confidence. Specifically, it proposes to discriminate which facets of self-regulation are utilised to foster self-confidence, and thereby potentially mediate the competitive anxiety response interpretation. It is hypothesised that goal-setting will be the superior predictor of self-confidence, which in turn will mediate the relationship between goal-setting behaviours and anxiety interpretation. It is expected that self-confidence will be a positive partial mediator of facilitative anxiety interpretation.

Evolution of Human Sexuality Essay

What is the difference between sex and sexuality? Over the years human sexuality has been a debate that has never been won. Each and every day there are person who expresses their sexuality differently and others considered them to be taboo. Perfect by nature that’s what we ought to be but because of self indulgence with choice we have developed sexuality. According to Gainor sex is refer to as the person’s biological status and it is typically categorized as male, female or intersex. Then what is sexuality? Has sexuality given us our gender identity and sexual orientation? Thus I will expound on the history of sexuality and how it has evolved. As early as the populations of the Hebrews sex was vital to their lively hood. The Hebrews considered the act of sex the bond to a monogamy relationship; one man, one wife according to Rabbi Tulushkin; but if a woman was childless or developed an abnormality such as a boil would lead to the grounds of divorce which rarely happened. They also thought that sex was the ‘divine injunction’ of procreation thus homosexuality was strongly disapproved of. They believed that marital bonds would be strengthened the heterosexual relationships and create a strong bond for the family. Although they had clear preference for monogamy relationship, polygamy was permissible. On the other hand many cultures such as the ancient Greeks normalized or promoted homosexuality among the adult males who were soldiers and older males with male youths; usually teenagers, entering into pedagogic friendships or love affairs that also had an erotic dimension. If sexual, the relationship lasted until the youth was ready for adulthood and marriage therefore, it was not suppose to threaten the institution of the family. Women had no status or rights than slaves in their society only giving them a job as concubines or house wives; they were treated like chattels. Beastality and Sadism were practiced of the world of ancient Rome. These sexual acts were only found among men of hierarchy. Although bestiality and sadism were accepted in their era, homosexuality was considered to be a threat to the family. After the crucifixion of Christ, Christians thought that masturbation and prostitution were sinful. Sexual pleasure even within the marriage was considered to be a sinful act from the days of Eve and Adam. According to Saint Augustine sexual lust ,shame and sexual intercourse during marriage were passed down from Adam and Eve were considered to be inherently evil therefore the only way they could have salvation was through celibacy. Hence, Christians recognize sex for procreation and not for self satisfaction. The Bible is considered to be the oldest book made by man and inspired by god but within the Indian culture the Kama Sutra was held has the bible of sexual pleasure. It gave a descriptions of ways in which a man or a female can seduced their partner and get them sexually aroused. They considered sex a spiritual gift that god gave them to expressed themselves. The Chinese also saw the act to be spiritual and was anything but sinful. The man is suppose to absorb more of his wife natural essence ‘yin’ and to bring his wife to orgasm which is used as a channel for the flow of energy and enhance his own masculine essence ‘yang’. As the world got revolutionized the conception of sex and sexuality changed drastically. During this time women got the opportunity to be liberated to vote and attend academic studies. Most religious practices became oblivious. Many Christians have adopted the view that there is no sin whatsoever in the uninhibited enjoyment of marital relationships One factor in the change of values pertaining to sexual activities was the improvement of the technologies. Technology became the mastermind of our social and emotional behaviors in our everyday life . Instances, masturbation has been seen as the norm in our society especially with pornography being so rampant. This affects the enjoyment of sex as the actual act being replaced by virtual reality. In most developing countries, fear of epidemic has drastically changed many aspects of twentieth century human sexuality. Fear of contracting AIDS and other sexual transmitted diseases has driven a revolution in educating person about sex which now centers far more the use of protection and abstinence. Bestiality remains illegal in most countries and condoned in none. Thus anyone carrying out this kind of practice will be subjected to punishment. This good gift of sex has been perverted and corrupted in our secular world, which is why it is such a struggle for most persons. The idea of including the perfection of one’s self in the realm of moral behavior is appealing. Indeed, I believe this to be the core purpose of human existence. Although, there are medieval practices still been carried out today most customs that were seen then are considered to be taboo and non-religious. Human behavior has changed in many ways than one but the understanding of human identity is still being questioned.

Military Support Eases the Reality of War for Military Families

The military offers a lifetime of opportunities to young Americans and there families.  Ã‚   Many young people see joining the military as a great escape to a better life, an education that is vital yet paid for, and security for their families.   The military offer great incentives and benefits, but there is also the risk of being sent to war.The immediate effects of war on family members of military personal are psychological including separation anxiety and the fear of losing a loved one.   Many people see the military as a tough system which sends people to work or war and does not offer any repercussions.   This is not the case.   Reviewing the effects of separation anxiety and the fear of losing a loved along with the programs the military has set up to help families through this transition will enable others to see this is not a one sided phenomenon.Separation anxiety occurs when families are separated effecting the spouse and children as well as the military persona l, causing heartache for all parties involved.   Spouses and children are often at the butt of separation anxiety especially during times of war.   Children often have many questions regarding war and the concept of terrorism. The military has great services available to help families cope during this difficult time including local support groups and psychological support.The military has also incorporated virtual help for deployed military personal.   The thinking behinds this being that a soldier knows â€Å"that if his comrades see him talking with one of the shrinks on base, they would lose trust in him, label him a head case. A medical file soon would contain records of the visit. If he ever wanted a promotion, he'd have to explain the weakness of his mind†(Berton, 2004).   So with virtual therapy nothing is displayed on the soldier’s record and the soldier receives the emotional support and help he needs to cope with this difficult time.Fear of losing a l oved one can lead to many types of psychological distress.   This fear may cause anxiety or depression in family members. Beth Sneller gave some insight about military families â€Å"In some ways, they almost feel guilty. When many military parents hear about the death of a local soldier they think at first how glad they are it isn't their child. But then, they say, that relief gives way to a deep feeling of sadness. ‘Every time you hear of a death, you can't help but feel emotional for those poor parents’ said Rod (A father whose son is an army captain)† (Sneller, 2004, p. 13).There fear of losing a loved one has many military families seeking support from local facilities or internet groups.   The internet groups support those who have lost a loved one â€Å"so almost weekly, they say, they're sending condolences to friends across the nation who have lost loved ones overseas. ‘Every single time a picture gets flashed across in the evening news, it's deeply personal,’ said Nancy Manzie of Naperville, whose son, Brent Lewis, is in the inactive Marine reserves. Even if they don't know the soldier (personally), they still feel a connection to his or her family† (Sneller, 2004, p. 13).When considering the military’s effect on society during our current war and wars of the past there has been a negative outlook among the public.   There are rumors of injured soldiers not receiving proper medical care when they return home to the states.   The tough and rigorous lifestyle causes people to shy away from seeking psychological help because of the way the will be viewed by their friends and peers. â€Å"Army Reserve Sgt. Mike Durant, 33, who fought in Al Doha, Iraq, about 20 miles south of Baghdad fromFebruary 2005 to January 2006, said the view toward therapy among the ranks was â€Å"comparable to what it was in the 1940s.† During his tour, Durant, who now lives in Sacramento, saw a friend blown up by an improvised explosive device. At the time, his wife at home was in the process of divorcing him. Durant admitted he had thought of killing himself. â€Å"I wanted the waiting to be over,† he said. â€Å"We'd do IED sweeps along the same roads, some days all day. You were just waiting for it to happen to you.You were waiting to get blown up.† His officers ordered him to visit a field Combat Stress Center for a mandatory 72-hour evaluation. Even before he returned to his battalion, he knew his commanders had lost faith in him. Anyone who was shipped to the shrinks, or sought treatment, was a liability. â€Å"In their eyes, I was no longer reliable,† Durant said. â€Å"I couldn't be trusted. I was unstable to them.† Even though he had been a member of the unit for 10 years and had served as an infantry team leader who was responsible for three men, Durant said that, while he was not officially demoted on paper, his duties dropped from one of leadership to tha t of a rifleman. â€Å"Before I was sent there, I was fairly respected and highly regarded,† he said. After his time at the Combat Stress Center, Durant said, â€Å"Peers and friends didn't want anything to do with me; it was like I had some sort of disease†(Burton, 2004).The military still has strict over the top views about many things.   It is important to keep in mind that the United States Military has been one of the strongest military forces in the world for hundreds of years.   We as a nation are kept safe, happy, and considerably wealthy, compared to other countries, because of the strength of our military.   The military is aware of the damage that can be done by separating a couple or a family and they take every step possible to ease the pain. There is compassion within the military, just not when it comes to warfare.Sneller, B. (2004, October 13). For Military Families, Every Death Hits Close to Home. Daily Herald (Arlington Heights, IL), p. 13. Retr ieved March 19, 2007, from Questia database: https://www.questia.com/read/1G1-123950032/for-military-families-every-death-hits-close-to-home

A Study On Presence Centered Youth Ministry - 1445 Words

In reading a book it is typical to make notes and highlight passages. However, with Mike King’s Presence Centered Youth Ministry, what started with highlighters, turned to pencil, then sticky notes. Finally, read now and then read again later became the mantra. It is infrequently that books resonate with our own theology and our own transformational journeys, but that is the situation with Presence Centered Youth Ministry. Thesis for Presence Centered Youth Ministry One must really dig into the book to get to the thesis. That is not to say the introduction and the entire first chapter is ineffective, quite the opposite is true. It is necessary to understand the context and transformation of King’s life in order to appreciate the thesis.†¦show more content†¦King recounts his transition from youth to youth pastor in a conservative setting with a pharisaic leaning. The real beauty is the ability to use this background and rely on the Spirit, scripture and tradition to inform the remainder of his theology. Author’s Credentials King uses Presence Centered Youth Ministry as a teaching tool. Beginning with the current setting, he then identifies the traits of a spiritual leader, practices that invite the presence of the Spirit into ministry, scripture, prayer, and a rule of life as means for meeting God. Each of the seven chapters provides sound reasoning and scriptural support which is truly rooted in Christ. Furthermore, King has thirty years of ministry experience as well as holding positions within the area of youth ministry at a national level. Author’s Arguments King’s primary argument is that of the current decline of mainline denominational catechesis, particularly youth through several factors identified by Hart in Deconstructing Evangelicalism (Pg. 30). These factors include Succession, Lack of Tradition, Age Segregation, and Decisionism (Pg. 30, 32, 33, 35). The cumulative effect of these factors is the loss of a consistent catechesis and formation strategy. Our youth, King provides, are prepared and able to handle a variety of complex practices for discipleship that