Performing in the clutch: Prior exposure to pressure reduces choking in sports
Bibliographic record
Abstract
In sports, athletes are often susceptible to performance decrements when placed in high-pressure situations—a phenomenon known as In the current study, we sought to determine if the mindset participants are in affects their athletic performance in these situations. Using a simulated golf task, we examined the impact of prior exposure to differing levels of pressure on later performance in a high-pressure situation. Participants first completed a round of five putts under low (n = 39), moderate (n = 38), or high (n = 42) pressure. The mean likelihood for participants to successfully make a given shot on these five putts was not significantly different between groups (Mlow = 34.36±25.53, Mmod = 33.16±26.41, Mhigh = 37.14±25.21). Following a short break, participants completed a single putt under high pressure as a simulation of the clutch situations that commonly result in choking. A binary logistic regression revealed that participants who completed the initial round of putting under high pressure performed significantly better on the ensuing high-pressure shot than participants who had prior experience under low pressure (AŸ = 1.163; p = 0.031). The results of this study seem to support the notion that being in a high-pressure mindset or psychologically warmed-up to pressure results in stronger athletic performances in subsequent high-pressure situations than when athletes are previously in a low-pressure mindset and thrown into the fire.Acknowledgments: The authors would like to thank Dr. Karen Buro of Grant MacEwan University for her aid with the statistical analysis of this project.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".