Uncovering the Psychological and Physiological Factors that Influence Performance and Choking Under Pressure
Bibliographic record
Abstract
Research suggests that there are more complex psychophysiological influences occurring when an athlete chokes under competitive pressure (Hill et al., 2010; Mesagno et al., 2015). Although the main choking under pressure theories have been researched independently for decades, both Hill et al. (2010) and Lewis and Linder (1997) suggested that these theories are no longer mutually exclusive, with the potential to converge providing insight into the same psychological and physiological factors that influence performance and choking under pressure. Therefore, this dissertation examines the psychological and physiological factors that influence performance and choking under pressure for those who are susceptible to choking, while also exploring different contexts for performers under pressure. This dissertation also investigates how sport psychology interventions such as a pre-performance routine, that integrate breathing, muscle relaxation, attention and self-talk, could help to improve the psychological and physiological factors that influence performance and choking under pressure. In conclusion, all three studies provide insight into the psychological and physiological factors that influences performance and choking under pressure. In particular, the results from study 1 suggested that athletes who are choking susceptible have a lower working memory capacity, and self-confidence, as well as higher cognitive and somatic anxiety than those athletes who are non-choking susceptible. In study 2 results provided insight into how pressure is experienced by athlete and non-athlete performers, and how pressure may be experienced differently between performance contexts. The results from study 3 demonstrated that learning to use a pre-performance routine at the proper time during competition, could help to improve factors contributing to performance under pressure and ideally could help to alleviate a choke.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".