Document Type : Original research study
Authors
1 Urmia University- Faculty of Sport Sciences
2 Faculty member of Urmia University
3 Payam Noor urmia University
Abstract
The aim of this study was to determine the effect of need-supportive environment on anxiety, visual attention and non-athlete students performance. Subjects were 30 female students with (Mage=22.24±2/3) years who according to the research qualification and after the pre-test were randomly divided into two groups of need-supportive and control. Learners' anxiety was measured using the Mental Readiness Questionnaire, alpha wave was measured using a two-channel neurofeedback device, and performance was measured as radial error golf putting in the pre-test and post-test. The results of the analysis of covariance showed that the need-supportive approach had a significant effect on anxiety, alpha wave and golf performance. Cognitive and physical anxiety levels, as well as alpha wave and functional error in the need - supportive groupdecreased compared to the control group. Recent findings suggest that need-supportive educational style is an appropriate approach in terms of reducing anxiety, efficient visual processing and performance enhancement
Keywords
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2. Baumeister, R. F. (1984). Choking under pressure: self-consciousness and paradoxical effects of incentives on skillful performance. Journal of personality and social psychology, 46(3), 610–620.
3. Bayer, M., Rossi, V., Vanlessen, N., Grass, A., Schacht, A., & Pourtois, G. (2017). Independent effects of motivation and spatial attention in the human visual cortex. Social Cognitive and Affective Neuroscience, 12(1), 146-156.
4. Berridge, K. C., & Robinson, T. E. (1998). What is the role of dopamine in reward: hedonic impact, reward learning, or incentive salience? Brain research reviews, 28(3), 309-369.
5. Bourgeois, A., Badier, E., Baron, N., Carruzzo, F., & Vuilleumier, P. (2018). Influence of reward learning on visual attention and eye movements in a naturalistic environment: A virtual reality study. Plos one, 13(12), e0207990.
6. Braver, T.S. (2015). Motivation and cognitive control. Psychology Press, New York: NY
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8. Engelmann JB, Damaraju E, Padmala S, Pessoa L. (2009). Combined effects of attention and motivation on visual task performance: transient and sustained motivational effects. Frontiers in human neuroscience, 3,4.
9. Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition & emotion, 6(6), 409-434.
10. Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion, 7(2), 336-353.
11. Gagne, M., & Blanchard, C. (2007). Self-Detemination Theory and Well-Being in Athletes: It's the Situation That Counts. In M. S. Hagger, & N. L. D. Chatzisarantis (Eds.), Intrinsic Motivation and Self-Determination in Exercise and Sport (1 ed., pp. 375). United States: Human Kinetics Publishers.
12. Gohm, C. L., Baumann, M. R., & Sniezek, J. A. (2001). Personality in extreme situations: Thinking (or not) under acute stress. Journal of Research in Personality, 35(3), 388-399.
13. Grent-'t-Jong, T., Boehler, C. N., Kenemans, J. L., & Woldorff, M. G. (2011). Differential functional roles of slow-wave and oscillatory-alpha activity in visual sensory cortex during anticipatory visual–spatial attention. Cerebral cortex, 21(10), 2204-2216.
14. Gross JJ., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3–24). New York: Guilford Press.
15. Hanin, Y. L. (2000). Successful and poor performance and emotions. Champaign.lllinois: Human Kinetics. (p. 157–187)
16. Haraldsen, H. M., Solstad, B. E., Ivarsson, A., Halvari, H., & Abrahamsen, F. E. (2020). Change in basic need frustration in relation to perfectionism, anxiety, and performance in elite junior performers. Scandinavian Journal of Medicine & Science in Sports, 30(4), 754-765.
17. Hooyman, A., G. Wulf, and R. Lewthwaite. (2014).Impacts of autonomy-supportive versus controlling instructional language on motor learning. Human Movement Science, 36,190-198.
18. Ikudome, S., Kou, K., Ogasa, K., Mori, S., & Nakamoto, H. (2019). The effect of choice on motor learning for learners with different levels of intrinsic motivation. Journal of Sport and Exercise Psychology, 41(3), 159-166.
19. Iwatsuki, T., Abdollahipour, R., Psotta, R., Lewthwaite, R., & Wulf, G. (2017). Autonomy facilitates repeated maximum force productions. Human movement science, 55, 264-268.
20. Jaakkola, T., Barkoukis, V., Huhtiniemi, M., Salin, K., Seppälä, S., Lahti, J., & Watt, A. (2019). Enjoyment and anxiety in Finnish physical education: achievement goals and self-determination perspectives. Journal of Physical Education and Sport, 19(3).
21. Kelly, C. T. (2019). The Impact of an Autonomy-Supportive Yoga Intervention on the Self-Determination and Anxiety of Individuals with Intellectual and Developmental Disabilities: A Multi-Method Approach. Master Theses. Clemson University.
22. Krane, V. (1994). The mental readiness form as a measure of competitive state anxiety. The Sport Psychologist, 8(2), 189-202.
23. Lampert, L. D. (1998). The Pro's Edge: Vision Training for Golf. Island: Saturn PressInc.
24. Lee, W., & Reeve, J. (2013). Self-determined, but not non-self-determined, motivation predicts activations in the anterior insular cortex: an fMRI study of personal agency. Social cognitive and affective neuroscience, 8(5), 538-545.
25. Liu, S., & Zhou, W. (2015). The Effect of Anxiety State on the Visual Search Efficiency of Athletes. Open Journal of Social Sciences, 3, 80-85.
26. Miryousefi S.J,and Zamani. F. (2018). The Relationship between Dimensions of Goal Orientation and Competition AnxietyTrack and field, Sport Psychology Studies, 24, 51-62. In Persian
27. Mohammadi sanavi, H., Mohammadzadeh, H., and Behzadnia, B., (2019). Effect of Need-Supportive Environment on Sport Performance of Primary School Students. Research on Educational Sport, 17, 329-352. In Persian
28. Mohammadzadeh. S, Farsi. A. R, and Khosrowabadi. R. (2019). The Effect of Cognitive Fatigue on the Neural Efficacy of the Executive Control Network among Athletes:Dual Regulation System Model. Sport Psychology Studies, 8 (30), 41-56. In Persian
29. Nicholls, A. R., Polman, R. C., & Holt, N. L. (2005). The effects of an individualized imagery interventions on flow states and golf performance. Athletic Insight, 7(1).
30. Pan, W., & Tang, M. (2004). Examining the effectiveness of Innovative instructional methods on reducing statistics anxiety for graduate students in the social sciences. Journal of Instructional Psychology, 31(2),149-159.
31. Phukhachee, T., Maneewongvatana, S., Angsuwatanakul, T., Iramina, K., & Kaewkamnerdpong, B. (2019). Investigating the effect of intrinsic motivation on alpha desynchronization using sample entropy. Entropy, 21(3), 237.
32. Quested, E., Bosch, J. A., Burns, V. E., Cumming, J., Ntoumanis, N., & Duda, J. L. (2011). Basic psychological need satisfaction, stress-related appraisals, and dancers’ cortisol and anxiety responses. Journal of Sport and Exercise Psychology, 33(6), 828-846.
33. Raymond, J. (2009). Interactions of attention, emotion and motivation. Progress in brain research, 176, 293-308.
34. Reeve, J., & Tseng, C. M. (2011). Cortisol reactivity to a teacher’s motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion, 35(1), 63-74.
35. Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New Yorc: Guilford Publications.
36. Sarason, I. G. (1988). Anxiety, self-preoccupation and attention. Anxiety research, 1(1), 3-7.
37. Seitz, A. R., Kim, D., & Watanabe, T. (2009). Rewards evoke learning of unconsciously processed visual stimuli in adult humans. Neuron, 61(5), 700-707.
38. Shahsavaaraaanee, A.M., Rasoulzadeh Tabatabai ,s.k., Ashayeri, H., and Sattari, K. (2010). THE effect of stress on selective and focused visual attentions and learning. New educational ideas, 4; 194-169. In persian.
39. Sweller, J. (2016). Cognitive load theory, evolutionary educational psychology, and instructional design. In Evolutionary perspectives on child development and education. Springer International Publishing. p. 291–306
40. Taylor, J. A., & Shaw, D. F. (2002). The effects of outcome imagery on golf-putting performance. Journal of Sports Sciences, 20(8), 607-613.
41. Tomarken, A. J., Davidson, R. J., Wheeler, R. E., & Doss, R. C. (1992). Individual differences in anterior brain asymmetry and fundamental dimensions of emotion. Journal of personality and social psychology, 62(4), 676–687.
42. Tseng, Y. C., & Lleras, A. (2013). Rewarding context accelerates implicit guidance in visual search. Attention, Perception, & Psychophysics, 75(2), 287-298.
43. Vickers, J. N. (2007). Perception, cognition, and decision training: The quiet eye in action. Champagin, IL, USA: Human Kinetics.
44. Wilhelm, R. (2019). The effects of expectancy and autonomy on neural measures of motivation (Doctoral dissertation, University of Alabama Libraries). Thesis. Master of Arts. University of Alabama
45. Williams, A. M., Singer, R. N., & Frehlich, S. G. (2002). Quiet eye duration, expertise, and task complexity in near and far aiming tasks. Journal of Motor Behavior, 34(2), 197-207.
46. Wilson, M. (2008). From processing efficiency to attentional control: a mechanistic account of the anxiety–performance relationship. International Review of Sport and Exercise Psychology, 1(2), 184-201.
47. Wilson, M. R., Vine, S. J., & Wood, G. (2009). The influence of anxiety on visual attentional control in basketball free throw shooting. Journal of Sport and Exercise Psychology, 31(2), 152-168.
48. Wise, R. A. (2004). Dopamine, learning and motivation. Nature reviews neuroscience, 5(6), 483-494.
49. Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic bulletin & review, 23(5), 1382-1414.
50. Yeates, N., Gallo, M., & McEwen, C. (2019). Optimising the learning environment through autonomy supportive coaching. Thesis. Master of Kinesiology. University of British Columbia
2. Baumeister, R. F. (1984). Choking under pressure: self-consciousness and paradoxical effects of incentives on skillful performance. Journal of personality and social psychology, 46(3), 610–620.
3. Bayer, M., Rossi, V., Vanlessen, N., Grass, A., Schacht, A., & Pourtois, G. (2017). Independent effects of motivation and spatial attention in the human visual cortex. Social Cognitive and Affective Neuroscience, 12(1), 146-156.
4. Berridge, K. C., & Robinson, T. E. (1998). What is the role of dopamine in reward: hedonic impact, reward learning, or incentive salience? Brain research reviews, 28(3), 309-369.
5. Bourgeois, A., Badier, E., Baron, N., Carruzzo, F., & Vuilleumier, P. (2018). Influence of reward learning on visual attention and eye movements in a naturalistic environment: A virtual reality study. Plos one, 13(12), e0207990.
6. Braver, T.S. (2015). Motivation and cognitive control. Psychology Press, New York: NY
7. Chen, T. T., Wang, K. P., Cheng, M. Y., Chang, Y. T., Huang, C. J., & Hung, T. M. (2019). Impact of emotional and motivational regulation on putting performance: a frontal alpha asymmetry study. PeerJ, 7, e6777.
8. Engelmann JB, Damaraju E, Padmala S, Pessoa L. (2009). Combined effects of attention and motivation on visual task performance: transient and sustained motivational effects. Frontiers in human neuroscience, 3,4.
9. Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition & emotion, 6(6), 409-434.
10. Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion, 7(2), 336-353.
11. Gagne, M., & Blanchard, C. (2007). Self-Detemination Theory and Well-Being in Athletes: It's the Situation That Counts. In M. S. Hagger, & N. L. D. Chatzisarantis (Eds.), Intrinsic Motivation and Self-Determination in Exercise and Sport (1 ed., pp. 375). United States: Human Kinetics Publishers.
12. Gohm, C. L., Baumann, M. R., & Sniezek, J. A. (2001). Personality in extreme situations: Thinking (or not) under acute stress. Journal of Research in Personality, 35(3), 388-399.
13. Grent-'t-Jong, T., Boehler, C. N., Kenemans, J. L., & Woldorff, M. G. (2011). Differential functional roles of slow-wave and oscillatory-alpha activity in visual sensory cortex during anticipatory visual–spatial attention. Cerebral cortex, 21(10), 2204-2216.
14. Gross JJ., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3–24). New York: Guilford Press.
15. Hanin, Y. L. (2000). Successful and poor performance and emotions. Champaign.lllinois: Human Kinetics. (p. 157–187)
16. Haraldsen, H. M., Solstad, B. E., Ivarsson, A., Halvari, H., & Abrahamsen, F. E. (2020). Change in basic need frustration in relation to perfectionism, anxiety, and performance in elite junior performers. Scandinavian Journal of Medicine & Science in Sports, 30(4), 754-765.
17. Hooyman, A., G. Wulf, and R. Lewthwaite. (2014).Impacts of autonomy-supportive versus controlling instructional language on motor learning. Human Movement Science, 36,190-198.
18. Ikudome, S., Kou, K., Ogasa, K., Mori, S., & Nakamoto, H. (2019). The effect of choice on motor learning for learners with different levels of intrinsic motivation. Journal of Sport and Exercise Psychology, 41(3), 159-166.
19. Iwatsuki, T., Abdollahipour, R., Psotta, R., Lewthwaite, R., & Wulf, G. (2017). Autonomy facilitates repeated maximum force productions. Human movement science, 55, 264-268.
20. Jaakkola, T., Barkoukis, V., Huhtiniemi, M., Salin, K., Seppälä, S., Lahti, J., & Watt, A. (2019). Enjoyment and anxiety in Finnish physical education: achievement goals and self-determination perspectives. Journal of Physical Education and Sport, 19(3).
21. Kelly, C. T. (2019). The Impact of an Autonomy-Supportive Yoga Intervention on the Self-Determination and Anxiety of Individuals with Intellectual and Developmental Disabilities: A Multi-Method Approach. Master Theses. Clemson University.
22. Krane, V. (1994). The mental readiness form as a measure of competitive state anxiety. The Sport Psychologist, 8(2), 189-202.
23. Lampert, L. D. (1998). The Pro's Edge: Vision Training for Golf. Island: Saturn PressInc.
24. Lee, W., & Reeve, J. (2013). Self-determined, but not non-self-determined, motivation predicts activations in the anterior insular cortex: an fMRI study of personal agency. Social cognitive and affective neuroscience, 8(5), 538-545.
25. Liu, S., & Zhou, W. (2015). The Effect of Anxiety State on the Visual Search Efficiency of Athletes. Open Journal of Social Sciences, 3, 80-85.
26. Miryousefi S.J,and Zamani. F. (2018). The Relationship between Dimensions of Goal Orientation and Competition AnxietyTrack and field, Sport Psychology Studies, 24, 51-62. In Persian
27. Mohammadi sanavi, H., Mohammadzadeh, H., and Behzadnia, B., (2019). Effect of Need-Supportive Environment on Sport Performance of Primary School Students. Research on Educational Sport, 17, 329-352. In Persian
28. Mohammadzadeh. S, Farsi. A. R, and Khosrowabadi. R. (2019). The Effect of Cognitive Fatigue on the Neural Efficacy of the Executive Control Network among Athletes:Dual Regulation System Model. Sport Psychology Studies, 8 (30), 41-56. In Persian
29. Nicholls, A. R., Polman, R. C., & Holt, N. L. (2005). The effects of an individualized imagery interventions on flow states and golf performance. Athletic Insight, 7(1).
30. Pan, W., & Tang, M. (2004). Examining the effectiveness of Innovative instructional methods on reducing statistics anxiety for graduate students in the social sciences. Journal of Instructional Psychology, 31(2),149-159.
31. Phukhachee, T., Maneewongvatana, S., Angsuwatanakul, T., Iramina, K., & Kaewkamnerdpong, B. (2019). Investigating the effect of intrinsic motivation on alpha desynchronization using sample entropy. Entropy, 21(3), 237.
32. Quested, E., Bosch, J. A., Burns, V. E., Cumming, J., Ntoumanis, N., & Duda, J. L. (2011). Basic psychological need satisfaction, stress-related appraisals, and dancers’ cortisol and anxiety responses. Journal of Sport and Exercise Psychology, 33(6), 828-846.
33. Raymond, J. (2009). Interactions of attention, emotion and motivation. Progress in brain research, 176, 293-308.
34. Reeve, J., & Tseng, C. M. (2011). Cortisol reactivity to a teacher’s motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion, 35(1), 63-74.
35. Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New Yorc: Guilford Publications.
36. Sarason, I. G. (1988). Anxiety, self-preoccupation and attention. Anxiety research, 1(1), 3-7.
37. Seitz, A. R., Kim, D., & Watanabe, T. (2009). Rewards evoke learning of unconsciously processed visual stimuli in adult humans. Neuron, 61(5), 700-707.
38. Shahsavaaraaanee, A.M., Rasoulzadeh Tabatabai ,s.k., Ashayeri, H., and Sattari, K. (2010). THE effect of stress on selective and focused visual attentions and learning. New educational ideas, 4; 194-169. In persian.
39. Sweller, J. (2016). Cognitive load theory, evolutionary educational psychology, and instructional design. In Evolutionary perspectives on child development and education. Springer International Publishing. p. 291–306
40. Taylor, J. A., & Shaw, D. F. (2002). The effects of outcome imagery on golf-putting performance. Journal of Sports Sciences, 20(8), 607-613.
41. Tomarken, A. J., Davidson, R. J., Wheeler, R. E., & Doss, R. C. (1992). Individual differences in anterior brain asymmetry and fundamental dimensions of emotion. Journal of personality and social psychology, 62(4), 676–687.
42. Tseng, Y. C., & Lleras, A. (2013). Rewarding context accelerates implicit guidance in visual search. Attention, Perception, & Psychophysics, 75(2), 287-298.
43. Vickers, J. N. (2007). Perception, cognition, and decision training: The quiet eye in action. Champagin, IL, USA: Human Kinetics.
44. Wilhelm, R. (2019). The effects of expectancy and autonomy on neural measures of motivation (Doctoral dissertation, University of Alabama Libraries). Thesis. Master of Arts. University of Alabama
45. Williams, A. M., Singer, R. N., & Frehlich, S. G. (2002). Quiet eye duration, expertise, and task complexity in near and far aiming tasks. Journal of Motor Behavior, 34(2), 197-207.
46. Wilson, M. (2008). From processing efficiency to attentional control: a mechanistic account of the anxiety–performance relationship. International Review of Sport and Exercise Psychology, 1(2), 184-201.
47. Wilson, M. R., Vine, S. J., & Wood, G. (2009). The influence of anxiety on visual attentional control in basketball free throw shooting. Journal of Sport and Exercise Psychology, 31(2), 152-168.
48. Wise, R. A. (2004). Dopamine, learning and motivation. Nature reviews neuroscience, 5(6), 483-494.
49. Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic bulletin & review, 23(5), 1382-1414.
50. Yeates, N., Gallo, M., & McEwen, C. (2019). Optimising the learning environment through autonomy supportive coaching. Thesis. Master of Kinesiology. University of British Columbia
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