I would like you to write the discussion and conclusion section of this report. It should flow seamlessly with the introduction and methodology that's already been written. Please elaborate on the discussion and conclusion that has already been written. There are some pointers of what to write about in RED immediately before the discussion.
SSEH3375 PSYCHOLOGY OF SPORT TITLE: IMPACT OF ANXIETY AND AROUSAL ON PERFORMANCE JOANNE NG 22563958 MANGO MOODLEY 22011005 SUCHI KALIA 21378271 ZHI HUAN WONG 22770916 INTRODUCTION The presence of a large audience in many instances can result in athletes performing poorly during competitions. The presence of onlookers can cause high levels of anxiety for some athletes, which in turn greatly impacts their performance. Anxiety is an emotional response with feelings of worry, tension, nervousness that is linked to an increased activation of the sympathetic nervous system. Arousal is often linked to anxiety. Arousal is widely used in the literature to represent both physiological arousal and psychological arousal (Gould & Krane, 1992 ; Hassett, 1978). A study by Yerkes and Dodson (2007) explains the Inverted U hypothesis. The Inverted U hypothesis states that arousal level will produce peak performance if arousal is moderate. A study by Hanin (1997) counters the findings of Yerkes and Dodson. Hanin found that individuals have their own peak performance levels rather than a moderate level working best for everyone (Hanin, 1997). Researchers suggest that competitive state anxiety is a result of arousal that is perceived as worrisome, creating a sense of unease (Gill & Williams, 2008). In one of the studies about the relationship between anxiety and athletic performance, 153 college and high school participants were analyzed. For college participants, overall performance was positively correlated with state self-confidence. Additionally, the number of years for which an athlete had participated in his/her sport was positively correlated between years of experience and state self-confidence. Results indicate that individuals who exhibit increased anxiety as an inherent personality characteristic are more likely to interpret specific, performance-related situations, as anxiety inducing (Kais & Raudsepp, 2005). The feeling of anxiety that is associated with sport performance results from many different factors including an audience presence, dispositional self-confidence, performance expectations, and task characteristics (Wang, 2004). Burton (1988) used a more sensitive performance measure and a multidimensional measure of anxiety to evaluate the relationship between anxiety, self-confidence and performance. Participants included 98 swimmers which were then classified into two groups. The authors concluded that the results from this study show that anxious swimmers do swim slower than swimmer who are less anxious. Performance times increase as anxiety increased. The presence of an audience was investigated on competitive anxiety levels during balance beam performance in gymnastics. Participants were eight female Belgian gymnasts from two different gymnastics teams. The gymnasts had 3 to 10 years of experience, trained up to 24 hours a week and performed a balance beam routine on three separate occasions. The routines were performed during a training session in the gym that the participants usually practice in, then again in the same gym but during the competition period and lastly, during a competition between the two teams at a neutral site (Cottyn, Clerq, Pannier, Crombez & Lenior, 2006). Heart rate monitors were used to assess cognitive and somatic anxiety as well as self- confidence and self-report. Results show that heart rates were elevated most during competition with an audience present. However, even though there was an increase in heart rate during the competition session, because cognitive anxiety remained low, no decreased in performance was observed (Cottyn, 2006). A pilot study on mood and performance anxiety was performed on high school basketball players. Participants completed the Profile of Mood States (POMS) to assess mood and the Sport Anxiety Scale-2 (SAS-2) to assess performance anxiety. The surveys were conducted at baseline and prior to games designated as non-conference, conference, and state tournament. Significant correlations on the subscale measures were found on the POMS and SAS-2 conducted before the four conditions in this study. These findings suggest that the competitive conditions significantly affected some measures of mood and performance anxiety in high school basketball players. The objective of our experiment was to investigate the impact of anxiety on the shooting performance of our participants. Firstly, we hypothesized that baseline anxiety levels will impact the shooting performance of participants regardless of the presence or absence of an audience. We also hypothesized that participants will perform better at the task in the absence of an audience as compared to the presence of an audience. Lastly, it was hypothesised that the presence of an audience will increase arousal and anxiety levels in participants and impact their shooting performance. MATERIALS AND METHOD Participants The study employed convenience sampling to recruit students of University of Western Australia for the study. The recruitment of the participants was based on their availability and voluntariness. Prior to the experiment, all participants signed an informed consent (Appendix I) emphasized on confidentiality and freedom to withdraw from the study at any time. They were also asked to complete a sociodemographic questionnaire (Appendix II). Questionnaire ID was assigned to each participant to ensure confidentiality. The study recruited 15 volunteers, but only 14 volunteers completed the experiment. All the participants were in between 18 – 29 years old, and majority of the participants were female (85%) and undergraduate student (71% vs 29% postgraduate student). In terms of basketball playing experience, majority of the participants were at recreational level (79%; little experience, just for fun), 2 participants had no experience (14%) and 1 participant had intermediate experience (7%; athletic and/or has previous competition experience). Modified Depression Anxiety Stress Scale-21 (DASS-21) Depression Anxiety Stress Scale-21 (DASS-21) was utilised to assess the prevalence and symptoms of depression, anxiety and stress over the past week. The questionnaire consists of 21 questions (comprised of 3 categories: depression anxiety and stress) of the Depression Anxiety Stress Scale (Lovibond and Lovibond, 1996). The DASS-21 is not intended to diagnose disorders relating to depression, anxiety, or stress. For the purpose of the study, the questions on depression and stress were omitted as the study only interested in symptoms of anxiety. Hence, the modified DASS-21 (Appendix III) in this study consisted of only 7 questions from anxiety components. Answers for each question were assigned to a 4-point Likert scale ranging from 0 (never) to a score of 3 (almost always). Sport Anxiety Scale-2 (SAS-2) Sport Anxiety Scale-2 (SAS-2) was used to assess the performance anxiety of the participants (Pelletier et al., 1995). This instrument consists of 15 questions that assess 3 components of anxiety (somatic, worry and concentration disruption) during the performance trial. A 4-point Likert scale was assigned for each question ranging from 1 (not at all) to 4 (very much). Scoring of this questionnaire was categorized into three categories: Somatic, Worry, and Concentration Commented [S(1]: This specifically looks at the DASS. as it was administered before the trials, we would be under assumption that a general anxiety would impact performance of participants regardless of with or without an audience because they are already anxious about performing. Commented [S(2]: This is in regards to the number of baskets they score with and without and audience so trial 1 vs trial 2 Commented [S(3]: This would be supported by our results from the SAS response and results because it looks into how the different conditions in the 2 trials will result in a change in anxiety and arousal levels which can in turn affect their shooting performance. because SAS is a self report of how they were feeling at the time of the trial, this hypothesis supports that belief that the presence of an audience will trigger a reaction and increase anxiety and arousal and hence they perform worse. Disruption. Questions 2, 6, 10, 12, and 14 were grouped with Somatic; Questions 3, 5, 8, 9, and 11 were grouped with Worry; and Questions 1, 4, 7, 13, and 15 were grouped with Concentration Disruption. A total score can be obtained by summing scores of questions from each category. Participants were prompted to complete the SAS-2 (Appendix IV) based upon “how you feel during the performance trial”. Procedure The experiment was an observational study design. The trial was conducted at Unihall Basketball Court at University of Western Australia. Data collections were conducted on three different days (30th September, 6th October and 7th October 2020). Baseline anxiety level was assessed by using the modified DASS-21 to examine participant’s stress level over the past week. Before the trials, participants were given 5 minutes basketball shooting practise to warm up. In trial 1, participants were told to perform 5 basketball shoots on the black mark (Figure 1) without being watched (low anxiety situation). Participants were trusted to report the score of their successful attempts. SAS-2 was administered after trial 1 to assess their feelings during the trial. A 5 minutes break was given to the participants to recover before trial 2. In trial 2, same instruction was given except the performance of the participants will be watched by the trial administers (high anxiety situation). Trial score was recorded, and SAS-2 was administered again after trial 2. The study ended with a debrief session. A debrief form (Appendix V) was given to participants for future reference. Figure 1: Basketball Court and Shooting Mark (Black Mark) Statistical Analysis Data collected from experiment was entered into excel for data analysis. Jamovi (version 1.2.9.0) was used to perform the statistical analysis. Descriptive statistical analysis was performed on modified DASS-2 score SAS-2 scores and performance trials’ scores. For DASS- 2 analysis, participants were categorized into low anxiety group (0 – 7 score) and high anxiety group (8 - 24 score) based on their overall score. The analysed parameters were reported in mean and standard deviation (SD). Paired samples t-test was used to examine the mean difference of each participant’s basketball shooting score and SAS scores between trial 1 and trial 2. 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