Emotion self-regulation and athletic performance: An application of the IZOF model

Robazza, Claudio; Pellizzari, Melinda; Hanin, Yuri L.

doi:10.1016/s1469-0292(03)00034-7

Cited by 120 publications

(95 citation statements)

References 40 publications

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“…Mainstream research is showing that the presence of such skills can discriminate talented from nontalented players in a variety of sports, football, (Toering, Elferink-Gemser, Jordet, & Visscher, 2009), hockey and gymnastics (Robazza, Pellizzari, & Hanin, 2004), boxing (Khani, Farokhi, Shalchi, Angoori, & Ansari, 2011), basketball (Cleary & Zimmerman, 2001) and athletics . Given that such cognitive skills have been shown to be often underdeveloped in people with ID it makes sense that they would have a deleterious impact on sports performance.…”

Section: Game Intelligencementioning

confidence: 99%

The impact of intellectual disabilities on elite sports performance

Burns

2015

International Review of Sport and Exercise Psychology

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Athletes with intellectual disabilities (ID) were re-introduced into the Paralympics in London 2012. As part of this development a classification system had to be established evidencing the impact this impairment has on elite sports performance. This review examines the research behind this issue.Firstly it examines the limited literature comparing the standards reached by top-level athletes with ID with those without disabilities, and then moves on to look at the research demonstrating differences in both the cognitive and physical skills needed for elite performance. The paper then reviews the factors which may be implicated to account for this disparity, from a range of perspectives. A case is made for the importance of looking at this area in terms of the potential for the transferability of research findings from this group to talent identification in mainstream athletes and the benefits of integrating neuropsychological concepts and approaches to understanding the cognitive components behind the development of particular skills associated with high level performance in specific sports. Keywords: Intellectual disabilities, Paralympics, elite performance, cognitive functioning ContextThe place of sport and exercise in the lives of people with intellectual disabilities (ID) has attracted much research in recent years. Much of this has focused on sport and exercise as remedial or preventative activity to combat specific health issues such as obesity and poor physical health. Other research has looked more at the psychosocial impact of improving social networks (Hutzler & Korsensky, 2010) or psychological factors such as increasing self-esteem (Weiss, Diamond, Demark, & Lovald, 2003). However, leading up to and beyond the re-introduction of athletes with ID into the London Paralympics in 2012 there has been an increasing interest in the participation of these athletes in elite competition, and it is this work which will form the focus of this review. The ord Ol pi s a d people ith ID have a long association through the SpecialOlympics. The Special Olympics was originally set up in the US in the late 6 s with the aim to provide training and competition for children and adults with intellectual disabilities. These days it caters to 4.2 million people across the world and includes a programme of unified (disabled and nondisabled) sport. However, within the Special Olympics, although highly successful and bringing benefit to millions of people with ID and their families across the globe, the emphasis is more on participation, empowerment and opportunity than achieving elite performance (Specialolympics.org, 2015). This domain is the remit of another organisation, the International Federation for Para-athletes with Intellectual Disability (INAS). The vision of INAS is ….inspired y a elief that an intelle tual disa ility should not e a barrier to enjoying and being the best in sport. INAS ision is that athletes ith an intelle tualdisability across the World have the opportunity to achieve excellence in sport ...

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Section: Game Intelligencementioning

confidence: 99%

The impact of intellectual disabilities on elite sports performance

Burns

2015

International Review of Sport and Exercise Psychology

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“…Specifically, the IZOF-emotion model proposes five basic dimensions (form, content, intensity, time, and context) to describe individually optimal and dysfunctional structure and dynamics of performance related emotional experiences. The explanation of this dynamics is based on a detailed description of athletes' idiosyncratic subjective experiences (54) .…”

Section: Introductionmentioning

confidence: 99%

Pre-competitive emotions in team sports: Differences across gender and perceived importance and difficulty of the competition

Dias¹,

Cruz²,

Fonseca³

2014

RPCD

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“…Dosis bajas de ansiedad posiblemente sean indispensables para una ejecución sobresaliente, del mismo modo que se ha reportado en el terreno deportivo, que una ejecución pico se realiza cuando el atleta está en la zona óptima de ansiedad (Robazza et al, 2004).…”

Section: Discussionunclassified

“…Para conciliar ambas posturas contradictorias sobre la contribución de las tendencias ansiosas hacia el rendimiento académico, se puede hacer una extensión del modelo de zona óptima de ejecución propuesto por Hanin en el terreno deportivo (Robazza, Pellizari, & Hanin, 2004), en el que se señala que niveles extremos de ansiedad, bajos o altos por parte del individuo, predicen una ejecución pobre. Este modelo se aplicaría en el ámbito escolar si se documentara que los alumnos con ejecución académica baja presentan esta distribución bimodal de ansiedad baja o muy elevada.…”

Section: Introductionunclassified

Relación entre ansiedad, desempeño y riesgo de deserción en aspirantes a bachillerato

Hernández-Pozo¹,

Ramírez-Guerrero²,

López-Cárdenas³

et al. 2015

Psychol.

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El propósito de la presente investigación fue explorar la relación entre las calificaciones académicas de los estudiantes con su tendencia apresentar conductas emocionales de ansiedad en el ámbito escolar mediante un estudio empírico descriptivo transversal. Adicionalmente seexploró la relación de esas dos variables con la probabilidad de fracaso escolar. Participaron 385 estudiantes de secundaria, que aspirabana ingresar al bachillerato en una escuela pública. El rendimiento académico se evaluó a partir del promedio de secundaria, así como deuna prueba de admisión. La probabilidad de deserción escolar se evaluó mediante una prueba de autorreporte (Hernández-Pozo, 2005).Adicionalmente se empleó una tarea computarizada basada en la versión emocional del paradigma de Stroop para medir la tendencia a laansiedad escolar (Hernández-Pozo, Macías-Martínez, & Torres-Chávez, 2004). Se encontró que los estudiantes con las calificaciones más altasen la prueba de admisión, con mejores promedios en secundaria o con menor riesgo de deserción, difirieron de sus contrapartes en cuantoa los índices de interferencia de la prueba Stroop. Se concluye que la prueba emocional Stroop es un instrumento que refleja de maneraordenada el riesgo a la deserción escolar y el perfil académico de los aspirantes al bachillerato.

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Emotion self-regulation and athletic performance: An application of the IZOF model

Cited by 120 publications

References 40 publications

The impact of intellectual disabilities on elite sports performance

The impact of intellectual disabilities on elite sports performance

Pre-competitive emotions in team sports: Differences across gender and perceived importance and difficulty of the competition

Relación entre ansiedad, desempeño y riesgo de deserción en aspirantes a bachillerato

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