Quiet eye training promotes challenge appraisals and aids performance under elevated anxiety

Moore, Lee J.; Vine, Samuel J.; Freeman, Paul B.; Wilson, Mark R.

doi:10.1080/1612197x.2013.773688

Cited by 41 publications

(50 citation statements)

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“…This strategy might involve changing perceptions of resources through the development of confidence, achievement goals, or perceptions of control (Jones, Meijen, McCarthy, & Sheffield, 2009). Research has found that it is possible to facilitate positive cognitive appraisal (states of challenge) and subsequent performance on simple tasks (Moore, Vine, Freeman, & Wilson, 2013).…”

Section: Cognitive (Re)appraisalmentioning

confidence: 99%

Be Happy in your Work: The Role of Positive Psychology in Working with Change and Performance

Allen

McCarthy

2015

Journal of Change Management

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Section: Cognitive (Re)appraisalmentioning

confidence: 99%

Be Happy in your Work: The Role of Positive Psychology in Working with Change and Performance

Allen

McCarthy

2015

Journal of Change Management

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“…It has been theorised that emotional responses in challenge and threat states can be similar, although in the context of challenge, anxiety is seen as a helpful stimulus for performance . There is some support for this proposition, although there are also data showing challenge states to be similar to threat states in terms of anxiety and perceptions of the helpfulness of anxiety, and in some studies challenge states have been associated with both lower levels of anxiety and more facilitative interpretations of anxiety …”

Section: Introductionmentioning

confidence: 99%

“…12 There is some support for this proposition, 15 although there are also data showing challenge states to be similar to threat states in terms of anxiety and perceptions of the helpfulness of anxiety, 16 and in some studies challenge states have been associated with both lower levels of anxiety and more facilitative interpretations of anxiety. 17 Although individual resources are important in determining the nature of the stress response, social aspects also matter. In particular, responses to stress may be influenced by how connected a person feels to his or her team and leader.…”

Section: Introductionmentioning

confidence: 99%

Cognitive appraisals and team performance under stress: A simulation study

et al. 2020

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Objectives The present study explored how challenge and threat responses to stress relate to performance, anxiety, confidence, team identity and team characteristics (time spent in training and postgraduate experience) in a medical simulation‐based team competition. Methods The study was conducted during a national simulation‐based training event for residents, the SIMCUP Italia 2018. The SIMCUP is a simulation competition in which teams of four compete in simulated medical emergency scenarios. Cross‐sectional data were collected prior to the 3 days of the competition. Subjects included 95 participants on 24 teams. Before the competition on each day, participants completed brief self‐report measures that assessed demands and resources (which underpin challenge and threat responses to stress), cognitive and somatic anxiety, self‐confidence and team identification. Participants also reported time (hours) spent practising as a team and years of postgraduate experience. A team of referees judged each scenario for performance and assigned a score. A linear mixed model using demands and resources was built to model performance. Results The data showed that both demands and resources have positive effects on performance (31 [11‐50.3] [P < .01] and 54 [25‐83.3] [P < .01] percentage points increase for unitary increases in demands and resources, respectively); however, this is balanced by a negative interaction between the two (demands * resources interaction coefficient = −10 [−16 to −4.2]). A high level of resources is associated with better performance until demands become very high. Cognitive and somatic anxieties were found to be correlated with demands (Pearson's r = .51 [P < .01] and Pearson's r = .48 [P < .01], respectively). Time spent training was associated with greater perceptions of resources (Pearson's r = .36 [P < .01]). Conclusions We describe a model of challenge and threat that allows for the estimation of performance according to perceived demands and resources, and the interaction between the two. Higher levels of resources and lower demands were associated with better performance.

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“…In another line of research, the so-called "quiet eye"-a final visual fixation of at least 100 ms directed at a certain location or target (e.g., golf ball, basketball hoop, bull's eye) before movement execution-has been shown to be associated with enhanced performance of tasks with specific targets (Moore, Vine, Freeman, & Wilson, 2013;Vickers, 1996). Whereas various possible accounts of this phenomenon have been offered (for a review, see Vickers, 2009), it seems likely that an external attentional focus promoted by the visual focus on an external object is at least partially responsible for the performance effects (Vine, Moore, Wilson, 2011.…”

Section: Other Lines Of Attentional Focus Researchmentioning

confidence: 99%

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning

2016

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Effective motor performance is important for surviving and thriving, and skilled movement is critical in many activities. Much theorizing over the past few decades has focused on how certain practice conditions affect the processing of task-related information to affect learning. Yet, existing theoretical perspectives do not accommodate significant recent lines of evidence demonstrating motivational and attentional effects on performance and learning. These include research on (a) conditions that enhance expectancies for future performance, (b) variables that influence learners' autonomy, and (c) an external focus of attention on the intended movement effect. We propose the OPTIMAL (Optimizing Performance through Intrinsic Motivation and Attention for Learning) theory of motor learning. We suggest that motivational and attentional factors contribute to performance and learning by strengthening the coupling of goals to actions. We provide explanations for the performance and learning advantages of these variables on psychological and neuroscientific grounds. We describe a plausible mechanism for expectancy effects rooted in responses of dopamine to the anticipation of positive experience and temporally associated with skill practice. Learner autonomy acts perhaps largely through an enhanced expectancy pathway. Furthermore, we consider the influence of an external focus for the establishment of efficient functional connections across brain networks that subserve skilled movement. We speculate that enhanced expectancies and an external focus propel performers' cognitive and motor systems in productive "forward" directions and prevent "backsliding" into self-and non-task focused states. Expected success presumably breeds further success and helps consolidate memories. We discuss practical implications and future research directions.Keywords Motivation . Attentional focus . Self-efficacy . Positive affect . Dopamine . Motor performance Skilled movement is fundamental to surviving and thriving in the world and the basis as well for many of the highest human endeavors and cultural achievements, from sport to art to music. How people learn and relearn movement skills has been addressed from a number of disparate scientific perspectives and levels of analysis, including behavioral, social cognitive, neurophysiological, and neurocomputational. In part, differences in assumptions, scientific terminology and philosophy, as well as methodological approaches have made scholarly rapprochement challenging, but we see the end goal of optimizing motor learning as important. We suggest that it may be valuable to bring recent insights from various approaches together to identify a coherent way forward that can result in optimized learning from humans' earliest encounters with new motor skills to the lifelong development of motoric expertise.It is typically considered time to look afresh at dominant theories in a field when the accumulating evidence suggests that old frameworks cannot account for substantial new insights an...

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Quiet eye training promotes challenge appraisals and aids performance under elevated anxiety

Abstract: (2012) Quiet eye training promotes challenge appraisals and aids performance under elevated anxiety.

Cited by 41 publications

References 32 publications

Be Happy in your Work: The Role of Positive Psychology in Working with Change and Performance

Be Happy in your Work: The Role of Positive Psychology in Working with Change and Performance

Cognitive appraisals and team performance under stress: A simulation study

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning

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