Abstract
The aim of this article is to present an integrative conceptual framework that depicts the effect of acute stress on the performance of visually guided motor skills. We draw upon seminal theories highlighting the importance of subjective interpretations of stress on subsequent performance and outline how models of disrupted attentional control might explain this effect through impairments in visuomotor control. We first synthesize and critically discuss empirical support for theories examining these relationships in isolation. We then outline our integrative framework that seeks to provide a more complete picture of the interacting influences of stress responses (challenge and threat) and attention in explaining how elevated stress may lead to different visuomotor performance outcomes. We propose a number of mechanisms that explain why evaluations of stress are related to attentional control, and highlight the emotion of anxiety as the most likely candidate to explain why negative reactions to stress lead to disrupted attention and poor visuomotor skill performance. Finally, we propose a number of feedback loops that explain why stress responses are often self-perpetuating, as well as a number of proposed interventions that are designed to help improve or maintain performance in real world performance environments (e.g., sport, surgery, military, and aviation).
Highlights
The aim of this article is to present an integrative conceptual framework that depicts the effect of acute stress on the performance of visually guided motor skills
We draw upon seminal theories highlighting the importance of subjective interpretations of stress on subsequent performance and outline how models of disrupted attentional control might explain this effect through impairments in visuomotor control
We propose a number of mechanisms that explain why evaluations of stress are related to attentional control, and highlight the emotion of anxiety as the most likely candidate to explain why negative reactions to stress lead to disrupted attention and poor visuomotor skill performance
Summary
Lazarus and Folkman’s (1984) seminal work on stress describes how humans constantly evaluate what is happening to them, a process known as cognitive appraisal. The demand and resource evaluation process that leads to a challenge or threat evaluation is dynamic, and is predicted to be influenced by a range of interrelated antecedents including danger, familiarity, uncertainty, required effort, skills, knowledge and abilities, and availability of support (Blascovich, 2008). The BPSM proposes that the demand and resource evaluation process culminates in the triggering of distinct neuroendocrine and cardiovascular responses (Blascovich, 2008) Both challenge and threat evaluations are hypothesized to increase sympathetic-adrenomedullary activation. Research adopting specific patterns of cardiovascular activity that distinguish challenge and threat states, have supported the BPSM’s predictions regarding performance (Blascovich et al, 2004; Turner et al, 2012). We use the findings from recent research to argue that challenge and threat evaluations predominately impact performance via their effects on attention
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