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Journal of Consulting and Clinical Psychology, 43, 522 527 Fitts, P M, & Posner, M I (1967) Human performance Belmont, CA: Brooks/Cole Giacobbi, P R, & Weinberg, R S (2000) An examination of coping in sport: Individual trait anxiety differences and situational consistency Sport Psychologist, 14, 42 62 Gould, D, & Krane, V (1992) The arousal-athletic performance relationship: Current status and future directions In T S Horn (Ed), Advances in sports psychology (pp 119 142) Champaign, IL: Human Kinetics Gray, R (2004) Attending to the execution of a complex sensorimotor skill: Expertise differences, choking and slumps Journal of Experimental Psychology: Applied, 10, 42 54 Grove, J R (2004) Performance slumps in sport: Prevention and coping Encyclopedia of Applied Psychology, 2, 833 841 Hardy, L (1996) Testing the predictions of the cusp catastrophe model of anxiety and performance Sport Psychologist, 10, 140 156 Hardy, L.

FIGURE C-7 PET slice showing brain disease. (From http://en.wikipedia.org/wiki/ Image:Astrocytoma.jpg# le.)

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, Mullen, R, & Jones, G (1996) Knowledge and conscious control of motor actions under stress British Journal of Psychology, 87, 621 636 Hardy, L, Woodman, T, & Carrington, S (2004) Is selfconfidence a bias factor in higher-order catastrophe models An exploratory analysis Journal of Sport and Exercise Psychology, 26, 359 368 Higuchi, T, Imanaka, K, & Hatayama, T (2002) Freezing degrees of freedom under stress: Kinematic evidence of constrained movement strategies Human Movement Science, 21(5/6), 831 846 Jackson, R C, Ashford, K J, & Norsworthy, G (2006) Attentional focus, dispositional reinvestment, and skilled motor performance under pressure Journal of Sport and Exercise Psychology, 28, 49 68..

laboratory stressors generally falls within this de nition of acute stress, while the chronic stress of long-term events such as caregiving may last for years (Heston, Mastri, Anderson, & White, 1981) The stress of major academic examinations is often preceded by a period of anxiety that varies (Bolger, 1990), and therefore, may fall somewhere along the continuum of acute and chronic stress (ie, subacute stress) No de nitive criterion has been established for classifying stressors as acute, subacute, or chronic, but the general categories of acute and chronic will be used to illustrate the complexity of the different patterns of immunological changes that occur in various models of stress.

Acute Stress Laboratory Stress Exposure to laboratory stressors, such as mental arithmetic and public speaking tasks that generally lasted no longer than 20 minutes, were associated with lower CD4 CD8 (T helper/T cytotoxic-suppressor) cell ratios, poorer blastogenic responses, and increased catecholamine release (Bachen et al, 1995; Bachen et al, 1992; Burleson et al, 1998; Cacioppo et al, 1995; Herbert et al, 1994) These same studies also revealed that peripheral NK cell number and cytotoxicity (NKCC) were consistently increased Furthermore, these stress-induced immune changes were blocked by an adrenergic receptor blocker (Bachen et al, 1995), suggesting that these short-term immune changes were largely mediated by sympathetically activated catecholamine release Studies using laboratory stressors have also revealed important individual differences in physiological responses to stress.

For example, subjects who showed the greatest change in sympathetic activity to laboratory mental stress also had the greatest change in HPA activity and immune function, despite reporting similar levels of stress (Cacioppo et al, 1995; Herbert et al, 1994; Matthews et al, 1995) This suggests additional psychological or genetic factors may be responsible for the observed differences in physiological reactivity to laboratory stressors, and possibly other types of stressors These differences may be explained, in part, by psychosocial factors such as negative affect, social support, and interpersonal relationships Academic Examination Stress Using academic examinations as a model of subacute stress, depression and loneliness in rst-year medical students increased during nal exams compared to the less stressful baseline period (Kiecolt-Glaser et al, 1984) In contrast to studies.

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