 Training Stress  imposed to create competitive gains  doesn’t always work  overtraining can lead to problems  Training Stress  imposed to create competitive gains  doesn’t always work  overtraining can lead to problems

 Overtraining -- despite intense training and high levels of motivation, the athlete cannot maintain previously-achieved levels of athletic performance.  This is associated with STALENESS  Overtraining -- despite intense training and high levels of motivation, the athlete cannot maintain previously-achieved levels of athletic performance.  This is associated with STALENESS

 Psychophysiological state associated with cardiovascular, endocrine, metabolic, perceptual, and psychological changes

 Sleep impairment  Chronic fatigue  Appetite disturbance  Elevated resting BP & HR (failure of HR to return to normal for several hours post-workout)  Increased sense of effort  Affective disturbance (irritability, anxiety, depression)  Feeling physically, emotionally/mentally exhausted  Sleep impairment  Chronic fatigue  Appetite disturbance  Elevated resting BP & HR (failure of HR to return to normal for several hours post-workout)  Increased sense of effort  Affective disturbance (irritability, anxiety, depression)  Feeling physically, emotionally/mentally exhausted

 Decreased performance (in practice and competition)  Increased risk of injury  Burnout (next slide)  Decreased performance (in practice and competition)  Increased risk of injury  Burnout (next slide)

 Burnout  complex, psychophysiological reaction to the increasing intensity of athletic training superimposed on everyday stresses of life  Three components:  Emotional/Physical exhaustion  Depersonalization (a feeling of just going through the motions – not caring)  Decreased feelings of competence and control  Burnout  complex, psychophysiological reaction to the increasing intensity of athletic training superimposed on everyday stresses of life  Three components:  Emotional/Physical exhaustion  Depersonalization (a feeling of just going through the motions – not caring)  Decreased feelings of competence and control

 Small group exercise: What factors are involved in someone “burning-out” in sports? Give specific examples to support your hypotheses

 long hours of practice which require a great deal of physical and mental energy  not much off-season  constant pressure to “perform”  travel  poor diet  stress in other areas of life  individual’s coping style  training from an early age  long hours of practice which require a great deal of physical and mental energy  not much off-season  constant pressure to “perform”  travel  poor diet  stress in other areas of life  individual’s coping style  training from an early age

 Realizing that one’s self-concept and identity is becoming overconstricted (e.g., Nick Bollettieri Tennis Academy)  Perceived stress / fear of failure / loss of control  Sport entrapment (too much invested to quit, but experiencing low satisfaction)  Realizing that one’s self-concept and identity is becoming overconstricted (e.g., Nick Bollettieri Tennis Academy)  Perceived stress / fear of failure / loss of control  Sport entrapment (too much invested to quit, but experiencing low satisfaction)

 Strategies?? (ideas?)  Promote the development of multidimensional identities among athletes (don’t just help them “adjust” to their “tunnel identity”)  Be careful with young athletes making exclusive commitments to sport  Strategies?? (ideas?)  Promote the development of multidimensional identities among athletes (don’t just help them “adjust” to their “tunnel identity”)  Be careful with young athletes making exclusive commitments to sport

 Take time off (maybe a few days off practice, maybe a season!)  Learn more psychological coping skills (e.g., goal-setting, arousal-control)  Keep it FUN  Take time off (maybe a few days off practice, maybe a season!)  Learn more psychological coping skills (e.g., goal-setting, arousal-control)  Keep it FUN