Stress and Anxiety

Definitions of Stress Used to describe negative feelings a person experiences in a potentially threatening situation. Seyle (1956) “ The non-specific response of the body to any demand made on it.” If we are placed in a situation in which we feel pressurised, unable to meet the task or worried about the consequences, we may experience stress.

Stress can be initiated by stressors (perceived demands), are stressor could be any demands placed on the performer that initiate stress: Threatens our self-esteeme.g. audience Causes us personal harme.g. fear of injury Develops fear of the unknowne.g. performance of the opposition Causes frustratione.g. mistakes being made Increases pressuree.g. pressure from parents, crowd and/or coach

Examples of stressors

STRESSORS social disapproval of parents / peers rejection by peers / parents isolation from normal social interactions physical injury / pain / exhaustion climatic extremes of weather hot weather for endurance activities rain and cold on bare skin psychological mismatch between perception of demands of task and ability to cope Stress Management

EustressAnxiety Positive form of stress which people actively seek to test their abilities to the limit. Negative form of stress which can lead to an increase in arousal and potential decrease in performance.

Cognitive responses to anxietySomatic responses to anxiety Loss of concentration Feelings on apprehension inability to cope Attentional narrowing Fear of failure These are PYSCHOLOGICAL responses Sweating Increased muscle tension Feelings of nausea Increased heart rate Increased breathing rate These are PHYSIOLOGICAL responses

McGrath (1970) suggest that when placed in a stressful situation, a performer would respond by progressing through four stages: Environment Demands Perception of the environmental demands Stress response (physical & psychological) Actual behaviour

Anxiety “ When an athlete’s performance suffers in an important event, it is often because of too much worry about the outcome……being solely concerned with winning causes an increase in anxiety.” T. Orlick, Psyching for Sport Mental training for athletes, 1986 Causes = expectations, audience teammates evaluation (evaluation apprehension)

There is a direct relationship between a person’s level of trait and state anxiety. Those who score high on measures of trait anxiety experience more state anxiety in highly competitive and evaluative situations. Through experience, an athlete with high trait anxiety can learn to cope with a particular situation and lower their state anxiety. Knowledge of a person’s level of trait anxiety will enable a prediction to be made about how they will react to competitions, being assessed and in threatening conditions.

Controlling Stress The coach and performer can control stress through approaching the problem in two ways: 1) Controlling & redirecting the performer’s thoughts & attention - reducing cognitive anxiety. 2) Reducing & controlling the physiological components of anxiety – reducing somatic anxiety.

Cognitive techniques for controlling anxiety and stress Imagery – by method of relaxing by creating mental images to escape the immediate effects of stress. The principle is to recreate an environment that is very relaxing. Visualisation – the process of creating a mental image of what you want to happen or feel, locking into the ‘perfect performance’. This diverts attention away from the cause of anxiety.

Attention control – maintaining concentration on appropriate cues. This aims to improve the performer’s ability to focus on appropriate cues then the number of errors caused by other distractions is reduced. Self-talk – developing positive thoughts about one’s actions. Is vital that self talk remains positive and focus on self-instructing motivational content.

Methods to improve Attentional Control Avoid negative thought/feelings Remain focused Block out past/future concerns Be task orientated not outcome orientated Use ritualistic routines Avoid over arousal – breathing/relaxation exercises

Somatic techniques for controlling anxiety and stress Biofeedback – information about the changes in physiological variables; the performer watches a monitor displaying changes in readings. E.G. heart rate, using a pulsometer or heart rate monitor. Breathing control – using diaphragmatic breathing (breathing deeply) as a means of focusing on relaxation. Encourages full oxygen exchange, reduces the heart rate and lowers/stabilises blood pressure.

Centering – using deep breathing as a way of refocusing your concentration. Requires the performer to focus particularly on the rate of breathing and maintaining a slow, steady pace. Progressive muscular relaxation (PMR) – learning to be aware of the tension present in muscles and removing it by relaxing. This is done by alternating extreme tension that is held for a few seconds the releasing the tension to relax.

Goal Setting A technique used to control anxiety by directing attention away from stress and towards an achievable target. Outcome goals – achievement of a particular result e.g. qualifying for the next round. Achievement will increase motivation but the performer cannot control the factors influencing the outcome e.g. officials, opposition and weather. Can lead to increase in anxiety if result is not achieved.

Performance goals – the performer’s attempts are judged against others or even with themselves. E.G. achieving a certain time in a competition. Motivation will be maintained if not increased. Process goal – concentrate on the performer’s techniques and tactics, process goals often influence performance goals. E.g. to perform a slower backswing during a bunker shot may well improve efficiency of the stroke.

The Characteristics of Goal Setting - The SMARTER principle is used by coaches in the process of Goal Setting. S pecific -Precise not vague. -Related to the individual and the outcome goal. -Clear/unambiguous M easurable Scores/times/distance/quantitative/ objective. Allows progress. A ccepted/ A greed - Between performer and coach. -Discussion to establish goals. -More motivating if performer involved. R ealistic -Attainable in the performer’s perception. -If not it can be de-motivating. T ime - phased -Target dated/Definite deadline. -Length of time dependant on difficulty of task. E xciting -Challenging/not too difficult or motivation will decrease. R ecorded -Provides evaluation/formalised. -Prevents dispute between coach and performer

Exam Question 10/14/2015Akeley Wood PE Dept20

Answer 10/14/2015Akeley Wood PE Dept21