1. ZOF
Outline Hanin’s Zone of Optimal Funtioning model. Using this model explain how levels of anxiety can affect performance (5)

2. Low ZOF, Moderate ZOF, High ZOF In zone, out of zone
Max 2
Low ZOF, Moderate ZOF, High ZOF
In zone, out of zone
Bandwidth rather than threshold
Individual differences in the way people respond to arousal
Max 3
Athlete performance will be better when in zone/optimum arousal level
Motivation increase when in zone
Over arousal/Anxiety/catastrophe can occur when gap between mindset and zone is too great
Selective attention/relevant stimuli
Greater opportunity to experience success – increased confidence

3. Somatic Anxiety Management Techniques
Progressive Muscular Relaxation
Biofeedback

4. PROGRESSIVE MUSCULAR RELAXATION

5. DESCRIPTION
Jacobson (1929)
Requires athlete to increase tension of the muscles throughout the body and relax them in turn
CRITICAL EVALUATION
Many studies have proved that it helps relaxation
Cox (1998) proposes that it is only successful when used alongside other relaxation techniques
A major disadvantage is that it can be time consuming, mins to complete appropriately

6. BIOFEEDBACK

7. DESCRIPTION
Measurement of physical changes that happen to the body when arousal and anxiety increase
Changes in HR, blood pressure, skin temp.
Once these changes are monitored it is thought the performer can control them by adopting a calmer state of mind
CRITICAL EVALUATION
Strong evidence that biofeedback is effective in improving performance (Petruzello, 1991)
Each person is different so need to be aware of physiological indicators of relaxation being different
Also quite time consuming

8. Cognitive Anxiety Management Techniques
Imagery
Thought Stopping
Positive Self-Talk
Rational Thinking

9. Imagery

10. DESCRIPTION
Imagery can be used to help relaxation and focus
EXTERNAL IMAGERY – athlete pictures themselves performing the task successfully
INTERNAL IMAGERY – mental rehearsal of skills/techniques. Focuses on specific element of the skill without seeing whole scene
CRITICAL EVALUATION
EI - If athlete is skilled it can be very effective as the picture can then be valuable
Mental Rehearsal – stimulates nervous system and muscles to replicate real situation.
Mental Rehearsal can help desensitise the performer to anxiety

11. Thought Stopping

12. DESCRIPTION
Athlete refuses to think negatively
Negative thoughts substituted with positive thoughts
CRITICAL EVALUATION
More effective if person is confident and extroverted
Introverts more inclined to experience ‘learned helplessness’ and may find difficult to stop negative thoughts

13. Positive Self-Talk

14. DESCRIPTION
Athlete talks to themselves, endorsing own ability
Common amongst tennis players and cricket batsmen
CRITICAL EVALUATION
Has been shown to commit the athlete to the task and raise self confidence
Positive self-talk only valuable if performers are of a high standard and have experience

15. Rational Thinking

16. DESCRIPTION
Anxiety grows from an imbalance of perception between ability and situational demands
Rational thinking involves focusing inwardly on the internal and narrow style of attention and evaluating the situation in logical consequences
CRITICAL EVALUATION
Rational thinking works effectively if the athlete has the experience and skill to evaluate a situation realistically.
Inexperienced athletes would be unable to make a rational evaluation

17. Homework