1. © 2010 McGraw-Hill Higher Education. All rights reserved. Burnout in Sport: Understanding the Process: From Early Warning Signs to Individualized Intervention …a candle which once glowed brightly, began to flicker, and eventually extinguished (Raedeke et al, 2002, p.182) Chapter 22 Kate Goodger, David Lavallee, Trish Gorely, & Chris Harwood

2. © 2010 McGraw-Hill Higher Education. All rights reserved. What do athletes say? Maybe 14 is too young to handle everything emotionally and I needed to escape from the expectation of being able to win every tournament I entered. I was always expected to be at the top and if I didn't win, to me that meant I was a loser. If I played terrible I thought I could handle it, but really I couldn't. I felt no-one liked me as a person. I was depressed and sad and lonely and guilty….I burned out. After the US Open I spent a week in bed in darkness, just hating everything. When I looked in the mirror I saw this distorted image. I just wanted to kill myself. I'm not addicted to drugs, but you could say I was an addict to my own pain. I had this sarcasm about everything. I was depressed and sad and lonely and guilty. Jennifer Capriati (2001)

3. © 2010 McGraw-Hill Higher Education. All rights reserved. Lecture Outline What is burnout? Burnout, dropout, overtraining and staleness Theories of burnout Burnout research Interventions

4. © 2010 McGraw-Hill Higher Education. All rights reserved. …a psychological syndrome of emotional exhaustion, depersonalisation, and reduced sense of performance accomplishment that can occur among individuals who work with people in some capacity (Maslach & Jackson, 1984 p. 134). Defining Burnout …not an easy task

5. © 2010 McGraw-Hill Higher Education. All rights reserved. Burnout in Sport ……a psychological, emotional and at times physical withdrawal from a formerly pursued and enjoyable activity in response to excessive stress or dissatisfaction (Smith, 1986 p.39). A withdrawal from swimming noted by a reduced sense of accomplishment, devaluation/resentment of sport, and physical/psychological exhaustion (Raedeke, Lunney & Venables, 2002 p.181).

6. © 2010 McGraw-Hill Higher Education. All rights reserved. The Three Dimensions of Burnout Emotional Exhaustion – Intense training and competition Devaluation/Depersonalisation – Loss of interest and resentment Reduced Accomplishment – Achieving below expectations and not meeting personal targets

7. © 2010 McGraw-Hill Higher Education. All rights reserved. Understanding the language Dropout Overtraining Staleness Burnout They are related but are not the same

8. © 2010 McGraw-Hill Higher Education. All rights reserved. Dropout Withdrawal from an activity – Burnout differs from other forms of drop out because - Exhaustion Negative Attitude Burnout is one possible reason for drop out

9. © 2010 McGraw-Hill Higher Education. All rights reserved. Burnout and related conditions Overtraining …a syndrome that results when excessive, usually physical, overload on an athlete occurs without adequate rest (US Olympic Committee Task Force cited in Gould and Dieffenbach, 2002 p.25).

10. © 2010 McGraw-Hill Higher Education. All rights reserved. Burnout and related conditions Staleness …a significant performance decrement that persisted for at least two weeks, and that without a doubt was caused by too much physical training (i.e., not by illness or injury) (Kentta, Hassmen & Raglin, 2001 p.461).

11. © 2010 McGraw-Hill Higher Education. All rights reserved. Signs, Symptoms and Consequences of Burnout* Summary of the Burnout Syndrome in Sport Early signs – at risk Symptoms Potential consequences Potential strategies *Cresswell & Eklund (2003)

12. © 2010 McGraw-Hill Higher Education. All rights reserved. The Process Overtraining Staleness Burnout Dropout

13. © 2010 McGraw-Hill Higher Education. All rights reserved. Modern Sport – A burnout ripe climate? Pressure to win and train year round with vigour and intensity has increased dramatically in recent years, due in large part to the tremendous financial rewards, publicity, and status achieved by successful coaches and athletes. (Gould and Weinberg, 1999) Blurring of the season and off season

14. © 2010 McGraw-Hill Higher Education. All rights reserved. Models of Burnout 1. Cognitive Affective Stress Model (Smith, 1986) 2.Investment Model (Schmidt & Stein, 1991) 3.Unidimensional Identity Development and External Control Model (Coakley, 1992) 4. Negative Training Stress Response Model (Silva, 1990) 5.Stress and Recovery Model (Kallus & Kellmann, 2000) 6. Under-recovery and overtraining (Kentta & Hassmen, 1998)

15. © 2010 McGraw-Hill Higher Education. All rights reserved. Cognitive Affective Stress Model (Smith, 1986) Personality and Motivational Factors Situation Demands Resources Cognitive Appraisal Of demands Of resources Consequences Physical Responses Arousal Activation Coping Behaviour Coping efforts Response Behaviours Situation High or conflicting demands Overload Low social support Cognitive Appraisal Perceived overload Perceived lack of control Helplessness Physical Responses Tension & anger Anxiety & depression Fatigue Insomnia Illness Coping Behaviour Decreased performance Withdrawal Interpersonal difficulties Inappropriate behaviour STRESSSTRESS BURNOUTBURNOUT Stage IStage II Stage IIIStage IV

16. © 2010 McGraw-Hill Higher Education. All rights reserved. Investment Model (Schmidt & Stein, 1991) Conditions Commitment Commitment Dropout (enjoyment based) (burnout/entrapped) Rewards Increasing (or high) Decreasing Decreasing Costs LowIncreasing Increasing Satisfaction HighDecreasing Decreasing Alternatives LowLow Increasing Investments HighHigh (or Decreasing increasing)

17. © 2010 McGraw-Hill Higher Education. All rights reserved. Unidimensional Identity (Coakley, 1992) Burnout is a social problem grounded in the way sport is organised Identity foreclosure Loss of autonomy

18. © 2010 McGraw-Hill Higher Education. All rights reserved. Negative Training Stress Response Model (Silva, 1990) Focused on responses to physical training Positive and negative adaptations to training Burnout = Negative adaptation Continuum notion Staleness Overtraining Burnout

19. © 2010 McGraw-Hill Higher Education. All rights reserved. New Multidimensional Era: Stress & Recovery Model* Explains relationship between staleness, overtraining, recovery, stress, burnout, coping, and mood Psychological, sociological and physiological framework Burnout is a product of accumulating stress without sufficient recovery *Kallus & Kellmann (2000)

20. © 2010 McGraw-Hill Higher Education. All rights reserved. Under-recovery and Overtraining* Quality recovery Staleness – a severe outcome resulting from the imbalance between total stress and total recovery, which is largely determined by the overall capacity (stress tolerance) of the individual (Kentta, 2001, p.41) Kentta & Hassmen (1998)

21. © 2010 McGraw-Hill Higher Education. All rights reserved. Kentta & Hassmen (cont.) Psychosociophysiological perspective Adaptation/Maladaptation – Stress (training and non-training) Recovery (quality of) Stress tolerance (capacity to cope stress)

22. © 2010 McGraw-Hill Higher Education. All rights reserved. Monitoring Burnout Self-Report Measures Eades Athlete Burnout Inventory (Eades, 1992) Maslach Burnout Inventory (Maslach and Jackson, 1981) Athlete Burnout Questionnaire ABQ (Raedeke and Smith, 2001) Interviews Gould et al., (1996a & b, & 1997); Coakley (1992)

23. © 2010 McGraw-Hill Higher Education. All rights reserved. Research Coaches, Officials, Directors and Trainers Job stress, role ambiguity, social support, role conflict, hardiness, commitment, age, gender, experience Basketball, Volleyball, Soccer, Softball, Baseball, Track and Field, Wrestling Vast majority of research is of non-elite coaches

24. © 2010 McGraw-Hill Higher Education. All rights reserved. Research on Coaches Price and Weiss (2000) Coach burnout, coaching behaviors, and athletes psychological responses N =193 f soccer players and 15 head coaches (HS) Players perceptions of coach behaviour Impact of coach behaviour on psych outcomes of athletes (e.g. anxiety, enjoyment and burnout)

25. © 2010 McGraw-Hill Higher Education. All rights reserved. Results High EE = Less training/instruction and social support, and making fewer autocratic decisions. DP and RPA = not related to coach behaviour Lower perceived competence and enjoyment, and higher anxiety and burnout, associated with less frequent training/instruction, social support, and positive feedback. These were generally characteristics of coaches experiencing high levels of burnout.

26. © 2010 McGraw-Hill Higher Education. All rights reserved. Vealey, Armstrong and Comar (1998) Examined the influence of perceived coaching behavior and burnout on competitive anxiety in female college athletes Findings –Coach burnout was significantly related to perceived coaching behaviors. –Perceived coaching behavior was predictive of athletes burnout –Athletes anxiety and athlete burnout were significantly related

27. © 2010 McGraw-Hill Higher Education. All rights reserved. Research Athletes Perfectionism, motivation, commitment, anxiety, coping, parental influence Swimming and tennis Majority of athletes are North American Gould et al (1996 a and b, 1997)

28. © 2010 McGraw-Hill Higher Education. All rights reserved. Barriers to Research and Understanding Limited empirical base No agreed definition Lack of valid and reliable assessment tool Finding subjects

29. © 2010 McGraw-Hill Higher Education. All rights reserved. Interventions Gould et al (1996b) –Advice for other players –Advice for parents –Advice for coaches Cresswell & Eklund (2003a) –Potential strategies –Personal and organiszational level

30. © 2010 McGraw-Hill Higher Education. All rights reserved. Interventions (cont.) Common themes Identify the early warning signs – prevention is better than cure Involve athletes in decision making Schedule time outs Quality recovery and management of training regimes Utilize athlete input – listen Coach and parent support Make it fun – enjoyment is critical Time and lifestyle management