1. Arousal/Anxiety Management Strategies October 8, 2002

2. Levels of Optimal Arousal Why are these so important? Typical approaches Problems with “psyching up”? Milwaukee Brewers example What kinds of strategies are appropriate?

3. Matching Hypothesis Interventions matched to type of anxiety will be more effective High somatic anxiety = techniques for reducing physiological tension, increase relaxation High cognitive anxiety = ways to control negative thoughts and cognitions

4. Relaxation (Somatic) Techniques Some athletes may have low levels of arousal--more uncommon Problem with anxiety/stress spiral Relaxation procedures to stop negative cycle Progressive relaxation, autogenic training, meditation, biofeedback

5. Progressive Relaxation Jacobson (1929, 1938) Cannot be tense/anxiety if muscles are completely relaxed Subjects lie on backs, arms to sides Goal is to relax entire body in minutes Practice is essential

6. Progressive Relaxation Muscle must achieve tension before relaxing Gain appreciation for difference between tension & relaxation Eventually can relax without tensing the muscle Jacobson’s protocol follows a specific order

7. Progressive Relaxation Effective use requires lots of practice Must be able to elicit in specific situations Often used in association with other strategies to improve performance (e.g., imagery)

8. Autogenic Training Similar to autohypnosis Schultz (1959) hypnotized patients reported heaviness in limbs & warmth in body. Autogenic training designed to create these two states Limbs heavy due to lack of tension Warmth from dilation of blood vessels

9. Autogenic Training First step: six self-statements: Heaviness in arms and legs Warmth in arms and legs Warmth in chest and perception of reduced heart rate Calm and relaxed breathing Warmth in solar plexus area Sensation of coolness on the forehead

10. Autogenic Training Second component: use of imagery Visualize images of relaxing scenes; focus on warmth and heaviness Third component: use of specific themes Assists with bringing about relaxed states; use self-statements “I feel quiet, my mind is at ease”

11. Meditation Individual attempts to focus attention on one object, thought, sound, etc. Placed in comfortable, quiet position Commonly uses mantra Unclear effects of meditation on athletic performance Does reduce anxiety and tension

12. Biofeedback Humans may voluntarily control functions of autonomic nervous system Biofeedback uses instruments to help with control of ANS Cardiovascular system, cerebral activity, muscular activity, skin temperature Visual or auditory feedback from measures

13. Biofeedback People with chronic anxiety or illness caused by anxiety may benefit Indirectly learn to control anxiety/tension Goal is to lower physiological measures without help from biofeedback equipment Review of literature suggests that biofeedback is helpful in facilitating athletic performance (Zaichkowsky & Fuchs, 1988)

14. Problems with Arousal Control Strategies Primarily arousal reducing strategies Do not directly affect appraisal techniques Various arousal levels are responsible for peak performances Relationship among arousal, emotion, cognition, and performance is complex

15. Cognitive Techniques Designed to modify appraisal processes-- see situations as less threatening Can learn skills to appraise situations as less threatening, change interpretation of the situation, abilities to manage the situation, and control response impulses Cognitive restructuring and changing negative thoughts

16. Cognitive Restructuring Psychotherapeutic technique, primarily for clinical populations Rational Emotive Technique (Ellis, 1982); Athletes create anxiety or anger based on irrational thought patterns Need for perfection, need for situations to be perfect, belief that others will always treat you fairly/respectfully, self-worth based on achievement

17. Cognitive Restructuring Clinging to irrational beliefs may lead to dysfunctional emotions, lower sport satisfaction/lower performance Three steps: –Irrational beliefs lead to distorted thinking, preventing athletes from controlling behavior –Distorted thoughts must be changed –Substitute functional thoughts for distorted ones

18. Changing Negative Thoughts Generally classified as self-talk Similar to cognitive restructuring Does not assume that self-defeating thoughts are based on irrational beliefs Techniques include replacing negative thoughts, reframing, self-instructional training

19. Changing Negative Thoughts Key step is identification of negative thoughts Development of positive statements to replace the negative ones “This is too hard, I can’t do this” replaced by “I’ve learned hard skills before, I just need to work through it”

20. Changing Negative Thoughts Thought stopping - increased awareness of negative thoughts Self-instructional training - guides behavior in stressful situations (3,000m runner who is having fatigue-related pain in last 400m)

21. Limitations of Cognitive Interventions Extensive research support of benefits Cognitions are very fast Occur almost automatically Difficult to control Requires extensive practice/application

22. Arousal Energizing Strategies (Psyching Up) Under-arousal levels may be problematic as well Playing against weaker opponent (NCAA tournament example) Many athletes use inappropriate strategies for getting psyched Learning to use the best strategy for each person is crucial

23. Arousal Energizing Strategies Goal Setting Pep Talks Bulletin Boards Publicity & News Coverage Fan Support Self-Activation Coach, Athlete, and Parent Interaction