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Psychological Aspects
Controlling anxiety
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Anxiety Negative aspect of experiencing stress: Two components – Two types - worry of possible failure Somatic - physiological Cognitive - psychological State and trait 4/23/2017
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Trait / state anxiety Trait –
high trait anxiety – most situations seen as tends to develop more State – before competition; ; but at crucial points and components enduring personality trait threatening state anxiety temporary response to situation High low during rises Cognitive somatic 4/23/2017
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Anxiety Affects state of arousal - continuum
Trait – predisposed to see wide range of situations as threatening State anxiety – moment to moment changes in feelings Cognitive state – worries, fears Somatic state – perceived arousal 4/23/2017
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Cognitive and somatic state anxiety
Awareness of arousal in body – increased heart rate, sweaty palms Feelings of nervousness, apprehension, worry, loss of concentration 4/23/2017
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Cognitive state anxiety
Faulty decision-making Fear of failure Attentional difficulties Cognitive state anxiety Worries about performance Loss of concentration Increase in arousal 4/23/2017
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Measuring anxiety Physiological measures –
heart rate; amount of sweating; muscle tension; hormone levels but set-up increases arousal reluctance to upset performance responses vary due to other factors 4/23/2017
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Measuring anxiety Observations –
record frequency of arousal behaviours difficult in real-world setting can lead to increased arousal difficulties with interpretations 4/23/2017
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Measuring anxiety Self-report questionnaires – STAI, SCAT, CSAI-2
rely on honesty of respondent tendency to give perceived ‘correct’ answers unable to recognise own feelings 4/23/2017
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STAI – State-Trait Anxiety Inventory
Self report questionnaire (Speilberger (1970) Measures anxiety of performer state and trait 4/23/2017
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Competitive anxiety (Martens 1977) – High competitive trait anxiety – Development of ‘tendency to see competitive situations as threatening’ competition seen as threat – results in high competitive state anxiety SCAT test to measure competitive trait anxiety 4/23/2017 Akeley Wood PE Dept
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SCAT – Sport Competition Anxiety Test
Self-report - Measures anxiety in competition-specific situations Measures specific anxiety trait – Shows specific to competition state competitive trait anxiety high validity 4/23/2017 Akeley Wood PE Dept
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Effects of state anxiety on performance
Level of anxiety Quality of performance High Low Somatic state anxiety Cognitive state anxiety 4/23/2017
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Explanation of graph Somatic state anxiety –
performance at level of anxiety – inverted U Cognitive state anxiety - lower for better performance – optimal moderate negative linear relationship 4/23/2017
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Multidimensional view of anxiety
Led to CSAI-2 – Competitive State Anxiety Inventory–2 (Martens 1990) Cognitive state anxiety Somatic state anxiety Self-confidence measures base-line and pre-competition anxiety most evident aspect of pre-competition of anxiety 4/23/2017 Akeley Wood PE Dept
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Changes in cognitive and somatic anxiety pre-competition
High Cognitive state anxiety Somatic state anxiety Level of state anxiety Low 1 hour into 1 week 1 day 2 hours 1 hour start Time before competition 4/23/2017
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Explanation of graph Cognitive state anxiety days prior to competition and then during competition usually depending on possibility of Somatic state anxiety tends to remain until before event, then as event starts increases fluctuates success or failure low hours decreases 4/23/2017
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Typical question The cognitive and somatic state anxiety of the competitors may vary as the start of the race approaches. (i) What do you understand by the terms cognitive state anxiety and somatic state anxiety? (2 marks) (ii) Describe how cognitive state anxiety and somatic state anxiety may vary prior to and during the race. (3 marks) 4/23/2017
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Exam Question 4/23/2017 Akeley Wood PE Dept
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Exam question and Answer
4/23/2017 Akeley Wood PE Dept
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Controlling Anxiety Stress – response of body to demands of situation
Threats to Potential Fear of Increased Stress causes stressors self-esteem personal harm unknown pressure arousal Frustration 4/23/2017 Akeley Wood PE Dept
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Stress Whether situation causes stress depends on: Some activities designed to create stress - Trait anxiety Self-confidence Interpretation of arousal Importance of event eustress 4/23/2017 Akeley Wood PE Dept
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a type of stress with a positive effect
Stress Management EUSTRESS a type of stress with a positive effect the performer actively seeks the thrill of the danger and enjoys the excitement and feeling of satisfaction when it is over examples : bungy jumping free rock climbing extreme sport skiing ultra high diving
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EXTERNAL - THE SITUATION perception of the demands of the situation
Stress Management PSYCHOLOGICAL STRESS EXTERNAL - THE SITUATION perception of the demands of the situation example : I’ve got to run a PB to win INTERNAL perception of the performer’s ability to cope example : I got a terribly slow start last time COMPETITIVE ORIENTATION perception of the importance of the situation example : there’s a gold medal hanging on this
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PHYSIOLOGICAL SYMPTOMS increased heart rate increased blood pressure
Stress Management SYMPTOMS OF STRESS BEHAVIOURAL SYMPTOMS rapid talking nail biting pacing scowling yawning trembling raised voice pitch frequent urination PHYSIOLOGICAL SYMPTOMS increased heart rate increased blood pressure increased sweating increased breathing rate decreased flow of blood to the skin increased oxygen uptake dry mouth PSYCHOLOGICAL SYMPTOMS worry feeling overwhelmed inability to make decisions inability to concentrate inability to direct attention appropriately narrowing of attention feeling out of control
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Stress response response released Increases and - more Increased
Blood diverted away from skin – Focuses ‘Fight or flight’ Adrenaline heart rate blood pressure oxygen to muscles sweating – cooling less to lose if damaged attention on threat 4/23/2017 Akeley Wood PE Dept
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Stress management Control thoughts - cognitive techniques – eg
Reduce physiological components -somatic techniques – eg Involves redirecting thoughts away from and Needs imagery/mental rehearsal/thought control biofeedback/muscle relaxation cause of stress reducing anxiety learning 4/23/2017 Akeley Wood PE Dept
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Imagery Imagine relaxing situation Use Must be all senses
Can imagine event – include possible Pre-experience achievement of – increase Lock on to perfect performance – relaxing situation all senses own image mistakes goals self-efficacy visualisation 4/23/2017 Akeley Wood PE Dept
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Attentional control (focusing)
Learn to concentrate/focus on Concentration linked to Tendency to focus on Needs to control attention Avoid Use of key phrases to help Use routine for repeatable skills – eg appropriate cues attention novel cues practice distractions relax serving 4/23/2017 Akeley Wood PE Dept
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Thought-stopping Use of ‘action’ – Switch attention to controlled
Use whenever occurs Action that thought Involves – learn to think of action rather than negative thought eg clenched fist mental state negative thought removes conditioning 4/23/2017 Akeley Wood PE Dept
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Self-talk Develop about your actions positive thoughts Learn to
Rehearse when things are going wrong - Can be Can recall good plus positive thoughts control thoughts what to say difficult written down performances a few thoughts 4/23/2017 Akeley Wood PE Dept
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Biofeedback somatic Use monitor to show effect of anxiety – eg
Performer to reduce variable By thinking of thoughts somatic heart rate learns alternative, pleasant 4/23/2017 Akeley Wood PE Dept
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Centering deep breathing Use to regain concentration
Often used with ‘ ’ Requires considerable technique deep breathing mantra practice Somatic 4/23/2017 Akeley Wood PE Dept
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Breathing control Focus on rather than cause of anxiety breathing
Learn breathing Lowers Often combined with techniques breathing diaphragmatic heart rate and blood pressure cognitive 4/23/2017 Akeley Wood PE Dept
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Progressive Muscular Relaxation
Reduces Relax muscles by alternatively Start at extremities and gradually move towards technique muscle tension tensing and relaxing centre of body Somatic 4/23/2017 Akeley Wood PE Dept
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Goal setting Control anxiety by directing attention away from and towards achievable Increases Improves Raises Reduces stress target motivation selective attention task persistence self-confidence anxiety 4/23/2017 Akeley Wood PE Dept
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Types of goals result/end product Outcome – based on – eg
But can be Performance – based on specific aspect of play – eg Process – based on – often affects goals result/end product winning the match outside performer’s control completing 50% of passes - better techniques/tactics performance 4/23/2017 Akeley Wood PE Dept
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Typical question Explain the difference between outcome, performance and process goals (3 marks) Which of these tends to be best at reducing anxiety? Explain your answer. (4 marks) 4/23/2017 Akeley Wood PE Dept
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Answer Outcome – results; Performance – component of play;
Process – technique/tactics; 3 marks (b) Achievement of goals to reduce anxiety; Choose goal to suit performer; Outcome – not good; Result outside performer’s control; Performance – good; Specific to performer’s own efforts/independent of others; Process – good; Can affect performance goals; 4 marks 4/23/2017 Akeley Wood PE Dept
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4/23/2017 Akeley Wood PE Dept Question Mark 1 Mark 2 Mark 3 a(i) (ii)
(b) 4/23/2017 Akeley Wood PE Dept
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