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-esteem e.g. audience

Causes us personal harm e.g. fear of injury

Develops fear of the unknown e.g. performance of the opposition

Causes frustration e.g. mistakes being made

Increases pressure e.g. pressure from parents, crowd and/or coach

Examples of

stressors

Eustress Anxiety

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 anxiety Somatic 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 SportMental training for athletes,

1986Causes = expectations, audience teammates

evaluation (evaluation apprehension)

Cognitive anxiety = “Thoughts” “Psychological”Thoughts, nervousness, apprehension or worry

that a performer has about their lack of ability to complete a task.

Somatic Anxiety = “physiological”Physiological responses to a situation where the

performer feels they may not cope – increased hr, sweaty palms, muscle tension.

State Anxiety (A-state) = anxiety felt in a particular situation.

• An emotional reaction of someone in a situation that they experience as threatening.

E.G.A basketball player’s level of state anxiety would change

during the match.

Prior to tip off – elevated level (nerves)During match – lower levelFinal seconds faced with 3 free throws

– extremely high level.

Trait anxiety (A-trait) = an enduring personality trait, giving a tendency to view all situations as threatening.

Anxiety as a personality trait is a tendency to react to situations in an anxious way.

E.G.Two rugby players with equal skill are put under pressure to kick a last minute goal.

They have different state anxiety reactions to the situation because of their personalities – their level of trait anxiety.

1)Laid back (low trait anxiety), doesn’t perceive kick as overally threatening, doesn’t experience any more state anxiety than expected.

2) High trait anxiety, finds all situations threatening.

• 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 StressThe 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.

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 SettingA 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.