4. Definition
““Stress is the process wwhheerreebbyy aann iinnddiivviidduuaall
ppeerrcceeiivveess aa tthhrreeaatt aanndd rreessppoonnddss wwiitthh aa sseerriieess
ooff ppssyycchhoollooggiiccaall aanndd pphhyyssiioollooggiiccaall cchhaannggeess
iinncclluuddiinngg iinnccrreeaasseedd aarroouussaall aanndd tthhee
eexxppeerriieennccee ooff aannxxiieettyy””
JJaarrvviiss 11999999
5. STRESS
A Process
Which begins with a demand
Includes our experience of thinking about
that demand
Ends with a Stress Response
Psychological (e.g., anxiety)
Behavioural
11. ENVIRONMENTAL DEMANDS (STRESSORS)
Physical/Psychological
PERCEPTION OF DEMANDS (COGNITIONS)
Amount of Physical/Psychological threat perceived
STRESS RESPONSE (E.G., STRAIN)
Physical (Muscle Tension) and Emotional (Anxiety)
BEHAVIOURAL CONSEQUENCES
Performance / Outcome
12. ENVIRONMENTAL DEMANDS (STRESSORS)
Physical or Psychological
Performing a skill in front of a class or parents
pressurizing a young athletes to win a race.
PERCEPTION OF DEMANDS (COGNITIONS)
Amount of Physical/Psychological threat perceived
Performing in front of class – 1 person may enjoy the
attention, whereas another may feel threatened.
1 perceives an imbalance between the demands placed on
them (demonstrating) and their ability to meet those needs.
Another perceives no such imbalance or perceives it only
to a non threatening degree.
13. STRESS RESPONSE
Physical (Muscle Tension) and Emotional (Anxiety)
- Arousal
- State anxiety (cognitive & state)
- All things discussed last lesson
BEHAVIOURAL CONSEQUENCES
Performance / Outcome
The actual behaviour of the individual under stress.
Increase performance?
Decrease performance?
FIND
DEFINITIONS
AND MEANINGS
FOR THESE
14. Causes of Stress and Anxiety
We know that the ssttrreessss pprroocceessss ccaann eenndd wwiitthh
uuss eexxppeerriieenncciinngg aannxxiieettyy
WWhhiicchh ccaann bbee bbaadd ffoorr ppeerrffoorrmmaannccee!!
WWee kknnooww tthhaatt aann iinnddiivviidduuaall’’ss rreeccooggnniittiioonn ooff
ddeemmaannddss ccaann ssttaarrtt tthhiiss wwhhoollee pprroocceessss
39. “The responsibility as England’s
kicker does scare me. I worry all the
time about it, but the important thing
is that I know I can worry about it. It's
not a bad thing, or a detrimental thing,
to worry. As long as when I go to take
the kick, my routine is there, and my
visualization, I can be as fearful as I
like and think: ‘I’m really, really
concerned about this’. But as long as
everything is in place, the ball will go
where you want it to.”
(Wilkinson, 2003)
43. Types of imagery
External imagery – picture yourself
outside your body – like watching
yourself on film
Internal imagery – you are doing the
activity and experiencing the feelings
and views from your own eyes
44. For imagery to be effective -
Relax in a comfortable warm setting
To improve skill – practice in real
situations
Short but frequent sessions
Concentrate on one element per session –
eg hand position on release of ball
Timetable your sessions as part of training
Evaluate your sessions
Just give some brief insight into this stress and emotion process…
Self-explanatory set up of the following section
Emphasise the amount of demands here!
What are the demands facing the Australia team?
Usain Bolt and Osafa Powell… prior to the Olympics and 2009 World Championship – what demands did they both face… Bolt being the best and undefeated etc… Powell having to deal with being labelled as a ‘choker’ in major championships!
Englands disallowed goal against Germany in World Cup… what demands would the players be facing after this?
- Give them a few minutes to discuss this
- Then pick on a few examples
Some examples of models that tried to depict how anxiety influenced performance
You can ask them if they know this first… or just give them the definition
Description:
Martens et al. separated anxiety into cognitive and somatic subcomponents
Cognitive: links to worrying about performance
Somatic: an individuals perception of their somatic symptoms (so their heart rate may actually be at 120bpm, but they perceive it as much more elevated than that!)
The basic predictions are:
SA inverted U relationship as depicted by the blue line,
CA has a negative linear relationship with performance as depicted by the black
An example of how anxiety is proposed to affect concentration… but again this theory is based on arousal!
- Give them a few minutes to discuss this
- Then pick on a few examples
keeping consistent routines… think of cooking, if you like one meal and keep cooking it the same way with the same ingredients then it will continue to taste nice – if you change an ingredient or change the way you cook it, then it may not taste as nice…
If you have cue words then these could potentially help you focus back onto what you need to focus on…
this links to the next clip
This quote emphasises the importance of routines…
Here, we want to tell them that we teach performers self-talk to help them deal with anxiety…
just tell them that when teaching self-talk, it is first important to getting athletes to acknowledge why they think in a certain way (must understand why they think that way), then they are taught to rationalise that it is natural (they’ve been in similar situations before and they are responding that way because of the importance they put on competition), then, and finally, they are taught to change their focus to what they can control – and that may be their routines (which links to the previous slide of routines!) or roles during a match…
By doing this regularly and guided by us, they can then learn to address, rationalise, and change quickly in performance
In this clip you want to ask the students to count how many times the ORANGE players pass the ball to each other…they must only focus on the orange players!!! tell them no one has ever got this right!!! At end of the clip, ask them what they got! And then show them the clip again!
- We may also use imagery, as controlling and correcting negative images associated with anxiety in the mind can help people overcome it…
- Ask who uses imagery – then go over these key parts… then ask those who use imagery if the image is always successful… then go into the next slide
Ask the class to focus on the apple… then to close their eyes and visualise the apple
Ask them to open their eyes
Ask them to close their eyes again, and visualise once more on the green apple… then ask them, in their mind, to try and change the colour of the apple to a crisp red colour
Ask them to open their eyes and put their hands up if they were able to change the colour! Then emphasise the importance of controlling the image!
Finally, give them some insight into the importance of positive body language when experiencing anxiety and going through tough times in sport… to demonstrate strength to the opponent and to reassure your team mates… perhaps give some examples