Burn Out Flashcards
Introduction to Burnout
Definition: Burnout is a psychological syndrome emerging as a prolonged response to chronic stressors in sport or work. It manifests as emotional exhaustion, reduced personal accomplishment, and depersonalization. It has negative consequences like depression and sport dropout (Woods et al., 2022).
In sport: A state where athletes experience emotional and physical fatigue, reduced performance, and a sense of detachment from their sport.
Factors: Burnout in team sports is associated with low autonomy, competence, and self-determined motivation, as well as high amotivation and controlling coach styles (Woods et al., 2022).
Origin: Developed in occupational psychology but adapted to understand experiences in competitive sports.
Monitoring: It is crucial to recognize the first signs of burnout (e.g., emotional changes) and refer to a mental health specialist. The goal is not to cure burnout but to monitor early symptoms and guide individuals to professional help promptly to manage the situation more effectively.
WHO Definition of Burnout
Definition (WHO, 2019):
“Burnout is a syndrome conceptualized as resulting from chronic workplace stress that has not been successfully managed.
It is characterized by three dimensions:
Feelings of energy depletion or exhaustion
Increased mental distance from one’s job, or feelings of negativism or cynicism related to one’s job
Reduced professional efficacy.”
Context: Burnout refers specifically to occupational phenomena and should not be used to describe experiences in other areas of life.
DSM-5: Burnout is not classified as a mental disorder or medical condition. However, the World Health Organization identifies it as an important occupational phenomenon under the category of “factors influencing health status or contact with health services.”
Burnout in Athletes, Coaches, and Teachers
Definition : Burnout involves physical, emotional, and social withdrawal from an activity that was once enjoyable. It includes emotional and physical exhaustion, a reduced sense of accomplishment, and devaluation of the activity.
Cause: Result of chronic stress, occurring when there is an imbalance between the expectations placed on the individual (physically, psychologically, socially) and their ability to meet those demands.
Signs:
Physical and emotional exhaustion
Low sense of personal accomplishment
Depersonalization: Becoming impersonal and unfeeling
Devaluation: Loss of care or importance for the activity (e.g., sport)
Low self-esteem and depression (Weinberg & Gould, 2019)
Symptoms and Signs of Burnout in Athletes
Emotional and Physical Exhaustion: Persistent fatigue, both physically and mentally, is one of the core symptoms of athlete burnout. Athletes may feel drained and unable to recover, even after rest (Gustafsson et al., 2007).
Decreased Performance: Athletes often experience a decline in performance due to lack of motivation and physical fatigue. This can also be accompanied by a negative self-evaluation of their achievements (Isoard-Gautheur et al., 2016).
Devaluation of Sport: Athletes experiencing burnout often begin to lose interest in their sport and may express negative attitudes towards their training, coaches, or competition (Raedeke & Smith, 2001).
Irritability and Mood Changes: Burned-out athletes may display irritability, anxiety, or depression. They may become more emotionally volatile and have difficulties managing their emotions during competitions (Madigan et al., 2016).
Withdrawal from Social or Team Activities: Athletes may begin to withdraw from social situations, both within their team and in their personal lives, showing a lack of interest in team dynamics.
Symptoms and Signs of Burnout in Athletes
8 examples
Chronic Muscle and Joint Pain: Persistent discomfort that can impact physical activity.
Weight Loss and Loss of Appetite: Decreased interest in food and noticeable weight changes.
Increased Heart Rate at Rest: Elevated resting heart rate, indicating stress on the body.
Decreased Sports Performance: Noticeable decline in athletic performance and skill execution.
Fatigue: Ongoing tiredness that affects daily activities and training.
Prolonged Recovery Time: Extended duration needed to recuperate after workouts or competitions.
Lack of Enthusiasm: Decreased motivation and interest in participating in sports.
Frequent Illnesses: Increased susceptibility to colds and other health issues.
Stages of Burnout Syndrome in Athletes
Enthusiasm or Overload Stage:
Athletes begin with high enthusiasm, but the combination of physical training demands, competition, and external pressures can lead to an overload of stress. In this stage, athletes may not recognize the early signs of burnout and continue pushing themselves beyond their limits.
Stagnation Stage:
Athletes experience a plateau in performance despite continued effort. They may start to feel fatigued and emotionally drained, but often dismiss these feelings, attributing them to a temporary slump.
Frustration Stage:
Athletes begin to feel chronic dissatisfaction with their performance and the sport itself. They may experience emotional, cognitive, and physical exhaustion. This stage is often accompanied by feelings of frustration, disillusionment, and questioning their commitment to the sport.
Apathy and Withdrawal Stage:
The final stage of burnout is characterized by disengagement from the sport. Athletes may withdraw mentally and physically, losing interest and motivation. This can lead to decreased performance, negative attitudes, and, ultimately, withdrawal from sport activities or even dropping out of sport entirely.
Internal and External Factors of Burnout in Athletes
Internal Factors:
Perfectionism: Unrealistically high self-expectations lead to chronic dissatisfaction and internal pressure.
Fear of Failure: The fear of disappointing coaches, teammates, or family adds stress, potentially impairing physical and mental functioning.
Overtraining Syndrome: Insufficient rest and recovery result in physical and mental exhaustion.
Monitoring how the athlete feels is essential—taking a day off when needed can help prevent overtraining syndrome.
External Factors:
Coaching Style: Authoritarian or overly demanding coaches can increase stress and reduce athletes’ autonomy.
Parental Pressure: High family expectations create a sense of obligation and diminish the joy of participation.
This can lead to overtrained athletes if coaches or parents ignore the athlete’s needs, often projecting their past ambitions onto the child.
Lack of Balance: Athletes with lives centered only on sport, without time for personal growth or other intrest, are at higher risk
(Some athletes think that they need to train everyday, balance between training and recovery, they are not robots , our body requires balance , energy in performance and also energy in recovery)
Maslow’S Hierarchy of needs
Basic needs needs to be met for you and the athlete to function well physically and mentally
- Self actualization
- a persons motivation to reach his or her full potential
- morality, creativity, problem solving, lack of prejudice, acceptance of facts. - Esteem
-Performing at a certain level and feel good about your self.
- self- esteem, respected by others, respect of others and confidence. - Love/ Belonging
- Humans need relationship to feel happy and healthy, you need family friends and teammates
- friendship, family, and sexual intimacy. - Safety
- Security of body, of employment, of resources, of morality, of the family, of health and of property. - Physiological
- Breathing, food, water, sex, homeostasis, excretion.
Self-Determination Theory (Ryan & Deci, 2000)
Core Components:
Autonomy: The ability to make choices and have control over actions.
Competence: Feeling effective and capable in achieving goals.
Relatedness: A sense of belonging and connection with others.
Burnout Prevention:
Athletes with intrinsic motivation (internal drive) are less likely to experience burnout.
In contrast, athletes motivated by external pressures (e.g., from coaches or parents) are at higher risk of burnout.
Fostering a Supportive Environment:
An atmosphere of trust emerges when respect is present in relationships between athletes and coaches.
Self-Determination Theory (Ryan & Deci, 2000)
Core Components:
Autonomy: The ability to make choices and have control over actions.
Competence: Feeling effective and capable in achieving goals.
Relatedness: A sense of belonging and connection with others.
Burnout Prevention:
Athletes with intrinsic motivation (internal drive) are less likely to experience burnout.
In contrast, athletes motivated by external pressures (e.g., from coaches or parents) are at higher risk of burnout.
Fostering a Supportive Environment:
An atmosphere of trust emerges when respect is present in relationships between athletes and coaches.
Self-Determination Theory (Ryan & Deci, 2000)
Define the 3 components
Autonomy:
The feeling of a person being in control, either by making personal decisions or consciously deciding to let others’ opinions guide them.
Autonomy must accompany competence to help people see their behavior as self-determined through intrinsic motivation.
Competence:
The ability to accomplish challenging tasks and feel capable of reaching goals (Skinner, 1995; White, 1959).
Positive feedback and rewards enhance competence, while negative feedback can diminish it.
Relatedness:
The need to feel attached to others, fostering interpersonal relationships and social support, which creates a sense of safety and security (Deci & Ryan, 2000).
Burnout Prevention:
Satisfying autonomy, competence, and relatedness is essential for preventing burnout.
Treatment and Prevention of Burnout in Athletes
Monitor critical states in athletes (stress levels, stress sources, training volumes)
Communicate
Set short-term goals for competition and practice (incentives for reaching provides feedback that athlete is on a good course and enhances long-term motivation)
Take relaxation (Time-out) breaks (“less means more”), balance in life
Learn self-regulation skills (relaxation, imagery, goal setting, positive self-talk)
Keep a positive outlook
Manage post-competition emotions (provide supportive atmosphere, talk to athletes, unemotional realistic assessment of the performance, group activity – dinner, bowling, movie…)
Individualized Training Programs
The development of effective new training techniques must acknowledge the need to avoid overtraining (Kellmann, 2002).
Overtraining can lead to illness, burnout, injury, fatigue, and mood swings.
Both physiological and psychological limits are intimately linked and highly individualized (Individual differences: Athletes have different physical and mental states).
Optimal training must allow for optimal recovery to achieve peak performance.
Optimal Training
Hard training must be paired with sufficient rest.
If the training load is high, more recovery time is needed.
Maintaining this balance is an essential part of training, yet it is often overlooked.
Preventing and Managing Burnout
Balanced Training Load: Regular monitoring of physical and psychological signs of overtraining, ensuring proper rest periods.
Mental Skills Training: Incorporating techniques like mindfulness, relaxation, and visualization to enhance emotional regulation and reduce stress.
Autonomy-Supportive Coaching: Creating an environment where athletes have a sense of control over their training and decisions.
Positive Social Support: Encouraging support from peers, family, and teammates to create a strong social network.
Diversification in Sport: Athletes specializing in multiple sports early in their careers often have lower burnout rates compared to those who specialize too early.
