Stress management to optimise performance

Question 1

Stress (definition)

Eustress (definition)

Stressors (definition)

Answer 1

Stress
A condition or feeling experienced when a person perceives that demands exceed the personal and social resources the individual is able to mobilise

Eustress
Beneficial stress whether this be psychological or physical (i.e. exercise)

Stressors
Environmental changes that induce a stress response

Question 2

What does stress do? (3)

However if it is too intense.. (2)

Answer 2

Causes release of adrenaline which:

• Increases heart rate
• Increases blood pressure
• Gives the individual extra energy

If it is too intense:

• An increased risk of health problems
• A negative effect on a performer’s readiness to perform.

Question 3

Stressors generally arise when there is an imbalance between the performer’s perception of the demand being made on them by the situation and their ability to meet that demand.

In sport there are many stressors some of which are listed below: (4)

Answer 3

• Competition
• Conflict
• Frustration
• Climate

Question 4

Cognitive anxiety (definition and what it leads to)

Answer 4

• is psychological
• it refers to the thoughts that performers may have which can lead to:

        - nerves 
        - apprehension 
        - worry about their ability to compete successfully.

Question 5

Somatic anxiety (definition and 4 examples)

Answer 5

• is physiological
• the body’s physical response to stress.
  It can manifest in many forms such as:

            - increased heart rate
            - sweaty palms
            - tense muscles 
            - feeling sick

Question 6

State anxiety (definition and tennis example)

Answer 6

• is an emotional response a person’s anxiety in a particular situation.
• For example, a tennis player’s state anxiety will alter during the course of matches depending on how well they are playing in somatic strategies comparison with opponents.

Question 7

Trait anxiety (definition and example)

Answer 7

• is enduring and refers to an individual’s tendency to view all situations as threatening.
• For example, two footballers who usually take penalties with comparable skill may be placed under similar pressure stress, to take a match-deciding penalty. They will demonstrate different state anxiety reactions to the situation because of their innate levels of trait anxiety. The less trait-anxious player will experience less state anxiety, because they will not perceive taking the penalty as threatening. The more trait-anxious player will have difficulty taking the penalty, because they perceive all situations to be threatening.

Question 8

Somatic strategies - Breathing control

Answer 8

Breathing control involves the performer relaxing the chest and shoulders and focusing on the movement of the abdominals while taking slow, deep breaths. The performer needs to practise how to breathe deeply. When breathing deeply, the air comes in through your nose and fills your lungs so that the lower stomach rises. It is more relaxing than shallow (chest-only) breathing, as it encourages full oxygen exchange, thus lowering the heart rate

By focusing on breathing deeply, performers can move their focus away from any distractions. Once the breathing has been practised it can be used in conjunction with-imagery and progressive muscle relaxation. It is a simple and effective way of relaxing.

Question 9

Somatic strategies - Centring

Answer 9

Centring uses deep breaths as a way of refocusing attention. It is used to interrupt a stressful situation and regain concentration. Performers should focus on keeping a slow, steady pace to their breathing. It is vital to maintaining concentration and avoiding distractions. A good example of centring is Jonny Wilkinson prior to taking a kick at goal

Centring aims to keep performers in the present so that they eliminate anything that may cause anxiety Ultimately, it will lead to less stress when performing and improved outcomes.

Question 10

Somatic strategies - Progressive muscle relaxation

Answer 10

Progressive muscle relaxation (PMR)

requires performers to be aware of the alternating sensations of tension and relaxation in the muscles. In PMR. specific muscle groups are identified in succession. They are contracted as tightly as possible for a few seconds. The targeted muscles are then relaxed progressively from the extremities to the centre of the body, or from the head to the feet. By tensing the muscles first, performers can relax them more than if they tried to do so from a relaxed state. Initially. PMR takes time but with practise the performer will be able to relax the whole body almost immediately. It is useful prior to competition, especially in aiding sleep

Question 11

Cognitive stress management techniques: (6)

Answer 11

Mental rehearsal

• Mental rehearsal involves going over a performance repeatedly in the mind. Although there is no physical movement, the performer is trying to ingrain the action sequence into his or her memory. It is useful for serial skills, as movements are performed in a set order, and closed skills, as performers are unlikely to need to alter their pre-learned sequences.

Imagery

• Imagery involves creating a mental picture to escape the immediate effects of stress. Performers try to alter the stress-causing environment and take- themselves to a relaxing environment.
• Imagery can also be used before a competition to enable the performer to recreate the kinaesthetic feeling of a successful movement, to create images of what could happen and how they will deal with it, or to create the sounds in a particular situation

Goal setting

• Appropriate goal setting can develop at goal. self-confidence, increase motivation, improve selective attention, develop approach behaviour, lead to persistence and reduce anxiety

Mindfulness

• A therapeutic technique, often involving meditation, with the individual taking into account the present. It concerns our environmental awareness and our relationships with others at a particular point in time

Negative thought stopping

• These are instructions aimed at halting negativity for example stopping feelings of ‘I can’t score’

Rational thinking

• Challenging any negative thoughts by looking at logical and real aspects of a situation, for example thinking about an extensive training programme performer experiences. and how this will have them prepared..