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STRESS MANAGEMENT

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STRESS MANAGEMENT Damon Burton Vandal Sport Psychology Services University of Idaho – PowerPoint PPT presentation

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Title: STRESS MANAGEMENT


1
STRESS MANAGEMENT
  • Damon Burton
  • Vandal Sport Psychology Services
  • University of Idaho

2
MISCONCEPTION 1 STRESS IS HIGH SITUATIONAL DEMAND
  • Situations are not inherently stressful because
    competitive demands exceed performers response
    capabilities such as shooting a free throw or
    taking a penalty kick with the game on the line,
    playing a tiebreaker in a tennis match, having a
    sudden death playoff in golf, or batting with the
    game tied in the ninth in baseball.
  • Olympic Finals, Superbowls, seventh games of NBA,
    NHL or Major League Baseball Championship Series,
    the final holes of the Masters or a tie breaker
    at Wimbleton are not innately stressful.

3
STRESSFUL LIFE EVENTS RESEARCH
  • Individuals who experience stressful life events
    such as taking a new job, moving, getting married
    or divorced, having a baby, losing a loved one,
    dealing with serious medical problems report
    higher stress levels than those with mundane
    lives.
  • Sport has many competitive experiences that can
    be stressful such as playing for a new team,
    having a new coach, moving up or down in
    competitive level, going through a slump,
    experiencing lengthy winning or losing streaks or
    getting benched or starting unexpectedly.

4
STRESS ACCUMULATION OF DAILY HASSLES
  • Lifes daily hassles include the alarm not going
    off, being late for class, missing an
    appointment, breaking a shoestring, fighting with
    a friend, forgetting an assignment or burning
    dinner.
  • Sport hassles include equipment malfunctions,
    weather problems, your coach is in a bad mood, a
    teammate repeatedly makes the same mistake, and
    you feel tired and a step slow.

5
MISCONCEPTION 2 STRESS IS AN EMOTIONAL RESPONSE
  • Heightened activation of the autonomic nervous
    system due to perceived threat doesnt always
    create stress.
  • No matter how great the environmental demand, you
    will not be stressed as long as you believe you
    have the response capabilities to deal with it.

6
WHAT IS STRESS?
  • Stress is a substantial imbalance between
    environmental demand (i.e., what you perceive is
    being demanded of you) and response capabilities
    (i.e., what you perceive your capabilities are
    for meeting those demands), when you perceive
    success to be important (McGrath, 1970).

7
LAZARUS MODELOF STRESS
  • Primary appraisal
  • Secondary appraisal
  • Coping resources

8
PRIMARY APPRAISAL
  • Performers evaluate the impact of the upcoming
    situation on their physical and psychological
    well-being.
  • They ask the question, Whats at stake in this
    situation for me?

9
COMPONENTS OF PRIMARY APPRAISAL
  • Goal importance the degree to which the
    situation will impact attainment of valued
    personal goals.
  • Ego identity the extent that you identify with
    or are committed to attaining your goals.
  • Goal uncertainty the degree to which you are
    unsure of whether you can attain your personal
    goals.

10
SECONDARY APPRAISAL
  • When primary appraisal confirms that something
    meaningful is at stake in the situation,
    secondary appraisal assesses how well competitors
    can manage the demands of the situation.
  • They ask the question, What can be done?
  • Performers evaluate how much personal control
    they have over preventing or overcoming harm and
    maximizing their chances for achieving positive
    outcomes.

11
COMPONENTS OF SECONDARY APPRAISAL
  • Perceived control assesses whether personal
    coping efforts can reduce or eliminate the source
    of uncertainty in the situation.
  • How much control do I have over eliminating my
    anxiety about playing poorly in tonights big
    game?
  • Coping potential If the source of stress is
    controllable, coping potential is your evaluation
    of whether you have the necessary coping
    resources to actually reduce or eliminate the
    source of uncertainty in this situation.
  • Do I have the skills/strategies to manage this?
  • Can I make them work in this situation?

12
OVERALL APPRAISAL
  • Whether overall appraisal of the situation is
    viewed positively as a challenge or benefit or
    negatively as a threat or harm/loss depends on
    ones responses to two critical secondary
    appraisal questions
  • How much control do I have to reduce or
    eliminate the source of stress?
  • What is my potential ability to cope with these
    sources of stress, both the options available to
    me and the potential effectiveness of those
    options?

13
CHALLENGE APPRAISALS
  • Challenge appraisals put a positive spin on
    competition, focusing on the opportunity to
    overcome obstacles and achieve success.
  • Challenge appraisals normally prompt
  • Optimistic emotions.
  • Constructive coping strategies.
  • Effective performance.

14
THREAT APPRAISALS
  • Threat appraisals occur when performers appraise
    control over sources of stress as low and/or
    perceive low coping potential.
  • Threat appraisal highlights the negatives of a
    specific situation, emphasizing the threat of
    failure due to the inability to overcome
    obstacles.
  • Threat appraisals prompt
  • Pessimistic emotions.
  • Ineffective problem-solving strategies.
  • Sub-par performance.

15
COPING RESOURCES
  • Coping strategies are the actual cognitive and
    behavioral techniques that athletes employ to
    deal with problems and to improve emotional
    well-being.
  • Two major categories of coping strategies have
    been identified
  • Problem-management.
  • Emotion-management.

16
PROBLEM-MANAGEMENT
  • Cognitive and behavioral strategies that focus on
    changing the source of stress and encompass a
    host of strategies
  • Self-monitoring.
  • Planning.
  • Reducing competing activities.
  • Increasing effort.
  • Informational social support.
  • Self talk.
  • Active coping.

17
EMOTION-MANAGEMENT
  • Cognitive and behavioral techniques designed to
    decrease emotional distress, even if the source
    of threat remains unchanged, boosting morale
    through . . .
  • Emotional social support.
  • Relaxation.
  • Reappraisal and positive thinking.
  • Wishful thinking.
  • Self blame and isolation.
  • Mental and behavioral withdrawal.

18
POSITIVE APPRAISAL EMOTIONS
  • Self-confidence a positive belief or
    expectation of success.
  • Excitement/readiness physical activation of the
    autonomic nervous system that is interpreted as
    effective physical preparation.

19
NEGATIVE APPRAISAL EMOTIONS
  • Cognitive anxiety a negative belief or
    expectation of success or worrying about the
    negative consequences of failure.
  • Somatic anxiety physiological and affective
    component of anxiety that develops directly from
    activation of the autonomic nervous system that
    is interpreted negatively.

20
Model of Competitive Emotions
Facilitative
  • excitement
  • readiness
  • self-confidence

Physical
Mental
  • somatic anxiety
  • cognitive anxiety

Debilitative
21
WHAT IS STRESS MANAGEMENT?
  • Stress Management is a process designed to
    reduce or eliminate the negative consequences of
    stress, particularly mental and physical anxiety,
    in order to help performers feel better
    emotionally and perform up to their capabilities.

22
PROBLEM-MANAGEMENT STRATEGIES
  • Proactive Problem Management
  • Competitive engineering.
  • Personal engineering.
  • Reactive Problem Management
  • Problem-solving.
  • Mental plans .

23
PROACTIVE PROBLEM MANAGEMENT GOALS
  • Competitive Engineering --reduce excessive
    competitive demand (primary appraisal).
  • Personal Engineering -- enhance personal control
    (secondary appraisal).

24
COMPETITIVE ENGINEERING
  • Reducing unnecessary uncertainty.
  • Removing excessive importance dont
    overemphasize winning.

25
PERSONAL ENGINEERING
  • Increasing personal control focus on process
    goals.
  • Enhance performance capabilities (e.g.,
    conditioning, skills strategies).

26
REACTIVE PROBLEM MANAGEMENT GOALS
  • Problem-Solving enhance ability to effectively
    solve problems in competition.
  • Mental Plans develop highly automated routines
    to attain, maintain and regain a Flow mindset and
    achieve your goals.

27
DEVELOP PROBLEM-SOLVING SKILLS
  • Use personal science approach.
  • Break situations down into parts.
  • Constantly critique problem-solving efforts.

28
CONSTRUCT MENTAL PLANS
  • Systematic approach to handling
    frequently-encountered problem situations.
  • game plan for dealing with problems.
  • Mental Plans deal with problems before, during
    and after practice and competition.

29
EMOTION MANAGEMENT MODEL
  • Arousal-triggered stress.
  • Thought-triggered stress.

30
TOTAL EMOTION MANAGEMENT PACKAGES
  • Rapid relaxation is combined with self talk
    using a systematic process to develop an
    integrated coping response.

31
TOTAL EMOTION MANAGEMENT PACKAGES
  • Stress Management Training (SMT)
  • Stress Inoculation Training (SIT)

32
TOTAL EMOTION MANAGEMENT PACKAGES
  • Common rationale combination of relaxation and
    self talk copes with all types of stress.
  • Systematic approach chunks situations into
    parts, sets process goals, helps to create Flow
    mindset, and provides a backup plan to deal with
    problems.
  • Automate component skills.
  • Develops an Integrated Coping Response (ICR) .

33
INTEGRATED COPING RESPONSE
so
counterargument to combat negative thoughts
relaxation cue word
inhale
exhale
34
TEMPs PRACTICE STRATEGIES
  • Total Immersion practices managing maximum
    stress.
  • Gradual Exposure -- rehearses handling gradually
    increasing stress levels.
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