Stress management Arise Robism

STRESS
MANAGEMENT
Source : INTERNETARISE TRAINING & RESEARCJH CENTER

MISCONCEPTION 1: STRESS IS
HIGH SITUATIONALDEMAND
• 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.
ARISE TRAINING & RESEARCJH CENTER

STRESSFULLIFE
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.

STRESS =ACCUMULATION OF
DAILY HASSLES
 Life’s 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.

MISCONCEPTION 2: STRESS IS
AN EMOTIONALRESPONSE
Heightened activation of the autonomic
nervous system due to perceived threat doesn’t
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.

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).

LAZARUS’MODEL
OF STRESS
• primary appraisal
• secondary appraisal
• coping resources

PRIMARYAPPRAISAL
• Performers evaluate the impact of the
upcoming situation on their physical
and psychological well-being.
• They ask the question, “What’s at
stake in this situation for me?”

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.

SECONDARYAPPRAISAL
• 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.

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 tonight’s 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?”

OVERALLAPPRAISAL
• Whether overall appraisal of the situation is
viewed positively as a challenge or benefit or
negatively as a threat or harm/loss depends on
one’s 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?”

CHALLENGEAPPRAISALS
• 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, and
• effective performance.

THREATAPPRAISALS
• 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, and
• subpar performance.

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-solving and
• emotion-management.

PROBLEM-SOLVING
• Cognitive and behavioral strategies that focus
on changing the source of stress and encompass
a host of strategies such as
 self-monitoring
 planning,
 reducing competing activities,
 increasing effort,
 informational social support,
 self talk, and
 active coping.

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, and
 mental and behavioral withdrawal.

POSITIVEAPPRAISAL
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.

NEGATIVEAPPRAISAL
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.

• somatic anxiety
• excitement
• readiness
• cognitive anxiety
• self-confidence
Physical
Facilitative
Debilitative
Mental
Model of Competitive Emotions

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.

PROBLEM-SOLVING
STRATEGIES
•competitive engineering
•personal engineering
•problem-solving and
•mental plans

COMPETITIVE
ENGINEERING
•reducing unnecessary
uncertainty
•removing excessive
importance – don’t
overemphasize winning

PERSONALENGINEERING
•increasing personal control –
focus on process goals
•enhance performance
capabilities (e.g., conditioning,
skills & strategies)

DEVELOPPROBLEM-
SOLVING SKILLS
•use personal science approach
•break situations down into
parts, and
•constantly critique problem-
solving efforts.

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.

EMOTION MANAGEMENT
MODEL
• arousal-triggered stress
and
• thought-triggered stress.

TOTALEMOTION
MANAGEMENT PACKAGES
• rapid relaxation is combined
with self talk using a
systematic process to develop
an “integrated coping
response.”

TOTALEMOTION
MANAGEMENT PACKAGES
• Stress Management Training
(SMT) and
•Stress Inoculation Training
(SIT)

TOTALEMOTION
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)

TEMPs PRACTICE
STRATEGIES
•Total Immersion – practices
managing maximum stress.
•Gradual Exposure --
rehearses handling gradually
increasing stress levels

Stress management Arise Robism

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