Browse > Home / Features / Blog article: PSYCHOLOGICAL STRESS IN ATHLETES

PSYCHOLOGICAL STRESS IN ATHLETES

June 19, 2008

PSYCHOLOGICAL STRESS IN ATHLETES
Brent Rushall, Ph.D.
Lakehead Universi ty , U. S .A . Supplied by Dr Laurie Prosser
Psychological stresses occur frequently during the period of preparation for serious competition .The failure to be able to cope with such stresses has a debilitating effect upon performance. Coaches rarely recognize the importance of this phenomenon in their handling of athletes.


A psychological stress occurs when environmental cues signal the approach of threatening events. Virtually all athletes perceive competitive situations as threatening as there is always a possibility of defeat. During the time of competition preparation, unexpected events may occur which increase the probability of competition failure. Thus, these upsetting events also constitute psychological stresses because they produce uncertainty in and barriers towards adequate performance preparation.
The reaction of an individual to a threatening event has both physiological and psychological characteristics. The physiological features are “arousal ” (the manifestation of the General Activation Syndrome). The psychological characteristics attempt to interpret the handling of threatening events . An event is appraised as being threatening if it signals the occurrences of negative effects (e.g. defeat, preparation interference) or loss or termination of positive characteristic ( e .g .decreasing the probability of winning, upsetting game feelings).
The reaction to psychological stresses is extremely individual. Circumstances and personal capacities interact to produce unique reactions .The response of persons to a threatening circumstance is two stage. First, the degree of threat (severity of stress) is assessed and second, the ability of the individual to cope with the threatening event is appraised. The central feature of psychological stress for sports is one of being able to cope with the situations which arise .
The actual threat of competition should be handled through appropriate training. Event strategies should be planned so that each athlete is familiar with the task content required to the performance. These strategies should include alternative courses of action perchance the original performance plan is not achieved. Being behind in a race or game when the “master plan ” called for being ahead is an example of a common alternative which needs to be planned for. By adequate planning, the stress of competition ( i.e .the ability to cope with all circumstances which arise in the event) can be reduced.
However, the more common situations which drastically affect performances are the unexpected circumstances which occur prior to competition . “Psych-out ” attempts, unexpected difficulties, disruption to routines, etc .are examples which frequently happen .
Implication for coaching .To guard against the interference of psychological stresses coaches have to teach their athletes how to handle all unexpected and difficult competition and pre-competition situations. Stress is concerned primarily with inadequate coping behaviors. A process for handling stresses employs the adaptation principle. There is a decreased threatening quality to events after repeated exposures and adequate coping to those events. This adaptation produces faster and more consistent reactions and behaviour becomes more predictable .Several procedures appear feasible for the coach to implement .

1. A coach can suggest general coping behaviours to a group whose members are likely to incur similar stressful circumstances. Practice at coping with the situations is very beneficial so it is important to construct such stresses in training on a number of occasions. Specific procedures can be added to the general behaviours to individualise the coping process .
2. Adaptation can be facilitated by producing real experiences (simulating the competitive environment) and using them as directed training sessions . The more the practise environments is like the competitive environments the faster is the adaptation process .
3. Teach coping behaviours. They must be A’1″galvinized and ef’f'icient and an integral part of the training process .
4 The coping behaviours that are advocated must be successful. Breakdowns will occur more rapidly after concerted efforts which fall.
5. Teach positive and realistic behaviours. The occurrence of threat is lessened by totally dedicated and specific efforts. One should avoid advocating maladaptive competitive behaviours such as accepting failure, not trying, and taking it easy. Behaviours of this type do not facilitate adaptation.
Some examples of these procedures are necessary to highlight things that can be done to offer the detrimental effects of psychological stress.
1. Become familiar with the performance environment. The earlier this can be done the better. Practice in the situation and have the athletes attend to as much detail about the facility as is possible. Ensure that biological rhythms are re-established (i.e. the symptoms of “jet-lag” have disappeared). Simulate efforts and strategies in practices and have mental rehearsal procedures include images of the actual environment.
2. Prepare for competition in groups. Have the athletes talk about their plans and expectations (public commitment). Select the group members so that they do not include competitors or friends in the same race.
3. Reduce the athlete’s dependency on the coach. Teach the athletes how to prepare themselves for competition. Have a detailed, clearly defined performance strategy that has been agreed upon by both the athlete and coach.
4. What if the athlete is too excited or anxious? Allow athletes to participate in mild diversion activities (e.g. play cards, monopoly, scrabble, table tennis, shuffle board) if this occurs. Reading and watching television possibly are too passive. If these activities are not successful in alleviating the problem it may be necessary to undertake activities which allow a greater tension outlet ( e.g .longer warm-ups with less effort or more training sessions with less effort and activity).
These brief descriptions do not cover the total topic of psychological stress prior to competition to teach athletes how they can handle all unexpected circumstances prior to and during competition. It is common and unfortunate that many athletes train diligently and hard for very important competitions only to be “psyched-out, or upset by some unforeseen circumstance arising at the final moment. Such a time is the most critical of all the stages of training and warrants more attention and preparedness than it is presently afforded.

Written by John Northey · Filed Under Features 
Tagged:

Become a Member

Click here to become a member. Membership is free and grants you access to members only information as well as letting you comment on articles and drills across Swooper Coach