Task 1 Complete the crossword on the work we did last week in the quickest time possible. There will be points for those who complete in the quickest time.

Stress Management Objectives: To understand the different ways we can deal with stress To understand why we have to deal with stress To understand the difference between cognitive and somatic methods To clearly understand the importance of goal setting

Recap From Last Week Definition of Stress: The perceived imbalance between the demands of the task and the individual’s ability to complete the task. Types of Stress: Eustress – Positive stress Anxiety – Negative stress Somatic – Impact of stress on the body and physiological effects. Cognitive – Impact of stress on the mind and psychological effects.

Task 2 List as many ways as you can that you would go about dealing with stress. Then compare these with a partner and complete a list with both your ideas to share with the rest of the group.

Stress Management - It is vital that the performer is taught how to identify and deal with stress. They must be able to recognise the symptoms of being stressed and have a number of ways of dealing with this stress. - The aim of stress management techniques is to lower the arousal levels of the performer, allowing them to feel in complete control of their emotions. - All stress management techniques require practice if the performer is to use them successfully.

Cognitive Methods As with all other things to do with stress management techniques are split into cognitive and somatic. Cognitive techniques are where we train our mind to be able to deal with stress, so that we are able to eliminate all negative thoughts. Cognitive methods include:

Self-talk Self-talk involves the individual developing positive thoughts about his or her actions and performances. The aim is to eradicate any negative thoughts and replace them with positive statements. Examples A sprinter at the start of a race thinking ‘I have trained really hard and am ready’ as opposed to am I quick enough. Or As a player goes to take a penalty in football them saying to themselves ‘ I will score’ instead of saying to themselves ‘What will happen if I miss’.

Thought-Stopping This involves a performer recognising when they are starting to worry and develop negative thoughts about their performance. When this happens a cue, action or word is used to redirect the attention to positive thoughts. For example, a player who has missed a number of shots in basketball may click their fingers and say focus, which will result in them forgetting what has happened and focusing on their next shot.

Imagery Imagery involves the formation of mental pictures of successful performances. The performer may use imagery in the following ways: Create a vision of a place where they feel calm and relaxed, away from pressure of competition. Recreate the kinaesthetic feeling of a successful movement. Create images of what may happen and how to deal with them, e.g. a situation where confronted by defenders. Create emotional feelings that may be experienced when placed in stressful situation, such as success, victory and control. Create the sounds experienced in the situation. For example, with the ball on bat in cricket or crowd cheering a goal.

Task 3 Rank the 5 ways imagery may be used in the most useful to the least useful in your opinion. Which one would you use most to which one you would use least.

Internal/External Imagery Internal imagery involves seeing themselves from within, completing the action and experiencing the kinaesthetic feeling. External imagery involves the athlete seeing him or herself as if he or she is a spectator or another performer.

Task 4 Complete the following table using examples of times you have used these types of stress management in your career. Technique Your example How successful? Self-talk   Thought-stopping Internal Imagery External Imagery

Somatic Techniques Centering/Breathing Control involves the performer relaxing the chest and shoulder muscles, then focusing on the movement of the abdominal muscles whilst taking slow, deep breaths. The technique is beneficial as it can redirect attention, can be performed anywhere and if practised can be completed quickly and privately.

Biofeedback This is monitoring the physiological responses of the performer. Data is collected on changes in heart rate, muscle response, respiration rate, sweat production and levels of hormone secretion. Commonly used methods are: Galvanic skin response, which measures the skin’s electrical conductivity when sweating. If tense, more sweat is produced to remove the heat generated by the muscles. Electromyography (EMG) measures muscle tension via a series of electrodes taped to the skin, emitting a louder sound when tension is high. Skin temperature is measured via thermometers attached to the skin, readings are lower during times of stress.

Relaxation This involves actively causing the muscles to become less tense or rigid. For this to work the performer must be aware of the alternating sensations of tension and relaxation of the muscles. Specific muscle groups are identified in succession, gradually reducing the tension throughout the body. Initially this takes time, but with practice athletes can focus and relax the whole body almost immediately.

Goal Setting Goal setting is another method used to control anxiety. Goal setting allows the performer to direct their attention away from the source of stress and focus on an achievable target. Correctly set goals can have several effects, including: Development of self-confidence and self-efficacy Increased motivation levels Improved selective attention Approach Behaviour Persistence Reduction in anxiety

Role of Coach The coach must take care when setting goals to ensure the performer’s motivation is maintained whilst not pushing the performer too far. The type of goal set will depend on: Nature of the task Level of ability of performer Anxiety levels

Types of Goal There are two different types of goal that can be set. These are: Outcome Goal - A goal that is set to judge the performance of the individual against others and the end result. Performance Goal – This is used to judge the performance of the individual against his or her own standards, rather than in comparison with competitors. Process-Orientated Goals – This is where the goal is set about the development of techniques or tactics, for example the tumble turn in swimming.

Task 5 List five examples of performance goals, outcome goals and process-orientated goals. Take these from five different sports.

SMARTER In order for goals to be effective they need to fulfil the following criteria, remembered by the phrase SMARTER.

S - SPECIFIC The goal must be related to the individual performer and include precise aims, rather than simple statements. The goals should be clear and unambiguous, with a clear relevance to the overall outcome goal.

M – MEASURABLE The goal must be able to be assessed and recorded to allow the performer to check their progress. This should be a quick process and information should be as precise as possible.

A - ACCEPTED The goal must be agreed between the performer and the coach. The athlete should have a part to play in deciding the goal with the coach, so that they are fully committed to it.

R - REALISTIC The goal must be within the athlete’s capabilities otherwise anxiety will increase because of worry about meeting the goal.

T – TIME PHASED Each goal must have a fixed deadline for evaluation, otherwise the performer may lose motivation.

E - EXCITING The goal must be viewed as a challenge and they must be motivated to achieve the goal. If the goal is boring or unachievable the performer will soon lose motivation.

R - RECORDED All goals should be recorded for evaluation. If a goal has been set and there is no recording or fixed time period, the goal may be forgotten about or disputed increasing anxiety.

Task 6 In your pairs complete your own views on each situation that you have come up with, filling in one point in each box.

Task 7 Complete word search finding the following words: Three types of goal 7 things that make a goal effective = 10 words to find in all

Homework Questions 12-20 on p166 12. Explain the difference between somatic and cognitive methods of stress management. 13. What is the difference between internal imagery and external imagery? 14. What does the technique of centering involve? 15. Explain the term self-talk. 16. What is thought-stopping? 17. How is biofeedback used to control levels of stress? 18. What do the letters SMARTER represent? 19. Explain the difference between an outcome and a performance goal. 20. Why is it important to set short and long-term goals? Also: Find the definitions of the following terms and learn them for next week: Self-Efficacy Learned Helplessness