GRADE 7 STRESS AND ANXIETY ( MELCS-BASED)_.pptx

grade 7 (MELCS-BASED)

1. STRESS, ANXIETY AND COPING IN SPORTS DIANA LOU T. LAGALO

2. ANXIETY Levitt (cited in Wuest and Bucher,1999) and Anshel (cited in Morris and Summers, 1995) defined anxiety as a subjective feeling of apprehension or perceived that accompanied by heightened physiological arousal. anxiety is COGNITIVE if an individual has negative thoughts regarding performance and other unpleasant feelings; anxiety is SOMATIC if an individual manifests symptoms of automatic reactions such as stomach trouble, sweating, and increased urinary, respiratory, circulatory or heart rate.

3. Mc Nally (2002) Multidimensional Theory of Anxiety would consider the grass roots of anxiety in sports performance. Mc Nally (2002) explains this theory as the competitive anxiety and is composed of a cognitive and a somatic component controlled independently of one another. Cognitive component- has negative expectations and is centered on one’s ability to perform and the possible outcomes of failure . Somatic component- has the physiological effects in experiencing anxiety such as increase in arousal with negative physiological effects like rapid heartbeat, increased muscle tension, difficulty of breathing, cold hands and nausea.

4. COX ( 2002 ) Trait anxiety is a predisposition to perceive certain environmental situations as threatening and to respond to these situations with increased state anxiety. In other words, anxiety traits are the characteristics of personality in general anxiety level. State anxiety is an immediate emotional state that is characterized by apprehension, fear, tension, and an increase in physiological arousal.in short, anxiety states are the responses to a particular situation. Cognitive anxiety is the mental component of anxiety caused by such things as fear of negative social evaluation, fear of failure, and loss of self- esteem while Somatic anxiety is the bodily component of anxiety that forms the perception of such physiological responses as increased heart rate, respiration, and muscle tension ( Apruebo , 1997)

5. Martens, Vealey, and Burton (1990) culminated the use of a Multidimensional Theory of Anxiety in the field of sports psychology, more particularly, the development of the Competitive State Anxiety Inventory-2 ( CSAI-2). The CSAI-2 –measures specific state anxiety in sports. Somatic anxiety- had an inverted- U shaped relationship with performance Cognitive anxiety- had a negative linear relationship with performance

6. Similar findings from other researchers revealed the relationship between the two sub components to such an extent that there were positive effects related to cognitive anxiety in the days before a crucial event when somatic anxiety was at low level. Also, the combined components have both negative and positive effects in the somatic anxiety for a range of performance related activities shortly before the crucial event when cognitive anxiety was at an elevated level (Mc Nally , 2002)

7. Competition can cause athletes to react both physically (somatic) and mentally (cognitive) in a manner which can negatively affect their performance abilities. Stress anxiety are constructs used to describe this condition (Mackenzie, 2004) Psychologists viewed the term anxiety and stress as hypothetical constructs and are used as sequences of situational factors, cognitive interpretations, physiological responses, behavioral expressions and social consequences. Miller, Yahne , and Rhodes (1990) present the model on Situational Factors, Thought Processes, Organic Components of Stress Anxiety, Response to Stress and Anxiety, and Consequences or known as STORC analysis of anxiety and stress. STORC analysis focuses on causative realm and leads more to coping strategies in dealing with stresses.

8. STRESS

9. STRESS Neidhart , Weintein , and Corny (cited in Apruebo , 1997) defined stress as a chronically high level of mental and bodily tension that exceeds the individual’s capacity to cope which results in distress and disease or an increased coping capacity. Miller, Yahne , and Rhodes defined stressor as a particular stimulus or situation which initiates stress responses. An eminent stress theories Hans Selye (1975) avers that threatening and unpleasant situations or stressor that activate the physiological systems produced varied arousal and emotional reactions. In this regard, the quality of athlete’s reactions toward stressors can be determined by several factors such as personality, motivation, nature of frustration and conflict, environmental determinants, and athlete’s relation to reality .

10. STRESS Clinical and sport psychologists agree that numerous reactions such as tension over difficult decisions, worry regarding relationships, anxiety in uncertain situations, and other external demands are indications of normal stress. Athletes are among individuals who are most exposed to stress. They inevitability experience periodic stresses during training or competition. Periodic confrontations- would mean stress before, during or after preparation. Stress may vary considerably when athletes are under pressure, they perceive conflict situations, receive social disapproval, have interpersonal problems, and are censured for success and failure.

11. Orlick (1998) explains stress in terms of the optimum levels among athletes in the relationship between stress and quality of performance. If the level too low, or too high then, the outcome is poor performance (Yerkes and Dodson, 1908 cited in McNally, 2002). If an athlete is not under enough stress, he is considered bored, lacks concentration and has poor motivation. But when the stress is high, the performance would suffer distracted, and competition is threatening and unpleasant. In the middle and a moderate level of stress, this is a zone of best performance. If athlete would maintain this zone, a proper arousal would provide a high quality performance.

12. Sypmtoms of stress. Orlick (1998) Physical symptoms. –it is mainly in response to increased levels of adrenaline: Increased in heart rate Increase in sweating, and a cooler skin as this combines with a reduction in the blood flow to the skin. “Butterflies ” in the stomach Rapid breathing Tense muscles Dry mouth A desire to urinate

13. Sypmtoms of stress. Orlick (1998) 2. Mental symptoms Worry Confusion, inability to concentrate or difficulty in making decisions Thinking ill or odd Thinking is out of control or easily overwhelmed 3. Behavioral symptoms Nervous mannerism: nail biting, foot tapping, increased blinking, witching, pacing Scowling Yawning.

14. Selye’s Stress Theory. Apruebo (1997) cited Hans Selye’s stress theory as General Adaptation Syndrome(GAS), presents three stages of the stress response; The alarm stage is present when a factor called a stressor, which can cause stress, is perceived by the brain. Resistance stage happens when the individual undergoes behavioral changes and he is primed to deal with danger that challenges the real and imaginary demands. However, this state is temporary and reserved for extreme response. Exhaustion stage occurs if a stressor persists or if resistance continues after a stressor is removed. Damage or even death may result.

15. 3 kinds of Cognitive A ppraisal (Lazarus and Folkman ) Primary appraisal- consists of the judgement that an encounter is irrelevant and benign-positive or stressful appraisal. Stressful appraisals refer to harm/ loss, threat, and the challenge. Harm/loss refers to the damage the person has already sustained. Threat refers to anticipated harms or losses. Challenge refers to events that hold the possibility for mastery or gain. Secondary appraisal- is a judgement concerning what can be done. It includes an evaluation whether a given coping option will accomplish what is supposed to do. Reappraisal- refers to a changed appraisal based on new information from the environment and/ or the individual. It is the result of cognitive coping efforts known as defensive appraisal.

16. Mechanic ( cited by Apruebo , 1997) demonstrates a direct relationship of predispositional stress variables between personal and environment/ societal dimensions. Personal dimensions as instrumental behaviors such as the individual’s skills and capacities which produce coping; and motivation and socio-emotional state including self-confidence and self-esteem that make the individual’s defense. Environmental dimensions are referred to preparatory institutions in both formal and non-formal which attempt to develop skills and competence in the individual for him to deal with social needs, demands, and challenges.

17. Components of stress 1. Situational Component- this situation involves interactions between demands and personal and environmental resources. External demands- stimulate an athlete to deal with a strong opponent in an important completion. Internal demands- prepare an athlete to form desired goals, personal performance standards relating to values or commitments, or unconscious motives and conflicts.

18. Components of stress 2. Cognitive Component- plays an active role in understanding stress because the nature and intensity of emotional responses are a function of four various aspects; appraisal of the situational demands appraisal of the resources available to deal with them appraisal of the nature and likelihood of potential consequences if the demands are not met and the personal meaning of those consequences which are derived from the person’s belief system, self- concept and conditions of self- worth.

19. Components of stress 3. Behavioral Component- a change in any one of the components can influence all of the others, and all of the components can be strongly influenced by personality and motivational factors.

20. REFERENCES: https:// www.ownbeatathlete.com/11-facts-about-athletes-with-anxiety https:// sportscienceinsider.com/anxiety-in-sport/ https ://kidshealth.org.com/teens/sports