1. Watch the Federer vs Nadal clip carefully and see if you can identify aspects of cue utilisation youtube Rome 2006
2. We have looked at our personalities and arousal but we have not looked at what causes our emotions to become out of control. This week we will look at stress and stress management. By the end of this session you should be able to: ·Identify the characteristics and causes of stress ·Understand the impact of stress on sporting performance ·Explain the different forms of anxiety including somatic, cognitive, trait and state anxiety
4. What is stress? This is a common phrase we will have all come across, but what does it actually mean? Psychologists in the room should be able to outline stress with some ease. The term 'stress' is often used to describe the negative feelings a person experiences when placed in a potentially threatening situation. It may be defined as 'the perceived imbalance between the demands of the task and the individual's ability to complete the task'. However stress can also have a positive effect on the individual Seyle (1956) 'The non-specific response of the body to any demand made on it' According to McGrath (1970) stress occurs due to 'a substantial imbalance between demand (physical and/or psychological) and response capability, under conditions where failure to meet the demands has important consequences'.
5. Why do people suffer from stress and what causes it? A stressor is any demand that is placed on the performer that initiate's stress With a partner list as many stressors you can think of (preferably in a sporting situation) and state how they can have a positive or negative effect on the performer. Positive stressors: Eustress Negative stressors Check your answers against the table on page 142. You also need to be able to identify whether they lead to cognitive or somatic responses
6. Stages of Stress Response (McGrath, 1970) Give an example for each stage (page 141) Stage 1 Stage 2 Stage 3 Stage 4
7. How do performers respond to stress? (Seyle, 1956) General Adaptation Syndrome (GAS) Fill in each stage
8. Now apply GAS to sporting examples General Adaptation Syndrome (GAS)
10. Anxiety Cognitive anxiety involves thoughts and worries concerning their performance. E.g. nervousness, apprehension, difficulty concentrating, etc. These symptoms can begin to occur a few days before the event Somatic anxiety involves the individual's physiological responses when placed in a situation where they perceive an inability to complete the task successfully. E.g. sweating, increased heart rate and blood pressure, muscle tension, nausea, etc. These symptoms may hinder performance initially but usually disappear once performance has started
11. Anxiety Think about cognitive and somatic anxiety and draw the figure on page 143. Add details that explain you understanding of the changes in anxiety before, during and after competition. Include details on how it changes and why it changes.
12. Types of anxiety What is it? When will it occur? Effects? Trait anxiety (A-trait) State anxiety (A-state)
13. Plenary: You have already taken the SCAT. You will need to revisit it to increase your knowledge of anxiety. Think about your own stress response in competition. How do you react? Key Words: somatic cognitive state trait Do you have the same reaction in training? Why?
14. Homework Read to the end of the chapter before the next lesson. Make notes on measurement and control of anxiety. Please do this homework. It is not optional and you really should be reading ahead for every lesson, but only if you want a great exam result!
15. Assessment Day In your first lesson next week you will be assessed on all work covered so far. The questions in the A2 exam are VERY similar to the Section B in your AS exam. So be prepared to write two extended answers. Discuss this is the key word in many A2 questions. Read the Exam Cafe pages at the beginning of your book and prepare yourself fully for this assessment.
16. Revision Workshops: Tuesday 4.30pm next week Bring your AS checklist with you Half Term Resits: Over half term I would like you to read through your AS book and complete the Revision Checklist in complete detail. I will base the content of the revision sessions on these lists - so be thorough and precise - I cannot re-teach the whole year! Complete all consolidation work. You should know by now that this is essential to your success. Use the holiday week to catch up, make a personal timetable so you can schedule all of your work and make best use of the evening study sessions.
