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 fromother 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 (McNally, 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)
1. 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 Appraisal
(Lazarus and Folkman)
1. 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.
2. 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.
3. 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