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Burnout and Overtraining

chapter. 21. Burnout and Overtraining. Session Outline. Prevalence of Burnout and Overtraining Defining Periodized Training, Overtraining, Staleness, and Burnout Frequency of Overtraining and Staleness Models of Burnout Factors Leading to Burnout. (continued).

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Burnout and Overtraining

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  1. chapter 21 Burnoutand Overtraining

  2. Session Outline • Prevalence of Burnout and Overtraining • Defining Periodized Training, Overtraining, Staleness, and Burnout • Frequency of Overtraining and Staleness • Models of Burnout • Factors Leading to Burnout (continued)

  3. Session Outline (continued) • Symptoms of Overtraining and Burnout • Measuring Burnout • Burnout in Sport Professionals • Treating and Preventing Burnout

  4. Prevalenceof Burnout and Overtraining As the pressure to win increases, athletes and coaches spend more time training and feel more stress—which sometimes leads to overtraining and burnout.

  5. Periodized Training Periodized training The deliberate strategy of exposing athletes to high-volume and high-intensity training loads that are followed by a lower training load (a rest or taper)

  6. Overtraining Overtraining A short cycle of training during which athletes expose themselves to excessive training loads that are near maximum capacity

  7. Overtraining Keys • One athlete’s overtraining might be another athlete’s optimal training regimen. • The process of overtraining can result in positive adaptation and improved performance (positive overtraining) or maladaptation and decreased performance (negative overtraining).

  8. The Overtraining Process Adapted from G. Kentta, 2001, "Toward a cognitive-affective model of athletic burnout," Journal of Sport Psychology 9(1): 40.

  9. Staleness Staleness The physiological state of overtraining in which the athlete has difficulty maintaining standard training regimens and can no longer achieve previous performance results

  10. Burnout Burnout A psychophysiological response due to frequent but generally ineffective efforts to meet excessive demands, involving a psychological, emotional, and sometimes physical withdrawal from an activity in response to excessive stress or dissatisfaction

  11. Characteristics of Burnout • Exhaustion, both physical and emotional, in the form of lost concern, energy, interest, and trust • Depersonalization—acting impersonal and unfeeling—in large part due to mental and physical exhaustion • Feeling of low personal accomplishment, low self-esteem, failure, and depression—often visible in low job productivity or a decreased performance level

  12. Frequency of Overtrainingand Staleness • 66% of Atlantic Coast Conference athletes experienced some overtraining, on average twice a year. • 72% of the athletes reported some staleness during their sport season. • 60% to 64% of runners experience some staleness once a year. • 30% of subelite runners reported staleness. (continued)

  13. Frequency of Overtrainingand Staleness (continued) • Of swimmers who reported staleness during their freshman year, 90% became stale in one or more subsequent seasons. • Swedish athletes training at sport high schools experienced staleness—both individual-sport athletes (48%) and team-sport athletes (30%).

  14. Models of Burnout Cognitive–affective stress model Negative-training stress response model Unidimensional identity development and external control model

  15. Cognitive–Affective Stress Modelof Burnout (Smith, 1986) Adapted, by permission, from R. Smith, 1986, "Toward a cognitive-affective model of athletic burnout," Journal of Sport Psychology 8(1): 40.

  16. Negative-Training Stress Response Model (Silva, 1990) • Focuses on physical training (but recognizes the importance of psychological factors). • Physical training stresses the athlete physically and psychologically and can have positive and negative effects. • Positive adaptation (normal overload) is desirable. • Negative adaptation is undesirable (leads to overtraining, staleness, and burnout).

  17. Unidimensional Identity Development and External Control Model(Coakley, 1992) Stress is involved in burnout, but it is only a symptom. (continued)

  18. Unidimensional Identity Development and External Control Model(Coakley, 1992) (continued) The real causes of burnout (especially in young athletes) are these: The structure of highly competitive sport does not allow young athletes to spend enough time with peers outside of sport. This causes young athletes to focus solely on identifying with athletic success, which can be unhealthy, especially when failure or injury occurs. (continued)

  19. Unidimensional Identity Development and External Control Model(Coakley, 1992) (continued) The real causes of burnout (especially in young athletes) are these: The social worlds of young athletes are organized in such a way that their control and decision making are inhibited.

  20. Factors Leadingto Burnout • Athletes are starting to train at younger ages. • Training in many sports is virtually year-round.

  21. Causes of Burnoutin Junior Tennis Players • Physical concerns—erratic play, injury, feeling tired • Logistical concerns—travel grind, time demands • Social or interpersonal concerns—negative parental influence, negative team atmosphere • Psychological concerns—inappropriate expectations, feeling a lack of improvement, coach and parental pressure

  22. Strains in Junior Athletes • Social–psychological strain: perfectionistic players, parental or coach pressure • Physically driven strain

  23. Individual Differencesin Burnout Causes

  24. Factors Related to Burnout in Athletes Several specific factors are linked to burnout, from conflicting demands to excessive training loads. (See table 21.1 on p. 496 of text.)

  25. Signs of Overtraining • Apathy • Lethargy • Weight loss • Mood changes (See Recognizing Overtraining and Burnout on p. 500 of text.)

  26. Signs of Burnout • Low motivation • Lack of caring • Lowered affect • Anxiety (See Recognizing Overtraining and Burnout on p. 500 of text.)

  27. Overtraining and Mood States • Athletes experience increased mood disturbance under especially heavy training workloads. The heavier the workload, the greater the mood disturbance. • Successful athletes exhibit high levels of vigor and low levels of negative mood states, an optimal combination. • Overtrained athletes show an inverted iceberg profile, with negative states pronounced.

  28. Overtraining and Performance • Overtrained and stale athletes are at risk of developing mood disturbances, which can result in decreased performance levels and dropout. More is not always better.

  29. Measuring Burnout The Maslach Burnout Inventory • A reliable instrument to measure burnout that has been adapted and modified for use in sport and exercise • Maslach Burnout Inventory subscales: • Emotional exhaustion • Depersonalization • Personal accomplishments

  30. Factors Related to Burnoutin Trainers and Officials Athletic trainers • Type A personality • Role conflict and ambiguity Officials • Making bad calls • Role conflict and ambiguity

  31. Factors Related to Burnoutin Coaches Coaches • Pressure to win • Administrator or parental interference or indifference • Disciplinary problems • Multiple roles • Extensive travel • Intense personal involvement

  32. Factors Related to Burnoutin Coaches Gender differences: None have yet been established. Age and experience differences: Younger coaches appear to have higher levels of burnout (partly because older coaches have already burned out).

  33. Factors Related to Burnoutin Coaches Coaching style: Coaches who are more caring and people-oriented appear to be more vulnerable to burnout. Social support: Greater social support is associated with lower burnout.

  34. Factors Related to Burnoutin Sport Professionals Fitness instructors, administrators, and physical education teachers • Pressure from coaches or parents • Hard training • Competition over a long period

  35. Treating and Preventing Burnout • Set short-term goals for competition and practice. • Communicate your feelings to others. • Take relaxation (time-out) breaks. • Learn self-regulation skills (e.g., relaxation, imagery, goal setting, self-talk). (continued)

  36. Treating and Preventing Burnout (continued) • Keep a positive outlook. • Manage postcompetition emotions. • Stay in good physical condition.

  37. Treating and Preventing Burnout Key It’s not how hard you train, it’s how you recover.

  38. Treating and Preventing Burnout (continued)

  39. Treating and Preventing Burnout (continued)

  40. Reducing Burnoutin Young Tennis Players Advice for other players • Play for your own reason. • Balance tennis and other things. • Try to make it fun. • Take time off and relax.

  41. Reducing Burnoutin Young Tennis Players Advice for parents • Recognize what is an optimal amount of “pushing.” • Give support, show empathy, and reduce the importance of outcome. • Involve players in decision making. • Lessen involvement.

  42. Reducing Burnoutin Young Tennis Players Advice for coaches • Have two-way communication with players. • Cultivate personal involvement with players. • Utilize player input. • Understand players’ feelings.

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