Coping with Pressure: Strategies for Swimmers

1. Helping your swimmers cope with the pressures of quality training and competition. Presentation by: Dr. John M Hogg B.C. Summer Swim Club Association Conference April 29-30th. 2016. Princeton. B.C.

2. Presentation Outline • Introduction: Program pressures • Understanding the multidimensional nature of anxiety • Teaching appropriate coping strategies and interventions • Select activities – novice, developmental, elite • Some implications for the coach and athlete

3. Introduction Anxiety is a multidimensional construct generally brought about by a sense of apprehension related to a perceived threat. Performance anxiety results in: Athletes perform best in a relaxed state – physically and mentally. There is a need to understand the difference between: A narrowing of attention leading to a loss of proper focus. 2. A preoccupation with the self leading to a loss of ‘auto-pilot’ PHYSICAL TENSION PHYSICAL INTENSITY i.e. positive energy – power, drive, ‘psyched-up’, aggressive feelings etc. i.e. tightness caused by stress & resulting in failure to transfer power to the muscles.

4. Introduction Athletes need to create a harmony between intensity and tension so the muscles can work fluidly, motor control and coordination. Athletes need to understand the psychological dimension that is anxiety and how it can positively or negatively affect performance. Athletes need to learn, apply, and trust strategies and interventions to consistently control for each of the anxiety dimensions. Athletes need to practice techniques in training and competition in order the master unnecessary tension whether physical or mental. How anxiety states are perceived and handled is individually driven – each athlete is different.

5. Anxiety levels tend to debilitate the athlete’s performance. Queasy feeling felt in the stomach before/at the start of the performance. 8. Dysfunctional anxiety 1. Physical or somatic anxiety Anxiety levels tend to facilitate the athlete’s performance. Excitement/agitation of the mind caused by thoughts of success/failure.. 2. Mental or cognitive anxiety 7. Functional anxiety 3. Positive anxiety states Reflected in feelings of: nervousness/excited, upbeat, energized, calm, relaxed.. 6. State anxiety Perceived feelings of tension/intensity here and now. 4. Negative anxiety states 5. Trait anxiety Reflected in feelings of: nervousness/stressed, doubt, over-whelmed, panic… A tendency to be more or less anxious depending on the situation.

6. Coping strategies and interventions: 1. Preliminary considerations: Anxiety is a product of one’s upbringing, experience, and personality. It is created from partial information that leads to uncertainty FEAR. Negative anxiety (stress) occurs when athletes do not know what they are doing (unprepared) – or feel overly apprehensive (unready) – or feel they are not fully informed (uncertain) – or feel they are unable to meet the task demands (incapable). Positive anxiety (eustress) occurs when athletes feel excitement and anticipation to engage in quality training and competition because they feel prepared and ready to perform, because they are calm, relaxed, and eager to be evaluated, and because they have a plan and are in control.

7. Coping strategies and interventions: 2. Controlling somatic anxiety states: Novice athletes: Developmental athletes Elite athletes Power breathing with imagery Progressive relaxation exercises Cybernetic stretching (+self-talk) Planned use: Breathing pattern awareness Controlled breathing Power breathing with +imagery, and +self-talk (slow/conscious). Use of relaxation script to suit – conscious muscle control. Simulation training (rehearsal) Over-learning of skills (automatic) • Shallow • Ideal • Relaxation-focused • Active • Differential • Passive • Deep (full lung capacity) • Rhythmic (In-hold-out) • Ratio • Standing/supine position • During intensive training • Before the race • During breaks • Following meets • Before sleep

8. Coping strategies and interventions: 3. Controlling cognitive anxiety states: Novice athletes: Developmental athletes: Elite athletes: • Centering • Positive self-talk (autosuggestion) • Verbal reminders to relax • Use of simple routines – cue words “Park” • Positive focus – here and now • Know what you can/can’t control • Goal reassurance • Check listing • Use of “triggers” – technical • - motivational • Eliminate all uncertainties • Create/Use planned affirmations • Eliminate unnecessary doubts • Control expectations • Indulge in Confidence boosters – successful experiences • Simulation training - practice • Meditative techniques – yoga • Autogenic training - feelings

9. Select activities • Be aware of over/under adrenalin production pre or during performance. • Identify, articulate and communicate any performance concerns. • Determine what action steps to take rather than procrastinate. • Rehearse and apply coping skills and interventions learned. For the novice athlete: For the developmental athlete: Parking baggage, dressing exercise, magic circle, coping/relaxing images, distractors (music) • List any triggers or sources of negative anxiety states and determine how these might be controlled. • Create a detailed check list to facilitate states of preparedness/readiness. • Determine what can and cannot be controlled in the performance setting – wave through the latter. • Define exactly what success and failure means.

10. Select activities: For the elite athlete: • Identify only REAL rather than IMAGINARY concerns or fears • Address only what can be controlled by the athlete. • Make decisions rather than procrastinate. Any delay only protracts fears. • Stay focused in the present – always aim to put things in proper perspective. • Use mental skills to eliminate any problems or steer safely away from trouble. • Strengthen the “protective bubble” with effective and meaningful routines that safeguard performance. • Create a passive progressive relaxation script to use in the pre-performance setting. • Be tolerant of mistakes, and mental lapses rather then beat up on oneself. • Stick with the carefully planned strategies (A and B). • Use triple AAA exercise – aware/alternatives/ action. Successful athletes must learn to limit negative anxiety states to get the best return on their training investment.

11. Sources of negative anxiety states Marchant, et al. (1997). Parental/coach expectations: Directed at the build up of external pressures. Real life stressors: Directed at personal stresses happening outside of the sport. Ongoing performance: Directed at my rate of improvement in the overall scheme of things. Personal expectations: Directed at my own hopes of performing well. Perceived uncertainty: Directed at personal feelings as to how well I can perform here and now. Personal (ego) threat: Directed at my self-confidence, self-image, and competencies. Perceived readiness: Directed at how ready for competition I perceive myself to be. Skill level: Directed at how well I am currently performing in the technical sense. Perceived importance: Directed at how significant I perceive the competition to be for myself. Social debilitation: Directed at the worthwhileness of the social sacrifices I have had to make.

12. Implications: For the coach (1) • Teach techniques helpful for coping with negative, irrational, and unproductive thoughts and feelings. • Help athletes become more aware of the antecedents and consequences or physical and mental tension. • Educate your athletes regarding what they perceive they can and cannot control in the performance settings. • Be sure to match any appropriate interventions to the stressful symptoms observed. • Observe your athletes carefully in stressful situations and always aim to be a support – never part of the problem.

13. Anxiety - Physiological symptoms Sweating Increased Heart Rate Increased Breathing Rate Upset stomach - + adrenaline Loss of pallor Sickness/vomiting/dizzines Loss/gain in weight Insomnia, diarrhea Profuse sweating/trembling Excessive tightness - mistakes AB- NORMAL NORMAL Anxiety – Psychological symptoms Self-doubt, worry, uncertainty, threat Loss of focus or direction - indecision Confusion or rushing technique Feelings of lethargy – ambivalence Pessimism – procedural memory loss Dramatic mood swings - irritability Total loss of concentration - forgetful Fright excessive fear – panic - turmoil Loss of commitment – disappearance Fear of failure/success - withdrawn

14. Some observable behavioural symptoms • Talking rapidly • Dropping/losing things • Restlessness • Short-tempered • Increasingly withdrawn • Giving excuses • Twitching • Biting nails or towels • Increased visits to toilet • Foot tapping • Pacing • Disappearing

15. Implications for the coach (2) • Engage local experts to lead your athletes in physical relaxation training where possible. • Practice the physical relaxation exercises yourself to help cope with your own anxiety states. • Integrate physical relaxation responses into your physical training sessions – e.g. during rest intervals. • Avoid telling or prompting your athletes to relax and focus – this will cause them to rush if they think they are not relaxed or focused. • Remember there is no one way that is right – encourage athletes to find the method that best suits them. “The quality and level of coaching may trigger sports performance anxiety especially for novice athletes."

16. Implications for the athlete: • Anxiety as stress is normal (pre-race jitters) and should not be avoided, but used to advantage. • Be prepared and ready for every performance no matter the significance. • Try to understand the direction, intensity, and frequency of negative anxiety states and whether these are normal or abnormal. • Never allow negative anxiety states to fester out of control - act immediately with coping strategies - especially controlled breathing. • Try different techniques to ascertain what works effectively, and practice these regularly in training and competition. • Think of events as a challenge rather than as a threat.

17. Implications for parents Ask yourself… Parents should be part of the solution rather than part of the problem! Do you offer unsolicited advice about how to perform better? Do you communicated your disappointment verbally or non-verbally? Do you show affection to celebrate good performances, and withhold affection after poor performances? Do your praise or encourage only after good performances?

18. THANK YOU FOR LISTENING jshogg@telus.net