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Common Psychological Stressors
Common Psychological Stressors
STRESSORS
INTRODUCTION
A child walks up to the field with her ball at her feet, water bottle in her hand, cleats
on and her shin guards strapped to the outside of her socks. The team begins
warming up and she is the last one in line, struggling to keep up. As the team is
shooting at the goal, she struggles to strike it more than 5 yards with her toe. Never
scored a goal in warm ups or training, let alone a game. The referee blows the
whistle, players jog in to get some water and listen to their coach tell them the
starting line up. The girl is disappointed to hear that her name was not in it, but she
quietly sits on the bench and supports her team. A half goes by, she still hasn’t seen
any game action. She gently asked the coach if she could get a chance to play in this
game and the reply she got was “You’re not good enough”. What are the
psychological factors going through this child’s head at this moment?
A talented and confident young boy is on the highest level competitive club team the
state offers. He is consistently a starter and his parents and coaches keep telling him
how much potential he has and that he is the next professional soccer player. His
teammates look up to him and expect no mistakes. If the team gets into trouble, they
look at him to carry the team and get them back into the game. The team is in the
state cup final match. Sure enough, in the middle of the game, the team goes down
two to one with 10 minutes left. The boy looks at the sideline during a game and
hears his dad screaming at him to pass left, pass right, shoot, hustle and defend and
other intimidating orders. He looks to the other sideline to see his coach waving his
arms frantically and hear him yelling some kind of direction, but the boy cannot
understand what he is saying over all the noise. Whistle blows for full time, the team
lost. All the players seem to be staring at the boy wondering why he didn’t get them
back in the game. The coach looks disappointed and only tells the boys what they
need to do better. On the ride home, his parents are asking him twenty million
questions about why he didn’t do certain things in the game and told him that his
team should have won that game. How does this player feel right now and how will
he handle the stress?
Stressful situations occur in sports often and cause many athletes to have decreased
performances in games. How players handle these situations have a direct impact on
how they perform in a game. There are many psychological factors that influence
performance. How coaches teach their players to cope with these situations can help
them to decrease their anxiety in stressful situations and perform better. The
situations the players are in also relate to the kinds of stress the players have. Is the
player male or female? Is the player youth or adult? What level does the player
compete at, competitive, professional or recreational? What position do they play?
These factors all impact the psychological factors that players need to have to be
successful and also how they are going to cope with their stressors in the most
effective and healthy way. Having too much built up stress is unhealthy for anyone
and can lead to depression disorders. (Fullerton, 2010). Exactly which negative
psychological factors are players the most anxious about in regards to sports and
which coping strategies tend to help them the most to deal with these factors?
There are two types of anxiety, state anxiety and trait anxiety. State anxiety is “the
anxiety intensity at a given time.” (Fullerton, 2010). Trait anxiety is when someone
becomes more anxious when exposed to stressors. Trait anxiety is common in the
sport of soccer as there are many stressors that players must cope with in order to be
successful. While players still may have state anxiety about an upcoming match or
important training session, trait anxiety may occur when players join a new team,
come to the first training session, first match, playing time, what position they are
going to play, what their role is on the team, playing at a higher level and any other
aspect of the game that challenges the player in some way. While it is good to
challenge players, it also needs to be understood by the players why they are being
challenged and teach them how to handle the situations properly and in a healthy
way. Many athletes have many different stressors and some will have different
stressors than others depending on age, level of play, skill level, maturity level and
gender.
PSYCHOLOGICAL FACTORS OF MALES VS FEMALES
The psychological factors that cause female athletes stress varies from those that
cause male athletes stress. In a study regarding the stressors of both male and
female athletes, male athletes were found to have had most of their stress about
getting injured and making mistakes. Females were shown to have had most of their
stress over communication concerns and teammates. Both male and female athletes
were concerned about selection, their teammates making mistakes as well as letting
down their teammates. However, the higher level players were not concerned about
letting their teammates down as much as training or coach issues. (Nicholls, Polman,
Levy, Taylor & Cobley, 2007).
This data makes sense with the knowledge of the tendencies of males and females
in sports. When on teams, males tend to want to be the best and prove everyone
wrong, but fear making mistakes because they will get made fun of by their peers.
Females want to be socially accepted by their peers and teammates and tend to
stress communication on the field as a large area to focus on. According to Nicholls,
Polman, Levy, Taylor & Cobley, the stressors that male and female athletes have are
generally influenced by not only gender, but also the type of sport they play; team
sports or individual sports, as well as the skill level of each athlete.
The coping strategies that males and females used in team sport situations also
varies. Males tend to use more blocking and avoidance type coping strategies, while
females tend to use more problem-focused coping strategies in order to fix the
issues, such as communication. (Nicholls, Polman, Levy, Taylor & Cobley, 2007).
Some studies suggest that males use more problem-focused coping strategies and
females use more emotion-focused coping strategies, but in today’s generation it is
more common for males to simply avoid the problem as much as possible. Females
today also are taught to take emotions out of it as much as possible and try to find
solutions whether than dwell on situations as well.
EMOTION-FOCUSED COPING
Emotion-focused coping strategies simply try to reduce any negative emotional
responses players may have from embarrassment, fear, anxiety, depression,
excitement and frustration. (McLeod, 2015). Emotion-focused coping strategies are
often used when the source of stress is not controllable by the individual. Examples
of emotion-focused coping strategies include positive thinking, seeking social
support, humor and meditation. “Emotionally focused coping is useful if it creates a
pause, a break, which the individual takes for himself or herself, that enables him or
her to have the time to gather strengths and look at the problem from different
perspectives.” (Galor, 2012). Emotion focused coping strategies should be used
when the situation is not going to change and the person needs to learn to adapt to it
in some way.
AVOIDANCE-FOCUSED COPING
Avoidance coping strategies, also known as escape coping, are when people avoid
doing something thinking that the stress of it will go away. The truth is people who
use avoidance strategies to cope with stressful situations are more likely to have
depression, anxiety or eating disorders. (Boyes, 2013). Avoidance coping can be
seen in different ways. People can either do more of something to make it go away,
or not do something in any way to avoid it. This type of coping strategy usually
causes more anxiety because the person usually ends up being around the situation
or object that they are trying to avoid even more.
CONCLUSION
Too much stress can lead to many negative effects on athletes such as poor
performance, lower enjoyment, potential burnout, higher risk of injury and increased
risk of illness. (US Swimming & USA Ski and Snowboard Association, 2006). The
initial purpose of sport is to get players to enjoy it and stay physically fit and active.
The stress of competitiveness and the pressures to improve are unnecessary.
Players will improve and succeed if they are enjoying themselves.
The negative psychological factors the make players the most anxious in regards to
sports vary depending on the age of the athlete and the coping skills the athlete uses
must be taught at the youth ages to be highly effective. Common effective coping
strategies for any age are problem-focused to solve the issue or emotion-focused
such as positive thinking or social support if the stress cannot be controlled by the
individual. Some of the common factors that athletes are stressed out about at all
ages are making mistakes, injuries, playing time and performances of themselves
and their team.
As coaches, we wonder what can be done to help our athletes learn better coping
strategies so that they do not have these negative psychological effects. Problem
solving is the best way to, not only encourage players to think, but also to take the
emotion of being scared to be wrong and teach them how to think when they are
frustrated. Put the players in situations that they have the potential to be in during
games and throughout life so that when they experience it, they know how to handle
it. Make them think for themselves instead of giving them the answers on the spot.
Don’t let them avoid the situation in training, make them think through it. Teach them
how to deal with the emotions they feel in order to get through a certain struggle they
may have. For example, maybe the player needs to take a break from the situation
and get water, then come back to it after they are re-focused. These are coping skills
that players can learn to not only problem-solve on the field, but also as they grow
and encounter many scenarios throughout their lives.
Now let’s go back to the scenario discussed at the beginning of this paper about the
young girl who was very excited to play soccer, but her coach told her she wasn’t
good enough to play. Based on this research, what psychological factors are going
through her head in that moment? Since this girl is under the age of fourteen, she is
especially sensitive to making mistakes, how her team plays against the opposition,
how she plays, her coach and family. Even though family is the number one common
stressor of this age group, she is probably feeling anxious about her coach, her
performance and making mistakes. She does not want to make mistakes on the field
because she fears that her coach will yell at her for it. If she is ever given an
opportunity to go on the field, after hearing that “she is not good enough”, that fear of
making mistakes will become even greater. When an athlete fears making mistakes,
more mistakes are likely to happen.
How can she cope with these pressures? Since this stressor is something that the girl
cannot control, she should try to cope using emotional coping strategies. She cannot
control how her coach treats her and what he says to her, however, she can control
her emotions. She can use positive thinking and find social support to help her
through this. Positive thoughts about her play when she is on the field or with the
team like “I can strike the ball far with my laces” and “I don’t care what coach says
about how I play, I am just going to try my best!”. Seeking social support is often
going to come from her family members or trusted adults in her life. Her parents can
support her in the car ride home by telling her she played great, did her best and that
they love her regardless. Since her coach is not teaching her how to cope with this
stress, that education will need to come from her parents or possibly a trusted adult
figure such as her teacher at school.
In the second scenario, the young boy is the all star on his club team and is
attempting to handle the stress of “letting his team and coach down” in the final of a
state cup match. This boy is older than the girl mentioned in the previous scenario,
however since he is still fourteen, as mentioned above, his largest stressor is family
and how his team and himself perform. His coach never told him any positives after
the game, which leads him to think that the team didn’t play well. His teammates,
coach and even parents were giving him disgusting looks and comments after the
game and saying it was his fault that they didn’t win. His dad was yelling at him from
the sidelines during the game and giving conflicting messages, which is a major
stressor at this age as well. Finally, after the game, his dad was talking about his
performance in the car in a negative way, instead of telling him he played hard and
tried his best and that he is proud of him. So, these multiple stressors all come
together in this boy’s mind and cause added stress.