In: Psychology
Relaxation as a Coping Strategy:
College Swim Team
Introduction:
In February of this year, the captains of both the men's
and women's swim teams at my college met with a sport psychologist
with a request to help them deal with some of the problems that
they were facing in the competitive environment. With very little
time to the target meets of the season (6 weeks to conference and
only 8 weeks to the NCAA meet), the project took on more of a
"fix-it" approach than an educational approach.
Intervention:
A "trouble-shooting" meeting was set up so that the
athletes could help prioritize their concerns. A simple
strengths/weaknesses chart was filled out by each swimmer. From
this list a list of perceived weaknesses were used to develop the
focus of the program. The most frequently occurring weakness
responses were:
a . Lack of Confidence
b . Fear of Failure
c . Inability to Relax
Following the initial meeting, an impromptu meeting was
scheduled to help the athletes put their perceived weaknesses into
perspective. At this time, the progressive implementation strategy
was explained. The strategies were implemented every Sunday evening
until the target meets (with each athlete received a paper fully
explaining the strategy at each session). The strategy meetings
consisted of:
I . Troubleshooting Meeting
2. Self-led Relaxation
3. Visualizing Success
4. Affirmation
5. Mastery Rehearsal and Mastery/Coping
Tapes
Each session lasted from 1-11/2 hours and were well
attended. After completion of the Conference Swim Championships,
the athletes evaluated their performances and the
effectiveness of the program on their performances. Eleven
participants completed a survey asking for responses based on a
Likert scale. We also asked for responses to open-ended questions
and for comments on each section.
Overview:
Troubleshooting: The Likert scale indicated a very strong
positive response to the troubleshooting section. Most respondents
agreed with the question regarding whether this portion aided in
identifying weaknesses and focusing, with only one person
disagreeing.
Relaxation: The relaxation portion showed similar positive
responses. The athletes found the guided exercise to be the most
helpful, but seven athletes were able to successfully utilize this
strategy independently two or more times each week. The athletes
had the most difficulty implementing the relaxation strategy during
the meet situation.
Imagery: Responses were also favorable for the imagery
portion of the project, illustrating to the athletes and us that we
all have the ability to visualize. The guided exercise was once
again the most helpful section. The response to the independent
usage was moderate. Visualization requires practice, and the time
was limited for implementation, therefore, we assumed that the
swimmers did not feel as comfortable using this strategy on their
own. We inquired about the type of situation the athletes
visualized. Ten respondents visualized their event at race pace.
Many also used a combination of visualizing different speeds and
particular points of their event as well as the total performance.
Seven athletes visualized one or more times each week. Five
utilized imagery daily or nearly every day.
Affirmation: The respondents felt that this section was
very important. The written exercise to identify low confidence
areas appeared to have been very helpful. Affirmation is a very
personal tool and, as a result, is very subjective. The Likert
scale indicated a positive response overall. However, the athletes
felt that setting their own strategies was more helpful than the
written exercise we provided. All respondents felt the affirmation
exercises had a positive effect outside of swimming. The methods of
positive affirmation most commonly used were talking to oneself and
signs and notes in visible places. One respondent also commented
that "Believing" was an important aspect of
affirmation.
Mental Rehearsal and Coping Scripts: Most respondents felt
that the guidelines we provided were helpful, although there were
three requests for more detailed instructions and possibly samples
of tapes and scripts. The responses to questions based on the
Likert scale were more widely distributed than those for the other
sections. It is our belief that the more moderate positive feedback
is due to the lack of time necessary to become comfortable with the
tapes.
The athletes concentrated on the areas of imagery most
frequently. Affirmation and relaxation were commonly combined with
imagery or used alone. One comment identifies an important feature
of mental arousal, "And I was nervous, but was 'OK' about it."
Arousal is necessary for performance as long as it is under
control. Mental Rehearsal and Coping tapes help build the
confidence necessary to attain this control.
Nine respondents answered affirmatively when asked whether
our method of mental training was effective in helping to achieve
their goals. One respondent answered negatively, and one was
unsure. One swimmer responded that simply making the script and
tape had a strong effect on her concentration level and
performance, even though she only listened to the tape two or three
times.
We also inquired as to how each respondent felt the program
was effective. Relaxation, focus, and positive feelings helped the
respondents believe they were capable. The aspects of the program
found to be most helpful were the affirmation and relaxation
phases. One respondent found the affirmation "extremely helpful."
One respondent felt that the troubleshooting session was useless,
but the overall response to this was positive.
When we asked if the athletes would recommend the program
to another coach or athlete, eight participants responded
positively. Comments included the assertion that the athlete must
wholeheartedly believe in the method of it to work. Another felt
that "even with limited involvement the method works." Five felt
the program would be beneficial to sports other than swimming,
cross-country and baseball specifically. Other comments included
feelings of being rushed throughout the whole process, with which
we fully agree. The program should be initiated during the first
weeks of the season. Another respondent had difficulty with every
aspect of the program and didn't feel it was especially helpful
other than making him slightly more relaxed.
Overall, the responses to the program were positive. Very
few respondents did not agree that the methods helped to some
extent. The comments and open responses were positive and helpful.
The comments expressing problems with the athlete or the program
were enlightening and were taken into consideration when
recommending changes for future use of the program.
(3) The swimmers in the case study above found it difficult to practice the relaxation during the actual swim meet. The four relaxation methods discussed in our text takes hours and weeks to master. How then could any of these methods be utilized by an athlete who must be able to bring on the relaxation response in a matter of minutes or even seconds? Be sure to support your opinion with research in the field.
In: Psychology
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In: Psychology