Cognitive affective stress management training to reduce competitive anxiety in athletes

This study examined the effects of Cognitive-Affective Stress Management Training in reducing cognitive and somatic anxiety, while increasing self-confidence and athletic performance in a sample of male (n=10) and female (n=23) high school and college athletes. Only participants scoring moderate to high for trait anxiety on the Sport Competition Anxiety Test (Martens, 1977) were involved in the program. Cognitive-Affective Stress Management Training (CASMT) was a three week, six session program conducted during the preseason. Participants were randomly assigned to three groups (i.e., no treatment control group, treatment group, and one treatment group that met for one hour at mid-season to review the program, answer any questions, and refine any deficient skills). The athletes were administered the Competitive Sport Anxiety Inventory-2 (CSAI-2) (Martens, Vealey, Burton, 1990) at preseason, at mid-season, and at the end of the season and their athletic performance times were recorded similarly. A multivariate approach to repeated measures was used to analyze the Competitive Sport Anxiety Inventory -2 and athletic performance data. Participants receiving CASMT did not significantly reduce their cognitive and somatic anxiety nor increase self-confidence. A significant main effect was found for athletic performance between the two treatment groups. More specifically, the treatment group receiving a "tune-up" session at midseason had significantly lower (i.e., faster times) than the treatment group that did not have a "tune-up". However, this difference represents a randomization problem since this difference existed prior to any treatment. No statistical differences were found between the treatment groups and the control group. Limitations of the present study include sample size, under-representation of males in the sample, time of CSAI-2 administration, and the variable length of seasons among the four teams. It is recommended that future research in this area extend the use of "tune-ups" during the season, assess the direction of perceived competitive anxiety, compare multiple performance variables, and utilize psychological interventions that can be extended beyond the athletic environment.Department of Educational StudiesThesis (Ph. D.