CARDIFF METROPOLITAN UNIVERSITY
PRIFYSGOL FETROPOLITAN CAERDYDD
CARDIFF SCHOOL OF SPORT
DEGREE OF BALCHELOR OF SCIENCE
(HONOURS)
SPORT AND PHYSICAL EDUCATION
TITLE
‘A CASE STUDY EXAMINATION INTO THE STRESS
AND EMOTIONS EXPEREIENCED IN SITUATIONS OF
VARYING CRITICALNESS FOR A RUGBY UNION
HOOKER.’
NAME
ASHLEY KEMPSON
UNIVERSITY NUMBER
ST09001475
NAME: ASHLEY KEMPSON
UNIVERSITY NUMBER: 09001475
SCHOOL OF SPORT
UNIVERSITY OF WALES INSTITUTE, CARDIFF
A CASE STUDY EXAMINATION INTO STRESS AND
EMOTIONS EXPEREIENCED IN SITUATIONS OF VARYING
CRITICALNESS FOR A RUGBY UNION HOOKER
TABLE OF CONTENTS
Page Number
Dedication
i
Acknowledgements
ii
Abstract
iii
CHAPTER I: INTRODUCTION
Introduction to the Study
1
Justification of Research
2
CHAPTER II: LITERATURE REVIEW
Introduction to Literature Review
3
Stimulus and Response Perspective
3
International Perspective
4
Transactional Perspective
4
CMR Theory of Emotions
5
Primary Appraisals
7
Secondary Appraisals
8
Emotional Orientation
9
Stress and Emotions
9
Rationale and Purpose of the Study
10
CHAPTER III: METHODOLOGY
Research Design
13
Participants
13
Instrumentation and Equipment
14
Interviews
15
Procedure
16
Data Analysis
18
Reliability and Validity
20
CHAPTER IV: RESULTS
Introduction
21
High Criticality with Negative Outcome
21
High Criticality with Positive Outcome
22
Low Criticality with Positive Outcome
23
CHAPTER V: DISSCUSSION & CONCLUSION
Introduction
28
General Discussions
28
Applied Implications
31
Strengths & Weaknesses
33
Recommendations for Future Research
34
Conclusion
35
REFERENCES
36
APPENDICIES
Appendix A
- Example Interview Guide
43
Appendix B
- Example Interview Transcript
45
Appendix C
- Full table of results, with full quotations
56
LIST OF TABLES
Table 4.1
Summary of the stress and emotion process over the
23 analysed line-outs
Table 4.1 (Cont)
Summary of the stress and emotion process over
the 23 analysed line-outs
DEDICATION
This dissertation is dedicated for the two people who have always been there fore
me, and have given me everything I could ever need.
My Mum and Dad
i
ACKNOWLEDGEMENTS
The author would like to take the opportunity to thank the following people, with
whom this dissertation would not have been possible.

To Dr. Rich Neil for the abundance of support he’s provided, your guidance
and support throughout the whole process is greatly appreciated.

To his Mum and Dad for there continuing encouragement, support and
patience not only with this dissertation but with al aspects of life.

To all his friends he has made throughout university whose ability to inject
humour in anything has helped keep him sane during stressful times.

To the participant who kindly gave up his time to participant within the study,
your openness and enthusiasm during the study is greatly appreciated.
ii
ABSTRACT
The primary purpose of the study through the use of mixed qualitative methods was
to examine the stages of the stress and emotion process in situations of varying
criticalness to see if the appraisals and responses differed when the criticality was
perceived as high or low. One participant playing in division 1 or 2 in the WRU
Swalec Leagues volunteered to be recorded over 3 games, with semi structured
interviews lasting between 25-35 minutes in duration. The aim was to implement the
course of action framework to view all the attacking line-outs within the game and
comment upon all the components of the stress and emotion process as they occur
on screen. Results showed that the participant experienced significant variations in
performance outcomes based on the appraisals and emotions he experienced. High
critical situations often lead to the individual experiencing negative emotions and low
critical situations lead to the participant experience positive emotions which
subsequently lead to more positive performance outcomes. Interestingly results also
found that due the differing appraisals associated with both high and low critical
situations, the participant had a different emotional and performance outcome to the
same identified stressor. Practical implications of the findings, strengths and
weaknesses of the study and recommended directions for future research were also
discussed.
iii
CHAPTER I
INTRODCUTION
1.1 INTRODUCTION TO THE STUDY
Due to the highly competitive nature of modern day sport, combined with the
expectation placed upon them as performers and the intense environments during
competition, it is inevitable that athletes will encounter some form of stress and
experience some type of emotion within their competitive environments. For
performers aiming to reach the elite spectrum within their discipline it is vital that their
psychological status facilitates the intended level of performance (Hardy and Jones,
1990). It is the individual differences within performers that will influence whether
these demands have positive or negative performance consequences. Due to the
potential debilitative effects the stress process can have on an athlete’s performance
it is understandable that previous research has aimed to further knowledge of the
process of stress, focusing particularly on what actually initiates the stress process
and how performers cope with stress. Previous research within the stress literature
has varying conceptualizations of stress. Early perspectives have viewed stress as a
stimulus and response process (Holt and Hogg, 2002), where stress is viewed as an
environmental or independent variable that the individual will respond to depending
on how they interpret the situation (Neil et al., 2007), or an interactional process
where stress is viewed as an interaction between the individual and their
environment (Kelly et al., 1999). More recently, research has been informed by
Lazarus and Folkman’s (1984) transactional perspective, where stress is viewed as
an ongoing process between the demand in question (stressor) and the resources to
cope with that demand, to Lazarus’ (1999) Cognitive Motivational Relational theory
of emotions where stress is viewed as a process where by emotions are created,
not by factors within the environment but more specifically the relationship that the
1
individual perceives between themselves and the environment which relate to either
gain or loss to the individual wellbeing.
1.2 JUSTIFICATION OF RESEARCH
Although previous research has provided us with and insight into what stressors may
initiate the stress process, what stressors may relate to certain appraisals and what
appraisals may bring about negative emotions (Nicholls and Pollman, 2005; Nicholls
and Holt, 2006; Lazarus, 2000). The majority of these studies have only focused on
one aspect of the stress process at any one time, therefore research needs to
consider the stress and emotion process as a whole and how each aspect of the
process effects the next simultaneously. Neil et al. (2007) advocated that studies that
consider the stress and emotion process as a whole and examine the relationship
between them will provide a more detailed insight into the stress experiences of an
individual.
2
CHAPTER II
LITERATURE REVIEW
2.1 INTRODUCTION
The aim of this literature review is to examine and discuss existing literature into
stress, with particular focus of the chronological changes to the definition of stress
and the advancement of more recent emotion literature with regards to primary and
secondary appraisals and emotional orientations.
2.2 STIMULUS AND RESPONSE PERSPECTIVE ON STRESS
This stimulus and response perspective of stress shows stress as an
environmental or independent variable that the individual will respond to depending
on how they interpret the situation (Neil et al., 2007). Previous researchers who have
adopted this perspective are Holt and Hogg (2002) and their research into the
perception of stress and coping for women athletes in the 1999 world cup finals and
Gould et al. (1993) and their research into the sources of stress for national
champion figure skaters. Within these studies the stress process was conceptualised
with reference to performer’s views on what stress encompasses. For example the
term ‘‘I’m under stress’’ would indicate the demands that the individual has
encountered during that situation whilst ‘‘I’m stressed’ would indicate the individuals
response to the demand they face (Neil et al., 2007). However conceptualising
stress in this way has weaknesses such as it does not take into account the
individuals cognitive appraisals of the stressor which determines how the individuals
perceive and manage the stressor (Hanton et al., 2003; Jones et al., 2002). In
addition this perspective also focuses on stress and the response as separate
components and not as an interactional process. The issue with this is that it fails to
consider the individual differences caused by the appraisals that individuals have. It
3
shows us the demands and responses, however fails to illustrate how the individual
arrives at that response through individual appraisals (Hanton et al., 2003; Jones et
al., 2002).
2.3 INTERACTIONAL PERSPECTIVE ON STESS
Conceptualising stress using this interactional perspective views stress as an
interaction between the individual and their environment which results in varying
cognitive and emotional reactions (Kelley et al., 1999) There is however a key issue
with this type of approach to define stress, it does not consider the way in which the
various performance or organisational sources interact with the individual's cognitive
ability (Cooper et al., 2001). This therefore suggests that every stimulus has the
same response from the individual regardless of skill level or previous experience in
that particular stressful environment thereby ignoring the causes of the individual’s
response to the situation.
2.4 TRANSACTIONAL PERSPECTIVE ON STRESS
Within Lazarus and Folkman's (1984) research into stress, appraisals and coping
they viewed stress as an ongoing process between the demand in question
(stressor) and the resources to cope with that demand. Any imbalance between the
stressor and the individual's ability cope results in strain (e.g., negative emotional
responses). Referring to this transactional view of stress Fletcher et al. (2006)
suggested that this definition acknowledges that the individual, the environment and
their psychological responses all interact and affect one another. For example, an
4
environmental demand in combination with the individual's characteristics would
determine what response the individual has to that stressor. Thereby suggesting the
way in which the individual appraises a particular situation and copes with that
situation can influence their emotional response and behavioural outcome. This
process of relational meaning represents the individual’s generation of cognitiveevaluative reactions of environmental demands placed upon them influenced by their
own personal characteristics.
This perspective of stress has informed recent studies within sport psychology.
For example, Anshel et al. (2001) investigated appraisals and coping strategies in
male and female skilled competitive athletes and Dugdale et al. (2002) who
examined both expected and unexpected stressors in international competition and
the coping strategies adopted by these athletes. These authors found that
unexpected stressors were viewed as more threatening than expected stressors and
athletes suggest that they had a greater tendency to refrain from reacting when and
unexpected stressor was encountered to that of an expected stressor. This therefore
suggests that competitive appraisal of a stressor may be a result from the
preparation of the athlete and the circumstances regarding the major competition.
2.5 COGNITIVE-MOTIVATIONAL-RELATIONAL THEORY OF EMOTIONS
The development of this cognitive-motivational-relational theory of emotions
(Lazarus, 1999) has caused significant advancement in the stress and emotion
literature. This theory advocated by Lazarus (2000) suggests that emotions are not
created by factors within the environment but more specifically the relationship that
the individual perceives between themselves and the environment which relate to
5
either gain or loss to the individual. According to Lazarus the most important aspect
of this theory is that emotions are caused by appraisals of the situation and the
implications of goal success or failures. Thereby suggesting that athletes could
experience the same emotions to various demands and also experience different
emotions to the same demands, due to the emotions experienced being caused by
how the performers appraise the demand/environment in relation to their goals and if
they have the ability to cope and achieve these goals.
Lazarus proposed two areas of relational meaning which are loss and gain; with
loss being separated into appraisals of threat or harm and gain separated into the
appraisals of challenge or benefit. It had initially been suggested that stress
appraisals of loss or threat would bring about negatively deemed emotions such as
anxiety or anger and appraisals of challenge or benefit would bring about positively
deemed emotion (Lazarus and Folkman, 1984). However Folkman and Lazarus
(1985) found that positive and negative emotions could arise with the same stressful
demand, this was amongst student sitting examinations therefore may not be
applicable to the sporting context.
When discussing appraisals, it must be made clear that there are two levels
within this theory, it suggests that emotions experienced by individuals were as a
result of their primary cognitive appraisal of threat, harm, challenge and benefit in
terms of the impact on their goals and the environment. This is then followed by
secondary appraisals which are based on the emotion that individual is experiencing
and their perceived ability to cope with the situation they face.
Lazarus (2000) also suggested that there where different components within both
primary and secondary appraisals which could bring about the sense of loss (threat
6
or harm) or gain (challenge or benefit) in terms of the athletes goals. That is what or
who is actually responsible for the sense of threat harm benefit or challenge and if it
is actually under the individuals control. These could alter whether the athlete
experiences a positive or negative emotion, it is then the individual differences
between athletes that would determined if this negative/positive emotion would have
a facilitative or debilitative effect on performance.
2.6 PRIMARY APPRAISALS
Primary appraisals are associated with the demand that the athlete encounters,
and their initial appraisal of the situation/demand in question. There are three
components within primary appraising that may alter how an individual perceives the
situation. These three components are goal relevance, goal congruence and type of
ego involvement of the athlete.
Goal relevance is important to whether an encountered stressor is viewed by the
individual as threatening in terms of their personal goals and if the demand they face
may not lead them to achieve that particular goal. If there is no threat as such to the
individuals specific goal there would be no experienced emotion as there is no
experienced stress in this circumstance.
Goal Congruence relates to whether or not the conditions of the situation aid or
hinder what the individual wants to achieve. For example, if an individual finds the
conditions of a particular situation as favourable then it is more likely that a positive
emotion will follow and vice versa if conditions are seen as a disruption then it is
more
likely
a
negative
7
emotion
will
follow.
Type of ego involvement has to do with the implications that athletes goals have in
terms of shaping an emotion. For example anger and pride are generally a
consequence of the need to enhance or protect self and social esteem within a
situation that the athlete deems these to be under threat.
2.7 SECONDARY APPRAISALS
Secondary appraisals focus on the individual’s options for coping, within this
process an individual will evaluate the following: blame for the outcome, coping
potential and future expectations. (Lazarus, 1990)
Blame requires a decision to be made about what is responsible for the experience
of harm, threat, challenge or benefit. Blame however can be influence by specific
knowledge that an individual may hold. The first is linked with if the result of an
action was under control or not, if not under control by anything it is harder for the
individual to attribute blame. The second is that the individual may perceive the
intended action to have malice, however this may occur when no individual is
responsible due to the frustration the athlete feels, this is often deemed as scape
goating.
Coping potential comes from the personal belief that an individual has in relation to
whether they can or cannot overcome the harm or threat that they face.
Future expectations can either be positive or negative depending on the perception
that the individual has on the troubled person-environment relationship and whether
it
will
change
for
the
8
better
or
worse.
2.8 EMOTIONAL ORIENTATION
Whilst developing his stress model as a transactional process Lazarus (1999)
focused on emotions and coping of the individual, paying particular attention to his
theories in the evaluative process that brings about an emotion, which can have an
effect on the individual’s performance. Due to the notion that negatively toned
emotions such as anxiety or fear can have a beneficial impact on performance,
researchers have therefore considered how the athlete interrupts their symptoms of
anxiety in terms of the upcoming performance. This however has conflicting views
between researchers Burton (1998) suggested that a number of researchers within
the anxiety literature have termed positive emotions as ‘facilitative anxiety’
wrongfully. Therefore researchers have invested their focus on what Fletcher and
Fletcher (2005) deemed as ‘emotional orientation’. Emotional orientation refers to the
individual's appraisals of their emotional response not the stressor; it has been
viewed as a further level of appraisal from that of the imbalance between stressor
and resources available. This therefore suggested that the emotional orientation of
the individual would affect the way in which the individual perceives there emotion
they are experiencing due to the identified stressor.
2.9 STRESS AND EMOTIONS
A number on studies have contributed to our knowledge of stress and coping
within rugby union players of varying ages (e.g., Nicholls and Pollman, 2005;
Nicholls et al., 2009b; Hartwig et al., 2009). Nicholls and Pollman (2005) examined
stressors, coping strategies and perceived coping effectiveness in Under 18 England
internationals. The participants had to maintain diaries for 31 days including stressor
9
checklist, open ended coping response section and Likert scale to evaluate coping
effectiveness. They found that physical error, coach/parental criticism and observing
an opponent play well where identified the most frequently. The most frequent
coping strategies where blocking, increased effort and taking advice, with the most
effective out of the identified strategies being blocking and technical adjustment.
These findings were supported by Nicholls et al. (2009a) who investigated acute
stressors, coping strategies and emotions in professional rugby union players.
Participants once more had to maintain a diary for 31 days with similar sections to fill
out. Their findings corresponded with those in Nicholls and Polman (2005) in that
physical error and observing an opponent play well were key stressors for individuals
and the coping strategies identified were blocking, technical adjustment and
increased concentration. However, Nicholls et al. (2009b) found that on match days
individuals found blocking the most effective coping strategy whilst on training days
increased concentration was more effective. Nicholls et al., (2006) investigated
sources of sport and non sport related sources of stress on 16 rugby union players
found that on match day surprisingly few stressors where actually identified as
'worse than normal', it was on training days and post match that stressors where
identified as worse than normal, suggesting that more appraisals of performance
effect the individual post match as well prior to competition within training.
2.10 RATIONALE AND PURPOSE OF THE STUDY
Previous research into stress and rugby has provided us with and insight into the
stressors encountered by elite and non elite rugby players and the various coping
strategies that are adopted, (Nicholls and Pollman, 2005; Nicholls et al., 2009a;
10
Nicholls et al., 2009b) Research has also provided us with a detailed outlook on the
types of stressors (performance and organisational) encountered by professional
rugby union players (Nicholls et al., 2006). Research specifically into stress and
emotions have given us an insight into what stressors may relate to maladaptive
appraisals and what category of appraisal could cause the negative emotions
individuals experience during sport (Lazarus, 2000). However, the majority of studies
have only focused on one aspect of the stress process at one moment in time and
failed to explore the whole stress and emotion process and how this ultimately will
affect the performance outcome of a specific individual. Neil et al. (2011) did adopt a
holistic approach, and followed up from a previous study, (Neil et al., 2009) which
focused more on the various types of stressors that athletes encounter. The aim of
the more recent study was to provide an insight into the transaction of the athlete
with their environment and highlight whether there appeared to be a relationship
between initial appraisals, emotional reactions, further appraisals and behavioural
outcomes of athletes that were used within the original study. They found that in
some situation appraisals and negative emotions were interrupted as debilitative this
effect the performance of the athlete due to the lack of control over the appraisals
and symptoms. There were however examples that athletes encountered negative
stressors and emotions but due to experience where able to interpret these as
facilitative by increasing focus and effort. This meaning that negative emotions may
indeed be beneficial to certain performers depending on the individual’s further
appraisal.
Therefore the current study aims to look at the relationship between components
of the stress and emotion process (i.e., the encountered stressor, the initial
appraisals, the experienced emotions, further appraisals and the behavioural
11
outcome) in situations of varying criticalness based on feedback from the participant,
thus providing a range of opportunities to discuss with the individual their appraisals
and responses to specific stressors that were encountered during these situations.
The rationale behind this is that there seems to be limited research that uses a
holistic approach towards viewing the stress and emotion process and what the
outcome of this is on athletic performance. Neil et al. (2007) suggested that studies
involving investigations into the stress process and the relationships between the
components of the stress process provide a more detailed insight into the stress
experiences of the individuals rather than just focusing on one aspect of the stress
process. To add Neil et al. (2011) did implement a holistic approach during their
study and other studies have implemented the use of diaries and follow up
interviews; (e.g., Nicholls & Pollman, 2005; Nicholls et al., 2009b; Hartwig et al.,
2009) there is however no identified study to the best of the researchers knowledge
that has adopted the type of approach that this study aims to implement to review
the
whole
stress
and
12
emotion
process.
CHAPTER III
METHODOLOGY
3.1 RESEARCH DESIGN
Due to the holistic nature of the study it was decided that a qualitative approach
should be undertaken to examine the research topic, specifically a case study
approach. Gratton and Jones (2010) described case study research as the process
of intense study on a specific case to gain a holistic understanding of issues and how
they related to a group of specific individual over a period of time. The rationale
behind this is that it will help to maximise what is deemed as ‘prolonged
engagement’. This has been described by Neil et al. (2011) as a process where the
researcher invests a significant amount of time with the participant during the
research process; this will then increase both validity and reliability of the data that is
being collected from interviews because of greater familiarisation and researchparticipant confidence.
3.2 PARTICIPANTS
The participant was a volunteer from the student population aged 23 that played
regular rugby between division 1 or 2 within the WRU Swalec Leagues. Within this
investigation playing regular has been deemed that the individual is either first or
second choice within his team. The study was aimed to assess the hooker position in
rugby, the hooker is the individual that is the centre of the front row within the scrum
and they also throw the ball in when required at the line-out and typically wear the
number two jersey (Rugby Central, 2009). The rationale for use of this position within
this study is that Neil et al. (in press) found that as the level of perceived criticalness
increases so does the intensity of anxiety, thus causing the subsequent
interpretations to become more debilitative and decreasing performance for hookers.
13
Due to the role that hookers have during set piece play it was decided that an in
depth investigation should be undertaken exploring this within a particular position.
Due to the in depth assessment of each lineout and the terminology that was
used during interviews it was therefore important that there were specific selection
criteria to approve the individual to participate within the study. This was that the
participant had significant experience playing in this position and had done so for
some time, this is so there was a base understanding of the position and various
aspects of the lineout which would aid the interview process. The specific participant
was selected for a number of reasons; one being he volunteered to participate within
the study, two being he met the above selection criteria required and lastly because
of the convenience of access the researcher had to the individual, these would allow
an easy collection of data to occur.
3.3 INSTRUMENTATION / EQUIPMENT
In order to assess the various line-outs within the game, recordings were taken of
each one separately. Video Analyst (2010) stated that in order to have good picture
quality that will not distort when zooming in to focus of a specific aspect of play a
camera with 5 mega pixels or above should be used. Cameras usually with this
quality of mega pixel have a minimal amount of frames per second of 100 which will
increase the quality of picture being viewed when fast movements are being
recorded. Therefore the current study used a JVC ‘Everio S’ (GZ-MS110), this had
an optical zoom of 39x combined with an 8.1 megapixel camera to record during the
participants games.
14
In total there were 3 games recorded with yielding 23 attacking line-outs in total.
From the game recordings these attacking line outs were then cut down into a short
video for each game used as a reference for the participant and researcher within
the self confrontation interviews. These clips where selected because it showed
each attacking line-out that the participant threw the ball in, thereby providing visual
aid of the lineout process to discuss and acted as a stimulus to initiate the participant
recalling what they experienced in terms of appraisals and emotions rather than
mental recall.
3.4 INTERVIEWS
An interview guide was developed in order to address the purpose of the study
and provided the participant with a brief overview on the interview process.
Section one
The first section of the interview comprised of introductory questions which aimed to
find out basic information of the participant (i.e. highest level of rugby, current playing
level and why they first engaged within the sport) and acted as a general ice breaker
to the interview to get the participant talking and relaxed in the interview situation
Section two
Then the main body of questions were associated with the previous game and
included questions on the criticalness of the situation to the individual, why they
thought it was critical, what this made them think, what their emotion was this
situation is, what's caused that emotion and how that emotion is perceived and
whether they believed the outcome to be positive or negative on the outcome.
15
Section three
Time at the end of the interview was allocated for free discussion and if the
participant had any further relevant points to add.
Questions within the interview guide specifically about emotions were informed
using Lazarus (1999) CMR theory of emotions. When asked on emotions, individuals
were provided with the list of 16 emotions that Lazarus had identified. This would
allow for a deductive approach to be taken to categorised emotions into negative
emotions or positive emotions but also to provide the individual with a reference to
what different emotions he could have been experiencing. .
A pilot interview was conducted with the participant in the aim of achieving two
things; one was to establish if the questions asked during the interview were
appropriate for the study so the answers given would address the research topic and
two, to assess the capabilities of the researcher in order to maximise the amount of
information drawn from the actual interviews. It was determined that the original
interview guide lacked areas for probing by the researcher. Gratton and Jones
(2010) said that probes allow additional information to be gathered from an individual
through the use of elaboration or clarification techniques. By adding in more
opportunities for this to occur it allowed further questions to be asked about aspects
of the game in order to get the individual thinking about things they may overlook.
3.5 PROCEDURE
After the initial contact and verification that the individual had volunteered to
participate within the study (signing of consent form), the player's lineout activity was
16
studied over three games. These matches consisted of games in the competitive
season in division 1 or 2 in the WRU Swalec League. These were chosen because it
is a competitive league therefore matches within the season had a certain degree of
pressure and expectation to perform well during them.
The camera position
remained constant, raised slightly above pitch level to limit interference of play from
passing coaches and crowd, to allow significant coverage of pitch and so the angle
of viewing remained constant throughout all video recordings for each game. After
each performance was recorded, the clips where compiled into a short video
showing all the line-outs within that game using Windows Movie Maker Version
2011. The interview aspect of data collection occurred between 12 hours and 48
hours post match, if later, then the interview would be held at the soonest possible
time convenient to both participant and researcher. This allowed the participant to
have any medical care that he needed, allowed sufficient time for the individual to
self reflect on the game and allow time to arrange the interview around the
participants daily routines (Seve et al., 2007).
Pre-interview the participant was asked to comment on the game as a whole,
their contribution towards open play, and their set piece performance. The rationale
behind this being that viewing the videotape before commenting on one's own
performance may influence the feedback during verbalisations (Trudel et al., 1996).
This may ultimately lead to a bias occurring within the data that will follow, as the
individual may see things that they did not know occurred, therefore altering their
perception.
The course of action framework is a process where the individual is allowed to
view, discuss and comment upon a meaningful activity to an observer as the activity
is unfolding (Seve et al., 2007). This approach allowed a clear breakdown of the
17
stress response during the interviews, allowing the participant to view the tape
allowed information to be discussed based on the individuals interpretations and not
the researchers. The aim behind this was to see if there are different emotions
experienced in various level of perceived situation criticalness (situational
criticalness was rated on a 5 point Lykert scale, 1 being low in situational criticalness
and 5 being high in situational criticalness), how the individual responds emotionally
to these demands and whether he felt or there actually was an impact on
performance due to the experienced emotion.
During the interviews, a voice recorder was used to record the participant's
reactions to questions, situations on the recording and capture information that was
being discussed with the researcher. The reason for this is that it would provide a
more reliable source when analysing the data as it would be the participant's quotes
being used and not the notes from interpretations of the researcher.
During the self confrontational interviews an interview guide was used in order to
structure the interviews however they did not entirely dictate what was said within the
interview, the participant was free to discuss what they felt was relevant, the guide
was only there for the researcher in case the interview began to move off track. Time
at the end of the interview was allocated for free discussion and if the participant had
any further relevant points to add.
3.6 DATA ANALYSIS
Data was analysed as separate components so each lineout/scrum had its own
analysis thus allowing aspects of the game to be analysed that have varying levels of
18
criticalness. Each interview was transcribed prior to any analysis being undertaken.
Data concerning the type of stressor adopted a deductive content approach in order
to categorise stressors into performance stressors, organisational stressors or
performance and organisational stressors. This is a deductive approach because
stressors will be categorised in these categories based on where they have been
placed by previous research (Holt and Hogg, 2002; Giacobbi et al., 2004).
Additionally emotions referred to were taken from Lazarus (1999) and core relational
themes for each emotion where used to identify what emotion the individual
experienced during the lineout. This approach was used to identify stressors
because the aim of the study was not to find new categories of stressors or emotions
but rather examine the whole stress and emotion process and what stressors initiate
this process. For example, an identified stressor was the ‘wrong options being called
at the lineout’, in situations of high criticalness the individual began to appraise on
why the ball was going to the same place as where they had lost their previous two.
The individual identified that he began to become angry that others on the team
where not listening, he rated the strength of this emotion as very high, the outcome
of the lineout was lost ball and the individual suggested that this high feeling of
anger, change the way he threw as he was frustrated that the lineout captain was not
listening to him, therefore he threw the ball harder causing the time to be out.
The type of data representation that the study used has been identified as
explanatory, this is because the study aimed to show how one variable affects
another (i.e., how a stressor effects the appraisals of the participant, how the
appraisals effect the experienced emotion, what secondary appraisal the individual
has and what is the subsequent outcome on performance). Data was therefore
represented using causal networks in a table format; this stated by Gratton and
19
Jones (2010) provides a visual representation on how one variable may affect
another.
3.7 RELIABILITY AND VALIDITY
A general strength of qualitative research is that it provides rich and detailed data,
however data can easily be misunderstood and misinterpreted into inaccurate
findings. Hardy et al. (1996) suggested that many qualitative designs often fail to
establish barriers to internal and external validity, therefore specific criteria needs to
met in order to establish some sort of trustworthiness.
Within the current study credibility which in qualitative research is equivalent to
internal validity was achieved through prolonged engagement with the participant
over 3 studies, building up a sound report with the participant before data was
collected. Credibility was also up held by ensuring that all interpretations and data
collected during the interviews had been verified by a supervisor (Creswell, 2007).
Transferability which is the qualitative equivalent to external validity was achieved by
using in depth description and making all data accessible for readers. Conceivability
was achieved in this study by upholding complete confidentiality by keeping all
recordings, data, transcribes and interpretations safe in the event of further
questioning by others.
20
CHAPTER IV
RESULTS
4.1 Introduction
Data was collected over three competitive matches yielding 23 separate line-outs for
analysis. Over the 23 line-outs, the individual reported the criticalness of the lineout
to be high (i.e., a rating of 5) on nine occasions. Of these nine occasions, the ball hit
the target four times, which was deemed a successful lineout. However, during the
other five occasions, the ball missed the target by being over thrown or under
thrown. Four of the occasions that the participant overthrew his target, prior to the
throw he reported experiencing anger and on the other occasion anxiety in the form
of worry. The participant identified the experience of these emotions to be negative
in for his performance. In contrast, where the participant reported the criticality of the
lineout to be low (i.e., a rating of 2 or 3 over 7 situations); the participant hit his
intended target six times, missing once. On these six occasions the participant
reported feeling emotions such as happiness, contentment and hopefulness prior to
him throwing which are generally more positively toned emotions.
A full summary of the stress and emotion process of all 23 line-outs can be seen in
Table 4.1 and 2. Alternatively, a full table including explanation quotes can be seen
in appendices C. The following sections will elaborate on situations where the
participant’s perceived criticalness of situations was rated both high and low with the
various stressors and emotions this caused him to experience during these times.
4.2 High Criticality and Negative Outcome
Elaborating on the line-outs that the individual perceived as highly critical, he often
demonstrated appraisals associated with harm and threat, which lead to negative
21
emotions such as anger and anxiety, all of which had mostly a negative effect on
performance. For example, the individual had the following appraisal to a stressor
identified as a ‘poor call by the captain’ when the criticality was deemed as high.
‘Why are we throwing it there again I missed the previous two so I'm going to look
incompetent again [threat]’. This caused the participant to feel anger prior to his
throw, which was perceived as negative because he lost focus on what he needed to
do to execute a good throw. ‘You’re throwing it really straight to their man so I lost
my focus on my job really and just over cooked it’.
Another example where the perceived criticalness was high and the participant
experienced a negative emotion firstly began with the stressor ‘Lost similar lineout
previously’. This incurred the following appraisal. ‘Just don’t miss, don’t miss and that
the team would be annoyed if I missed another ball where they were not competing
[threat]’. This caused the participant to experience anxiety in the form of worry prior
to the execution of his throw, this was perceived as negative because his attention
was concentrated on the wrong aspect of his throw. ‘I took too much off the throw
and just under cooked it I focused so much on one thing and forgot about throwing
it’.
4.3 High Criticality and Positive Outcome
There were also examples provided where the individual rated the criticality of the
line-out as high and demonstrated appraisals of threat but still experienced a positive
emotion. For example, in response to the stressor ‘the first line-out of the game.’ the
participant had the following appraisal associated with threat, ‘The jumpers where
22
short so that give me confidence that we had the upper hand [benefit], but you don’t
know because It’s the first lineout [threat]’.
Due to these mixed appraisals in this context the athlete experienced anxiety and
enthusiasm, which the athlete suggested was positive for his performance and in
turn the lineout was successful as he hit his target. The participant said that
experiencing these emotions in this context helped because, ‘Nerves and being up
for it are sometimes good it lets you know you want to do well’.
4.4 Low Criticality and Positive Outcome
The experience of stress and emotion differed when line-outs where perceived as
less critical. This was due to the individual reporting appraisals associated with
challenge and benefit which lead to more positively deemed emotions such as
happiness and contentment, all of which resulted in an overall higher level of
performance. For example, when the criticality was rated low the individual had the
following appraisal to a stressor identified by the individual as ‘maintain possession’:
‘Well the call was front ball, so I just thought about how differently I had to change
my throw. I kept thinking low and hard and to release late but I was really confident
[challenge]’. He identified that this appraisal brought about the sense of contentment,
which he perceived as beneficial for his performance, in turn the athlete hit his target
in what he deemed exactly the right place. He suggested that the reason for the
success was that he felt at ease,‘ I felt really at ease and under no pressure what so
ever so I could set myself and just focus on the spot I was throwing at and my
process
to
hit
23
the
target’.
Another key example of where the participant perceived the situation as low in
critical and he experienced a positive emotion began with the stressor ‘wind became
really strong’. This produced the following appraisal, ‘I had thrown the line good on
the first one so was confident just had to compensate for the wind which I did in the
previous lineout [challenge]’. This caused the participant to experience happiness
and a sense of surprise prior to the throw, which was perceived as positive. This was
suggested by the participant that the sense of these emotions, ‘Make you feel that
there is less pressure, you don’t tense up and just go through the motions.’
Interestingly there were occasions reported where the individual identified
experiencing similar stressors, yet the line-outs had contrasting levels of criticalness.
This was due to the different appraisals the participant experienced depending on
how they perceived the situation. For example, the individual identified the ‘close
score line’ as a stressor for line-outs rated high in criticalness (i.e., level 5) and low in
criticalness (i.e., level 3). When criticality was perceived as low the athlete displayed
appraisals associated with challenge. ‘Aw yeh I hit the last one so if I put it in the
same place, so just do what I did before, but don’t throw it straight to them
[challenge]’. This brought about the feeling of contentment and slight worry, which
the individual identified as positive for his performance, ‘Because I had to
concentrate harder it helped I mean I knew I had to hit my jumper so literally threw it
at him [positive]’.
Whereas when the line-out was perceived as highly critical, the individual
demonstrated appraisals associated with threat, ‘I mean the score now is very close,
I mean you want to try keep ball so they don’t score and win the game [threat]’. This
resulted in the individual experiencing anxiety in the form of nervousness and worry
24
as he wanted to prevent them from scoring. This was seen as beneficial for the
performance as he suggested that such experiences, ‘Increases your concentration
of your process but also the consequences so you kind of throw it exactly where it
needs to go [outcome]’.
25
Table 4.1
Summary of the stress and emotion process over the 23 analysed line-outs
Criticality
Stressor
Appraisal
Emotion
Emotion
Strength
5
Injury on last play
Harm
Anger (Frustration)
4
Negative
Over Thrown
5
Defending own try line, Tall front
jumper
Harm
Anxiety (Tense), Fear
4
Negative
On Target
5
Defending own try line
Harm
Fear
4
Negative
On Target
5
Poor call by captain, Tall front
jumper
Threat
Anger (Frustration)
5
Negative
Over Thrown
5
Poor call by captain
Threat / Harm
Anger, Embaressed
5
Negative
Over Thrown
5
Lost similar lineout previously
Threat
Anxiety (Worry)
5
Negative
Under Thrown
5
First lineout in the game, Poor call
Threat
Anxiety (Nerves), Frustration
4&3
Negative
Over Thrown
5
Close score line, End of the game
Threat / Harm
Surprised, Anxiety
4
Positive
On Target
5
First lineout in the game
Threat / Benefit
Anxiety, Enthusiastic
2&4
Positive
On Target
4
Final scoring opportunity
Threat /
Challenge
Sad, Frustration
4
Negative
On Target
4
Youth jumper, Poor call
Threat / Harm
Anger (Frustration)
5
Negative
Over Thrown
26
Emotional
Orientation
Performance
Outcome
Table 4.1 (Continued)
Criticality
Summary of the stress and emotion process over the 23 analysed line-outs.
Stressor
Appraisal
Emotion
Emotion
Strength
Emotional
Orientation
Performance
Outcome
4
First lineout in the game
Threat
Anxiety (Nerves)
3
Positive
Over Thrown
4
Crowd shouting abuse,
First lineout in 2nd half
Challenge
Anxiety (Nerves & Tense)
4
Positive
On Target
4
First lineout in 2nd half
Benefit
Happy, Excited
4
Positive
On Target
4
Missed previous lineout
Threat
Anxiety (Worry)
5
Positive
On Target
4
First attacking line out
Challenge
Relief, Excitment
3&3
Positive
On Target
3
Maintain possession,
Lost faith in captain
Threat
Hope
3
Negative
On Target
3
Pressure from opposition
Threat / Harm
Anger
5
Negative
Over Thrown
3
Retain possession,
Momentum from oppositioin
Challenge
Happy, Content
4
Positive
On Target
3
Wind became really strong
Threat / Challenge
Hopeful
4
Positive
On Target
3
Maintain Possession,
Close score line
Challenge / Harm
Content , Anxiety (Worry)
2&3
Positive
On Target
2
Maintain possession
Challenge
Happy, Content
4
Positive
On Target
2
Wind became really strong
Challenge
Happy, Surprised
4&4
Positive
On Target
26
CHAPTER V
DISSCUSSION & CONCLUSION
5.1 INTRODUCTION
This section will consider the contribution to knowledge of the present study in
relation to previous research on competition stress and emotions. Specifically, the
section will start with a general discussion based on if the current study re-enforces
pervious research or adds to the current available literature. Applied implications will
discuss what the results of the current study actually mean for players and coaches
in terms of interventions. Strengths and limitations of the current study will also be
discussed which in turn will inform future research recommendations. The primary
aim of the study was to examine the stages of the stress process in situations of
varying criticalness to see if the appraisals and responses differed when the
criticalness was rated high or low.
5.2 GENERAL DISSCUSSION
Through qualitative methods adopted, this study provided insight into how the stress
and emotion process differs as the level of perceived criticalness changes within
Rugby Hooker Performance. More specifically, how the demands and subsequent
appraisals change throughout performance and how these influence emotions and
performance. The results shown in table 4.1 illustrate these demands and how
appraisals and emotions influence performance. Consequently, this study is the first,
to the best of the authors’ knowledge, to comprehensively examine the process over
time and within performance.
Within the findings of this study, examples were shown where the same stressor
was experienced in situations that differed in perceived criticalness. As a result of the
28
criticalness, the stressors were appraised differently and caused different emotional
responses. These findings support the notion that although an individual may
experience similar stressors, it is the appraisals that the individual has regarding the
meaning of the stressor in terms of their personal relationship with the environment
that will effect what emotion the individual experiences (Lazarus, 1999; Neil et al.,
2007).
The current study also highlighted examples where critically was percieved as
high and low they had a negative and positive performance outcomes respectively,
see sections 4.1 and 4.2. Performance outcomes differed because the appraisals
associated with the stressor differed, often when criticality was high; appraisals of
the individual were that of threat, whereas in low criticality, appraisals often were
associated with challenge. In highly critical situations negative emotions were often
perceived as negative towards performance and therefore the participant had a
negative performance outcome, in contrast in situations of low criticality positive
emotions were deemed as facilitative towards performance thereby resulting in a
positive performance outcome for the participant. These findings support to similar
results published by Neil et al. (2011) they also showed examples where stressors
and appraisals associated with blame or credit resulted in negative and positive
emotions being experienced respectively. Within these examples when negative
emotions where experience, they were too perceived as negative for performance
which brought about a negative performance outcome, this was the same for positive
emotions, within these examples they were perceived as positive for performance
which brought about a positive performance outcome.
Emotions experienced by the performer in this study were due to the appraisals
that occurred to identified stressors when the situation varied in criticalness. The
29
majority of occasions that the individual perceived to be highly critical were
associated with the emotions of anger or anxiety. This is perhaps not surprising as
similar results were presented in the study by Neil et al. (2011), where certain
situations brought about appraisals associated with threat or harm and subsequently
negative emotions were experienced. When criticality was deemed as low, the
experienced emotions were content or happiness, which is again not unexpected as
appraisals were often associated with challenge, which often results in more
positively deemed emotions (Lazarus 1999, 2000).
There were examples in the present study where negatively deemed emotions
were experienced but were indeed interrupted by the individual as positive for their
performance due to an associated increase in focus on the task at hand - the
readiness the emotion provided for the upcoming performance. This therefore
supports the view that negatively termed emotions such as anxiety can indeed be
beneficial for performance (Jones, 1995). What is key to note is that further levels of
appraisal refer to how the individual interprets the emotion they experience in
relation to their performance not the reappraisal of the initial stressor (Neil et al.,
2011), In situation where negative emotions were perceived as beneficial for
performance, the performer within the study reported that it either helped to increase
concentration on a particular aspect or re direct focus onto something other than the
stressor that was causing the emotion. Neil et al. (2011) suggested that in these
situations where negatively toned emotions can in fact benefit performance, the
rationalization or reconstructing though further appraisal can increase effort,
motivation and focus. These reported increases in motivation and effort supports the
original theory that the current study implemented. Lazarus (1999) suggested within
his CMR theory of emotions that emotions are Cognitive, Motivational and
30
Relational. Motivational meaning that the emotions that are experienced are as a
result of reactions that occur due to the status of particular goals in specific
encounters. So within in the current study the experience of negative emotions,
helped the individual to increase motivation for the task and focus of relevant factors
within the performance.
5.3 APPLIED IMPLICATIONS
This study presents a number of practical implications for sports performers and
psychology practitioners. It shows that in situations where criticality was perceived as
high, on the majority of occasions this brought about a negative emotion which was
viewed as debilitative and therefore had a negative performance outcome. Therefore
practitioners need to consider how to adapt the way in which an athlete views the
criticalness of the situation, as this study shows that when criticality was viewed as
low, more positive emotions where experienced and more positive performance
outcomes where demonstrated. This can be targeted through a rationalization
process, where the individual logically justifies aspects within the situation to
increase the understanding of the situation, with the aim of decreasing the criticality.
This rationalization process can be through the use of psychological skills such as
self talk, to address questions and justify negative aspects of the situation that
maybe causing the increase in the perceived criticality of the situation. Self talk can
also cause the re direction of attention (Shaffer & Wiese-Bjornstal, 1999; Smith,
1996), therefore directing attention away from what the individual is perceiving as
critical will change the way the situation is perceived.
Also the suggestion that
negatively deemed emotions can positively affect performance, has been
31
demonstrated within this study, therefore practitioners need to consider addressing
the further level of appraisal, that interrupts whether the emotion is seen as
facilitative of debilitative for performance. Neil et al. (in press) provide support for
this argument as they report that interpretations of anxiety were the strongest
predictor for performance, that being anxiety leads to negative performance outcome
therefore implying that if interpretations (further appraisals) of negative emotions
such as anxiety were constructed as positive, a positive predictor of performance
would occur. The holistic approach used has highlighted each aspect of the stress
process, with particular insight being given into how the stress process differs as the
level of perceived criticalness changes. This provide practitioners with a variety of
opportunities where interventions can occur, focus can be placed upon how to
eliminate or indeed manage stressors that are encountered, alter appraisals that
perceived the stressors as threatful or harmful, or indeed aim to regulate the
emotions that the individual experiences and get individuals to understand the
emotion they experience as a natural occurrence, rather than a debilitative construct.
For example, in relation to this study, if the practitioner aims to reconstruct or redirect
the threat/harm associated appraisal that the individual has to the stressor ‘lost
similar previous lineout’. In order to direct appraisals to be associated with challenge
or benefit, the practitioner would have aim to implement appraisals such as, ‘ok I’ve
missed the last one, so let’s prove them wrong and hit the next [challenge]’ or ‘I
missed the last one so they may not think I will throw there again, so let’s do it now
[benefit]’. This has been supported by previous literature Lazarus (1999) suggested
that appraisal associated with benefit or challenge, often lead to more positively
deemed emotions, which within this study when positive emotions where
experienced
it
lead
to
a
positive
32
performance
outcome.
5.4 STRENGTHS AND LIMITATIONS
This study was one of the first to consider the whole stress and emotion process that
a rugby union hooker would experience in competitive environments. The method of
data collect used in the study was also a strength as interviews and data collection
was not based purely on memory recall, but used video recall and the course of
action framework so the individual could view discuss and comment upon a
meaningful activity as it unfolds rather than by memory alone (Theurea and Jeffory,
1994). Finally the semi structured nature of the interview process allowed for a more
in depth exploration into different stressors that the individual may have experienced,
key probes and discussion also allowed aspects to arise that at first were not
apparent, thus drawing on things that the individual may not of originally thought of.
This study also presented a number of limitations. A key limitation was that of the
sample used within the study, although this study did aim to establish credibility by
the use of prolonged engagement with an individual in order to increase the validity
of the data collected, it was also a restriction. The case study approach using one
individual did maximise prolonged engagement (Gratton and Jones, 2010) however,
results from the study have be significantly reduced in terms of the extent to which
they can be generalised. Not only does the approach undertaken contribute to this
but the individual used was taken from a semi-professional standard, this limited
data collection to the extent that identified stressors where often associated with the
opposition, whereas a more elite performers could experience stressors beyond that
of what is experienced by the current participant. A final limitation within the study
could be potential be the relationship between the researcher and participant and
what is termed serial dependency. That is, both are associated with the same club
and although this may improve the confidence between both parties, it may have
33
been possible that the responses the participant gave to certain questions in
particular situations where given as it was what the researcher wanted to hear, thus
causing a significant reduction in the validity of the findings of this study.
5.5 RECOMMENDATIONS FOR FUTURE DIRECTIONS
The identified limitations within the study provide some aspects to where future
research should target. Researchers should aim through the use of an holistic
approach to view the stress and emotion process in a variety of performer skill
levels, as this may result in the identification of different stressors to different level
performers, and will also provide comparisons across skills levels to how the more
elite spectrum of the scale and recreational participants manage each aspect of the
stress process. Other research needs to be aimed at addressing the small number of
participants the current study used; studies should implement a larger number of
participants so a generalisation can occur. Also future research should consider the
use of further mixed method designs such as the use of competitive diaries
alongside video recall. Diaries such as one used in Nicholls et al, (2006) would
provide information on what the individual perceived he experienced on a more real
time basis, immediately post competition, video recall can then be used to provide a
basis on to discuss these diary entries. This may decrease the likelihood of error in
the participant’s responses and also help illuminate the chance of in valid data being
collected. Finally future research needs to consider limiting the degree of serial
dependency, practitioners need to consider using participants from clubs that they
34
have no affiliation with, then by investing time, prolonged engagement will increase
researcher/participant confidence and improve result reliability (Gratton and Jones,
2010).
5.6 CONCLUSION
The primary purpose of the study was to examine the stages of the stress and
emotion process in situations of varying criticalness to see if the appraisals and
responses differed when the criticalness was rated high or low. The main findings of
the study show that when the participant perceived the situation as critical on the
majority of occasions his appraisals were associated with threat or harm, resulting in
negative emotions and subsequently a negative performance outcome. The study
also highlighted examples were high criticality lead to appraisals again associated
with harm and in result negative emotions were experienced, however this was
deemed as positive for performance and resulted in a positive performance outcome.
Findings from this study have supported previous research into anxiety direction
research where negative toned emotion may in fact be beneficial for performance
(Jones, 1995). These findings also support Neil et al. (in press) where negatively
deemed emotions became more debilitative for performance as situations became
more critical.
35
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42
APPENDIX A
INTERVIEW GUIDE
Introductory questions
Ask how they are feeling?
What got you into playing rugby?
Have you played any other sport competitively?
How long have you played rugby for?
Have you always played for club in question?
What is your highest level of performance?
Main Body of Questions
1. On a scale from 1 to 5 (1 being low and 5 being high) rate how critical the
lineout is
1
2
3
4
5
2. Why have you given it this rating? (un/happy with call, jumpers, opposition
jumpers, time, score, previous lineout etc)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________
3. What did you think about during this time?
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________________________________
4. What type of emotions do you feel this cause? Do any relate to the list below?
______________________________________________________________
______________________________________________________________
__________________________
Happiness
Pride
Relief
Hope
Love
Gratitude
Compassion
Aesthetic experiences
Anger
Anxiety
Fear
Guilt
Shame
Envy
Jealousy
Disgust
Jealousy
Disgust
43
5. How strong was this feeling of emotion? On a scale from 1 to 5 (1 being low
and 5 being high)
1
2
3
4
5
6. Do you feel this affected the outcome, if so how? What is your interpretation
of the outcome? (Successful vs. unsuccessful and why?)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________
44
APPENDIX B
EXAMPLE INTERVIEW TRANSCRIPT
Researcher: So participant A, the purpose of this study is to examine holistically your
stress response when the levels of criticalness of the situation are changed. Just
before we proceed can you confirm for the tape that you have volunteered for this
study and that you have read the participant information sheet?
Participant A: Yep, I have volunteered and read the information sheet.
Researcher: So we’ll start with some introductory questions, What got you into
playing rugby?
Participant A: Well my dad really took me along when I was around 10, and just kept
playing from there really...
Researcher: Cool, so have you been with the same club since the age of 10?
Participant A: Yeh, I’ve been at the same club, played for Newport schools and
Gwent County but club wise yeh the same club...
Researcher: Is that your highest playing level?
Participant A: At age grade yeh Gwent County but at senior level probably UWIC
RFC 1st /2nd
Researcher: Cool, ok so to begin the main bank of questions could you tell me what
do you think...um your overall view of the game is?
Participant A: The game?... well not losing, sorry winning only 70 – 75% of your line
outs is pretty bad really. I mean 2/8 overthrown, 2/8 stolen there’s an
issue there really isn’t there?
Researcher: Right ok, so line out one is 9 minutes into the game, it’s on the
opponent 10m line and the call was middle ball. The result was
overthrown but obviously there could be reasons for this. So if I show you
the clip.
(Participant shown clip of line out 1)
Researcher: So from viewing that clip on a scale of 1-5, 1 being low and 5 being
high, how critically would you rate the first lineout?
Participant A: Well every line out is critical, so you’re looking at pushing 4.
Researcher: Pushing 4?
Participant A: Every lineout is critical; you know when you’re winning your own ball
and set piece.
Researcher: So you think there is any particular reason why you think it’s... as in the
first
lineout
why
it’s
4
so
quite
high?
45
Participant A: You want to set your mark really; you know win your own ball and not
look like you’ve cracked...
Researcher: So because it’s your first lineout, you want to set your marker?
Participant A: Yeh... Yeh just generally getting the ball won really.
Researcher: Right so is there anything in particular you were thinking about um... in
terms of the line out, anything from your players or their players or
anything like that?
Participant A: Yeh... just making sure that the timing is right, umm... you’ve got the
opposition lineout next to you, you’ve got the crowd giving you a bit of
abuse from behind, um... and it’s all just going through you head, that
I’ve got to hit that middle ball and win the first lineout otherwise they
know they have you all game.
Researcher: Ok... so what about the call, think it was a good call for 1st ball?
Participant A: Possibly... umm well whoever was calling must of thought uh, they
didn’t fancy one against their front jumper, ah he was quite a big boy
(laugh), yeh you know it’s where the space may have been, you never
with the first line out if they are going to be competitive or not so... yeh
give it ago.
Researcher: Cool, so in terms of emotions then um... for the first lineout what type of
emotions would you say you experienced?
Participant A: You’re a bit nervous really aren’t you; I mean you don’t know what
they’re going to be like or how they are going to compete um... I don’t
know really um...
Researcher: So mainly nervousness for the first one then?
Participant A: Yeh mainly, because you don’t know what’s going to be happening.
Researcher: Ok then, how strong would you say this feeling of emotion felt obviously
on the same scale of 1-5 during or prior to the line out?
Participant A: Umm...
Researcher: So how nervous would you be?
Participant A: Not horrendously nervous, I mean it’s not like we are camped on our
own line is it? Yeh but you are just wanting to win the ball so probably 3,
mid
table
really.
46
Researcher: So do you think that it affected the outcome at all? Or is there a different
reason you feel the outcome was an overthrow? Do you think something happened
with you, or do you think it was more external like as in with your team mates?
Participant A: Could have been just general timing, I mean I didn’t really look at the
lift...
Researcher: Do you want to see it again?
Participant: Yeh if I can...
Researcher: 2 seconds...
(Replay of line out 1 shown to participant)
Participant A: Well it wasn’t a bad lift was it?...it was an ok lift, general timing was out
though, just missed the man really. My fault.
Researcher: Alright then. Moving onto lineout 2... So ok then lineout 2 was 15
minutes into the game, this is when you where on you own 5 metre line,
um the call was front ball, so I’ll play it for you first.
(Participant shown clip of line out 2)
Researcher: So from that, on a scale on 1 to 5, where do you see the level of
criticalness?
Participant A: Well, that’s pretty crucial, it’s on your own line, you know they are
attacking, you’ve got to clean your lines and get out of it. So definitely a
5.
Researcher: So the reasons like you just said its critical is because, you’re on your
own line and want to get get away from there without them scoring. So
obviously you’ve said before about the front jumper being a big boy, and
the call was 7 ball I think it was, so a lobbed throw you could say? Did
that make you think or be aware of anything?
Participant A: Yeh, you can see that they are standing at 8 ball, at the front and you
know you have to throw it over him, so that’s going through your head,
so yeh...
Researcher: So are you concentrating more on him or more on...
Participant A: ... I concentrate on him but, you know its your own process of
throwing, and that you have to lob him to drop it on 7 ball, but he is there
in your head.
Researcher: So in terms of emotions at that time, and as your 5 metres from your
own line, is there any change in emotions you experience?
47
Participant A: Yeh you could feel a bit tense, and tense up because you know you’ve
missed the last line out...for whatever reason it was, and you know that if
you lose the ball where you are there could be consequences, but
overall definitely a tense feeling.
Researcher: So what about the strength of that particular feeling of tension? Would
you say it’s a intense feeling or...
Participant A: It could be... I mean there so much riding on the line out defending
wise, I would say though that it’s massively intense, but putting it on a
scale around a high 3 possibly 4.
Researcher: Alright, obviously its hard to say that the emotion had a negative effect
on the lineout because we won the ball but do you think that one was
better in anyway than the last?
Participant A: I think the timing was pretty spot on, he caught it at the top of the lift,
it’s a bit of relief when you know you have it the man.
Researcher: Cool, so if we move onto line out 3, it was 19 minutes into the game, it’s
now 8 metres from the opponents line, so down the other end of the
field, middle ball was called, so I’ll play the clip for you.
(Participant shown clip of line out 3)
Researcher: So again, rating the importance of the line out what do you...?
Participant A: Aw it’s very important, got to be a 4
Researcher: Why do you think that’s so important? You answered pretty quickly.
Participant A: It was our first real attacking line out, I think it was from a penalty so
pretty important, I mean we chose a line out over a kick at the posts to
have a go at them for the first time and it’s an opportunity to score.
Researcher: So obviously the call was 7 ball again, where you happy with that?
Participant A: In a way yes, I mean we won the last one, when it was in your half, but
you always feel to keep ball, 8 ball is banker ball.
Researcher: Do you think this gives you a good attacking option, as that was the aim
of kicking to touch?
Participant A: I honestly thought that they weren’t competing all that much in the
middle, so it could have been a simple middle ball drive.
48
Researcher: So again that could have been banker ball as they were not lifting
there? Alright so thinking about things as like you said it’s the first real go
to take it to them, are you thinking in particular about anything?
Participant A: Really just your process, knowing what you have to do. And with
emotions because we are down the other end of the field, you feel quite
excited really, you want to win the ball and challenge their defence, and
to be honest relieved your away from your line. In regards with myself
throwing the ball in you’ve always got that little bit of nerves because you
know the pressure is on you to win the ball if not they may score.
Researcher: So you said about excitement, is that a strong feeling or is it a feeling
just in the back of your mind?
Participant A: It’s not really strong 3 , it’s because you enjoy playing really...
Researcher: So with the outcome, from your view what do you think the outcome
was?
Participant A: Well it was lost ball wasn’t it, the throw was quite low really, the
jumpers weren’t very urgent to say the least (Laugh)
Researcher: So with the tall front jumper, do you think he just got up in front of our
jumper?
Participant A: well as soon as there is lack luster movement from our jumper their
jumper just jumps up in front, whereas our jumpers are still farting
around. He was just a good jumper!
Researcher: So the score now is 7-0 to them, Line out 4 was 33 minutes into the
game, this one is similar, attacking line out on their 5 metre line, the call
was... front ball...
Participant A: Shock there...!
(Participant shown clip of line out 4)
Researcher: So what’s the scaling of criticalness like now?
Participant: It’s the same really, just a crucial, if not slightly more because we missed
the last attacking one in the same place about a 5. There may be a slight
doubt now in your head because you’ve lost 2 on the bounce.
Researcher: What about the call?
Participant A: Poor call I’d say, we’ve lost 2 at the front now so why are we throwing
it there again I missed the previous two so im going to look incompetent
49
again.... I did try and have this conversation at the time but obviously to no avail. The
jump again was very slow.
Researcher: So in terms of emotion... and them calling the same call again, does
that instigate any type of emotions?
Participant A: You know you’ve lost it there twice, so kind of frustrated that they are
calling there again, you do get very down and p****d off because they
don’t seem to be listening to you and low and behold they aren’t
competing in the middle at all.
Researcher: How high is this feeling of frustration?
Participant A: Aw definitely very high, about 5 I’d say I mean you don’t want to look
like you’ve lost it and show weakness.
Researcher: Do you feel that this may have affected your throw at all?
Participant A: It’s difficult because with 8 ball you’re throwing to an imaginary spot,
but your throwing it really straight to their man because they are up in
front of our jumper, so you think what else can I do? There’s no urgency
again from our jumpers to compete for the ball.
Researcher: So the outcome was pinched ball, do you think that it was just down to
the lack of urgency?
Participant A: Yeh, like I said it’s an imaginary spot really, so if they are not willing to
compete effectively the opposition will take ball all day.
Researcher: So Line out 5 call was middle ball this time, it was on the 40 metre line
so if I show you the line out...
(Participant shown clip of line out 5)
Researcher: So obviously you’re away from the red zone as they say so in terms of
criticalness what are you thinking?
Participant A: Well it’s not as important, its important when thinking about possession
but in terms of scoring potential, it’s pretty low so probably about 2. But
they’ve had the ball a while so you don’t want to give them possession
willingly
Researcher: So the reasoning is because it’s not in the red zone and only just to
maintain possession etc, so what about emotions at this time and do any
of these relate to previous line outs?
Participant A: Well your definitely starting to worry and maybe doubting yourself, if
it’s you missing the ball, you’re worried about the opposition and them
being so good and the lack of effectiveness from the lifting units.
50
Researcher: what about the call, it’s not front ball this time...
Participant A: You’re kind of thinking why?? Isn’t it a bit late now, I mean we’ve
missed two on the bounce and then they give me potentially a harder
throw with little confidence.
Researcher: So what about emotions, bearing in mind it’s the first middle ball called,
what would you say you experienced?
Participant A: Your starting to feel quite hopeful really, hoping that we are actually
going to win our own ball and if it’s really pot luck when throwing it in if
the jumpers are going to be there or not.
Researcher: What about the individual calling the line outs?
Participant A: Well you’ve lost faith really and that he’s just picking random numbers
out of his head really, he’s not taking into consideration where we are,
what’s happened previously, he’s just thinking what’s easiest for him to
have a rest.
Researcher: So with you feeling it’s just hope and pray, how strong would you say
this is?
Participant A: being Hopeful is low high about a 4 but you know you have got
yourself and to focus on your process that you do week in week out, but
then it’s also dependant if everyone is doing their job and the cogs are
all working which in most cases, it isn’t.
Researcher: So the outcome what are your thoughts?
Participant A: Well the lift is really poor, there’s no height in it at all and there’s a lot
of complacency by the jumper almost expecting the ball rather than
battling for the ball. There was a bit of a timing issue but the area where
the ball was thrown, is where the jumper should be but he’s not.
Researcher: So there 3 line outs left, Line out 6 was 7 minutes into the second half
and on the opponent’s 22 metre line and the call was front ball. So I shall
play the clip for you...
(Participant shown clip of line out 6)
Researcher: So as it’s the first one after half time, how critical would you say this is?
Participant A: It’s got to be 4I mean first one after half time, and you’ve had your rest
you want to set your stall out early and win it really don’t you and negate
all
that
has
previously
happened?
51
Researcher: what about your thoughts?
Participant A: Well seems like the crowd has had their rest because they’re abusing
you as it’s on their side of the pitch it puts you off you cannot help to
listen to what they say and for one thing you cannot hear the call
properly, also again because of the call, we are throwing to their tall
jumper again so that’s in your mind also and really to top it off the
previous two 7 balls we’ve lost so there’s that doubt in there too. But
what I did do was thrown earlier and flatter because the lobbed throw
wasn’t working, but it’s changing your usual style of throwing.
Researcher: Would that unsettle you in anyway?
Participant A: Yeh, I’m happy doing it but its different isn’t it, I’ve had to change my
process because of some else not performing effectively.
Researchers: So again with emotions, you’ve rated this one quite high so are there
any that you feel you experienced?
Participant A: Straight away your feeling tense and a high amount of nerves, I mean
I’ve had to adapt my style of throwing so that adds uncertainty. I think a
degree of anger also because your having to make up for the lack of
desire of the team members when they should want to show some
enthusiasm to win the ball.
Researcher: What about the intensity of these emotions?
Participant A: It’s at the top end again probably about 4 because of the change in
your process and because others aren’t doing what they need to be
doing.
Researcher: So what about outcome, obviously he caught it but...
Participant A: Yeh we won the ball which is great, the ball was put into the correct
place for this jump I think I throw a flat ball better so this definitely
helped, I think because I did that it help my concentration but there is an
issue with the function of the line out I mean I know I can see this now
but he’s catching the ball 2 foot lower than where he should be.
Researcher: So the score by now is 15-7, so we came back. Line out 7 was 52
minutes into the game, and was 36 metres from the opposition line, the
call again was front ball. So taking into consideration where you are on
the pitch, and maybe previous line outs, bearing in mind last front ball
you caught... and you’re in the centre 3 rd of the pitch, how critical would
you
have
said?
52
(Participant shown clip of line out 7)
Participant A: Not very critical, I mean it’s only really possession that counts; I guess
you would feel a tad more at ease because they caught the last line out
and kept ball which is the aim but we had come back slightly in the score
so you want to keep it that way. But probably about 3
Researcher: Cool so you just explained why, so they’ve called 7 ball again so would
you be thinking, ‘aw yeh I hit the last one so if I put it in the same place.
Participant A: Well you should be able to, I mean that’s ideal but with our jumpers
you never know, they are different heights every line out, by now their
jumper has figured out the calls.
Researcher: So what about emotions experienced, I mean you haven’t rated the line
out very high at all and you’ve hit the last one, are there any that stand
out?
Participant A: Well I guess you kind of feel quite content, you know that you’re doing
your job, and to be honest the reason for the poor line outs, isn’t your
fault, so just focusing on you really.
Researcher: What about the strength of this contentment? Are you just happy to go
along with it by now because they aren’t listening?
Participant A: Yeh, probably about a 3, by now you’ve kind of given up, so just go
with whatever they’ve called
Researcher, So looking at the outcome, he’s caught the ball, so generally we’d deem
that as a success but are there any specific in terms of yourself why you
think it was successful?
Participant A: Overall, you’ve won the ball haven’t you which is a successful line out,
I think I dropped my hand a bit low on the follow through, which on
another day could have caused us not to win, but luckily it worked this
time but because I had to concentrate harder it helped I mean I knew I
had to hit my jumper so literally threw it at him..
Researcher: Cool, ok if we move onto the next one, so line out 8 was 68 minutes in
to game with 10 minutes left on the half way line, and low and behold its
front ball again. The score now is 17-15 to us. So I’ll play you the
lineout...
(Participant shown clip of line out 8)
Researcher: So lastly with the criticalness, where about are we on the scale?
53
Participant A: It has to be about a 5, I mean the score now is very close, I mean you
want to try keep ball. Field position isn’t really much of a factor as it’s in
the middle of the field but like I said, possession is key in a tight game,
there’s 10 minutes left so yeh very critical.
Researcher: So obviously the call... 7 ball on the half way line, are you happy with
that?
Participant A: Well, to be honest your there thinking, not again... I mean you’ve won
a couple there and you’ve lost a couple so it’s a bit of a gamble really...
seems like 7 is the only number they know really, I know we want to
secure possession but in the middle of the park and again there was no
compete at middle that we should of thrown it there
Researcher: So what are you feeling at this time then, what type of emotions?
Participant A: Definitely a big amount of nerves and very tense if I’m honest, but I
suppose that there is an element of surprise, I mean you’ve been trailing
all game, and know you’re throwing in when you in the lead for the first
time of the game and ready to now close the game out rather than trail.
But definitely not surprised with the call (laugh)
Researcher: So you’ve said about having to maintain possession and there’s 10
minutes left, anything further to add in terms of emotions?
Participant A: I guess your fearful, I mean there could be huge consequences if we
don’t maintain possession and give the ball away, I mean they’ve got the
chance then to counter attack haven’t they.
Researcher: Good, so what about the strength of this emotion then, where about
would you rate the intensity?
Participant A: It’s definitely up there, about a 4, there’s so much going through your
head in terms of the consequences.
Researcher: So obviously the ball was caught, do you feel any of these emotions
affected the throw in any way?
Participant A: Well it’s firstly a massive relief because you know you’ve secured
possession but I think they make you concentrate more, because by that
time your blow out of your a**, but yeh we’ve won the ball so I would say
it played a huge factor but definitely increases your concentration of your
process but also the consequences so you kind of throw it exactly where
it needs to go.
Researcher:
So
what
elements
are
54
you
happy
with,
if
any??
Participant A: Well the throw was spot on I think, lobbed over the front man, the
jumper is at the top of their jump so spot on. The lift looks significantly
better really... much higher than before.
Researcher: Well it may be to do with being a different player lifting...
Participant A: Is it really?
Researcher: Yeh it’s - - - -.
Participant A: I suppose that could be down to fatigue of the last lifter... I mean he’s
nice and fresh now, but yeh in terms of success of the lineout, I’d say its
spot on.
Researcher: So the final score was 20 -15, I think we are about done now, is there
anything else you feel is relevant that you want to add or any questions?
Participant A: No, nothing.
Researcher: Cool, ok if you do have and questions or want to contact me your more
than welcome, you have my number, you’re welcome to a transcript of
the interview if you wish, I’ll contact you when it is done, but if there’s
nothing else, I’d like to thank you for your participation within interview
and for agreeing to being recorded during your performance.
Participant A: Not a problem, it’s quite interesting when you seen it like this really...
Researcher: (Laugh) Interview terminated at 11.50am after 35 minutes.
55
APPENDIX C
FULL TABLE OF RESULTS
Criticality
5
Stressor
Injury on last play
Appraisal
Harm
Quote
on my mind through all of the throw, it hurt
holding the ball in the set position which felt
really uncomfortable.
5
Defending own try line, Tall
front jumper
Harm
you’re on your own line and want to get get
away from there without them scoring
5
Defending own try line
Harm
really the consequences of them scoring, I
mean as a team that would put more
pressure on you so preventing them get
possession
5
Poor call by captain, Tall front
jumper
Threat
why are we throwing it there again I missed
the previous two so I'm going to look
incompetent again
5
Poor call by captain
Threat /
Harm
well to be honest why we were throwing to
their guy... and that they were going to steal
the ball again
5
Lost similar lineout previously
Threat
just don’t miss, don’t miss and that the team
would be annoyed if I missed another ball
where they were not competing
5
First lineout in the game, Poor
call
Threat
Pontypool are a physical team and really
want them not to see if I'm struggling and
that our jumper is only a youth boy
5
Close score line, End of the
game
Threat /
Harm
I mean the score now is very close, I mean
you want to try keep ball so they dont score
and win the game
5
First lineout in the game
Threat /
Benefit
jumpers where short so that give me
confidence that we had the upper hand, but
you dont know because its the first lineout
4
Final scoring opportunity
Threat /
Challenge
keep possession to get the opportunity, but
by then I just kept thinking I want the game
to end
4
Youth jumper, Poor call
Threat /
Harm
why on earth are we letting them know who
we are throwing too when we haven’t got
our first team jumpers. Doesn’t make sense
really poor call
4
First lineout in the game
Threat
it's all just going through you head, that I’ve
got to hit that middle ball and win the first
lineout otherwise they know they have you
all game.
56
Criticality
Stressor
Appraisal
Quote
4
Crowd shouting abuse,
First lineout in 2nd half
Challenge
negate all that has previously happened, it
puts you off you cannot help to listen to what
they say and for one thing you cannot hear
the call properly
4
First lineout in 2nd half
Benefit
my head was clear and because I thought it
was starting a new slate, I didn’t dwell on line
outs in the first half
4
Missed previous lineout
Threat
I missed the last one by a long way so that’s
in your mind, I focused alot on their team on
the last one so just focused on how I threw
the ball
4
First attacking line out
Challenge
have a go at them for the first time and it’s an
opportunity to score.
3
Maintain possession, Lost
faith in captain
Threat
they’ve had the ball a while so you don’t want
to give them possession willingly
3
Pressure from opposition
Threat /
Harm
think what the hell am I going to do now ,
because every time he was jumping we lost
the ball so I didn’t hold out much hope.
3
Retain possession,
Momentum from
oppositioin
Challenge
don’t under throw it, because it was a free
jump with them not competing so just putting
it in th right place, their wasn;t much
competition really
3
Wind became really strong
Threat /
Challenge
more direct so the wind does not catch it, so
it goes straight which is off putting but it has
to be done otherwise we’d lose the ball.
3
Maintain Possesion, Close
score line
Challenge /
Harm
aw yeh I hit the last one so if I put it in the
same place, so just do what I did before, but
dont throw it straight to them.
2
Maintain possession
Challenge
well the call was front ball, so just about how
differently I has to change my throw. I kept
thinking low and hard and to release late but
I was really confident.
2
Wind became really strong
Challenge
I had thrown the line good on the first one so
was confident just had to compensate for
the wind which I did in the previous lineout
57
Emotion
Strength
Emotional
Orientation
Emotion
Quote
Anger (Frustration)
very frustrated at the fact that I couldn’t set
myself before I threw the ball.
4
Negative
Anxiety (Tense), Fear
you know that if you lose the ball where you
are there could be consequences, but overall
definitely an anxious feeling.
4
Negative
Fear
fear of them scoring scoring and letting your
team down, it’s a must win ball and we had
been under quite a bit of pressure
4
Negative
Anger (Frustration)
they don’t seem to be listening to you and
low and behold they aren’t competing in the
middle at all.
5
Negative
Anger, Embaressed
I could not do what like hit our jumpers I
wanted to do because of their jumper.
5
Negative
Anxiety (Worry)
Well really worried and anxious, I mean I
didn’t want it to go wrong and just kept
thinking of the consequences if I did do it
wrong.
5
Negative
Anxiety (Nerves),
Frustration
frustrated with the lineout captain that he
chose to throw there when I need confidence
but many nerves I mean I wanted the first
one to be on target and not miss..
4&3
Negative
Surprised, Anxiety
I mean you’ve been trailing all game, and
know you’re throwing in when you in the lead
for the first time of the game and ready to
now close the game out rather than trail
4
Positive
Anxiety, Enthusiastic
you don’t want to look stupid and miss the
first lineout but you can’t help think that they
don’t look like they are going to compete.
2&4
Positive
Sad, Frustration
, people were relying on me and I performed
quite poorly in terms of lineout throwing so
definitely that element and nerves really just
wanted to give my team possession
4
Negative
Anger (Frustration)
it’s just common sense really we are
struggling for jumpers and they make it
easier for them, strange really just doesn’t
make sense
5
Negative
Anxiety (Nerves)
I mean you don’t know what they’re going to
be like or how they are going to compete
3
Positive
58
Emotion
Quote
Emotion
Strength
Emotional
Orientation
Strraight away your feeling tense and a high
amount of nerves, I mean I’ve had to adapt
my style of throwing so that adds uncertainty
4
Positive
Anxiety (Nerves &
Tense)
Happy, Excited
I had to throw middle ball again after missing
the last two, but because I had half time to
compose myself it made it much better and
clearer on my task.
4
Positive
Anxiety (Worry)
well probably more nervous really and
worried because the last one was awful
5
Positive
Relief, Excitment
excited really, you want to win the ball and
challenge their defence, and to be honest
relieved your away from your line
3&3
Positive
Hope
hoping that we are actually going to win our
own ball and if it’s really pot luck when
throwing it in
3
Negative
Anger
I hadn’t been able to hit the jumper when
their tall guy was defending which really
made me tense up and more angry. I just
want to beat him
5
Negative
Happy, Content
pretty happy to be honest, I kind of knew it
was a free jump and I knew I could throw the
ball that far so just really relaxed really and
enjoying myself.
4
Positive
Hopeful
well quite hopeful, they didn’t really have a
middle jumper so the only thing I had to think
about was the wind
4
Positive
Content , Anxiety
(Worry)
you know that you’re doing your job, and to
be honest the reason for the poor line outs,
isn’t your fault, so just focusing on you really.
2&3
Positive
Happy, Content
there wasn’t a great deal of pressure on me
and I had quite a lot of confidence from the
game really so felt really good
4
Positive
Happy, Surprised
Well to be honest I was really enjoying the
game, so I was really happy and to be
honest quite surprised how well we were
doing against a pretty physical team
4&4
Positive
59
Performance Outcome
Quote
Over Thrown
I concentrated so much on my shoulder hurting, I didn’t think about my process, to
be honest I just wanted to chuck the ball in roughly in the right place
On Target
I think the timing was pretty spot on, he caught it at the top of the lift
On Target
I did try and concentrate on my role rather than here we were so it helped a bit
because there was alot of pressure
Over Thrown
imaginary spot, but your throwing it really straight to their man so I lost my focus
really and over cooked it.
Over Thrown
Yeh I guess I threw it harder and higher in order to reach our jumper but I threw it
way too far and our jumper had no chance to get the ball
Under Thrown
to high again so much I took too much off the throw and just under cooked it I
focused so much on one thing and forgot about throwing it.
Over Thrown
wanted to get the ball over their tall jumper and not give him an easy ball, I guess I
lost focus on what I should be doing and concentrated more on him
On Target
definitely increases your concentration of your process but also the consequences
so you kind of throw it exactly where it needs to go
On Target
I mean the nerves are sometime good it lets you know you want to do well
On Target
way it didn’t relax me but I didn’t tense up because I gone past the point of caring
really
Over Thrown
seems when im not sure I put to much on n try n get it over them rather than wear it
needs to be ,
Over Thrown
it was an ok lift, general timing was out though, just missed the man really
60
Performance Outcome
Quote
I think I throw a flat ball better so this definitely helped, I think because I did that it
help my concentration
On Target
I had to throw middle ball again after missing the last two, but because I had half
time to compose myself it made it much better and clearer on my task
On Target
I tried to redirect my focus on where I wanted to throw it not to avoid there players
which I think helped
On Target
the throw was quite low really but where it was supposed to go , the jumpers
weren’t very urgent to say the least
On Target
There was a bit of a timing issue but the area where the ball was thrown, is where
the jumper should be but he’s not.
On Target
caused me just to snatch at the throw n it was quite flat judging by the video
Over Thrown
yeh same as before being relaxed as you can see the ball was directly where it
should be seems when you relax you focus more.
On Target
I mean to be honest I felt quite relaxed I knew we had the up hand this helped to
focus on my process
On Target
because I had to concentrate harder it helped I mean I knew I had to hit my jumper
so literally threw it at him..
On Target
felt really at ease and under no pressure what so ever so I could set myself and
just focus on the spot I was throwing at and my process
On Target
Yeh I mean you feel that there is less pressure, you don’t tense up and just go
through the motions
On Target
61