Understanding nerves before competition

Describe before interpreting

Consider a fictional swimmer at a school meet in Trinidad and Tobago. The athlete notices a racing heartbeat and predicts a poor start. These are two different pieces of information: a bodily experience and an interpretation. Add the situation, such as waiting near faster competitors, and the student's first task is to describe the sequence accurately.

Saying ‘the swimmer is anxious’ may summarise the situation, but it can hide useful detail. What is being noticed? What does the swimmer believe it means? Where does attention go next? The answers help you build a more careful account than assuming that all activation has the same effect.

Avoid a single rule for every athlete

Jones' review of competitive anxiety highlights the importance of how athletes interpret their experiences, alongside intensity. Feeling activated does not automatically predict failure. Nor does calling every sensation helpful make it helpful. The task, preparation, meaning and individual response need to be considered together.

Sources: Jones (1995): research developments in competitive anxiety ↗

Choose a proportionate next action

In the fictional case, the swimmer has completed familiar warm-up tasks but begins monitoring competitors repeatedly. A coach might acknowledge the concern, ask about relevant preparation and help the swimmer identify the next familiar step. The teaching aim is a useful response to the situation, not a demand to eliminate every nervous feeling.

For class discussion, compare two statements: ‘You must be completely calm’ and ‘What information do you need for your next preparation step?’ Explain how each could direct attention. Do not turn this comparison into a universal intervention. A cue needs to be practised, understood and appropriate to the time and rules of the event.

Know the boundary of a teaching exercise

After practice, review the athlete's experience and the specific action. Do not use a race result as a diagnosis, or one completed routine as proof of recovery. Persistent distress, concerns affecting everyday life and worrying physical symptoms deserve appropriate qualified support. Students can learn to notice concerns and signpost help without taking on a clinical role. Use the separate wellbeing module to practise those boundaries.