In previous research, multiple demands and consequences were manipulated simultaneously to examine methods for pressure training. Building on literature, in this study a single demand or consequence stressor was manipulated in isolation. Specifically, in a matched within-subject design, 6 international shooters (mean age 28.67 yr) performed a shooting task while exposed to a single demand (task, performer, environmental) or consequence (reward, forfeit, judgment) stressor. Perceived pressure, anxiety (intensity and direction), and performance were measured. Compared with baseline, manipulating demands did not affect pressure or anxiety. In contrast, pressure and cognitive anxiety significantly increased when judgment or forfeit consequence stressors were introduced. Thus, the findings lack support for manipulating demands but strongly support introducing consequences when pressure training. Compared with baseline, the judgment stressor also created debilitative anxiety. Hence, in terms of introducing a single stressor, judgment appeared most impactful and may be most effective for certain athlete populations.
Mike Stoker, Ian Maynard, Joanne Butt, Kate Hays, and Paul Hughes
William R. Low, Joanne Butt, Paul Freeman, Mike Stoker, and Ian Maynard
Pressure training (PT) strategically increases pressure in training to prepare athletes to perform under pressure. Although research has studied how to create pressure during training, PT’s effectiveness may depend on more than creating pressure. A practitioner’s delivery of sport psychology interventions can moderate their effectiveness, so the current study explored perspectives of sport psychologists and athletes on the characteristics of effective PT delivery in applied settings. Eight international-level athletes and eight sport psychologists participated in semistructured qualitative interviews in which they described their experience participating in or conducting PT, respectively. Thematic analysis produced four themes relating to effective delivery: (a) collaboration with athletes and coaches: “with,” not “to”; (b) integration into training; (c) upfront transparency; and (d) promoting learning before and after PT. The themes provide guidance for planning, conducting, and following up on PT sessions in applied settings. The best practices discussed could increase athletes’ receptiveness to PT.