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I was recently approached by a male senior swimmer ‘G’ who wanted help preparing for competition, because he was experiencing issues with anxiety and confidence, and losing time from starting the race feeling tense. The senior Nationals were around 6 weeks away and he wanted some help preparing for the event and races beyond.

It became apparent that there were a number of different phases during the run-up to the race that were presenting different challenges, with the effect that by the time G stood on the blocks his mind was full of doubt. We talked through the thoughts and feelings that he experienced in these, slowing things down. Some of the literature relating to pre-competitive anxiety appears to imply quite a static pre-competitive state (or something that changes with time), a swim meet is a very dynamic environment with different challenges, as you will see

hese phases were: A positive phase, in which he enjoyed being with team-mates and, indeed, being in the heart of the team. This kept his mind off competing. Physical warm up, and last words with his coach. Again, G was happy with this stage and felt relaxed and confident. Getting changed and ready to report for his race. During this phase, G started to feel rushed and out of control, even though he recognised on a rational level that he had plenty of time. Being in the holding pen. During this phase, of about 20 minutes ‘waiting time’ before between reporting and being summoned to race, G’s feelings of being out of control increased. He described being ‘imposed upon’, feeling ‘penned in’ and ‘intimidated’ by the presence of other swimmers. He questioned his right to be there. Walking to the blocks. Upon being called to race, G again described feeling rushed but, paradoxically, described the ‘long walk’ to the other end of the pool (for a 50m race). Behind the blocks to starting the race. By this point G felt out of control, anxious and again rushed as he undressed to race. As he stood by his block, his loss of confidence was summed up by his description of looking up seeing a very long 50m ahead of him.

Give each group two plastic cups, one green and one red, and advise students to keep one inside the other in the center of their table (or adjoining desks), with the red cup on the outside when a group needs your help and the green on the outside when it doesn't. I love this idea for a few reasons. First, it lets teachers see from anywhere in the room which groups need help at any given time. Second, it's a concrete way to uphold a key to promoting independent and interdependent learning: only helping students if they've exhausted all other available resources including each other.

Best of all, the cups help students develop important non-cognitive (or character) traits/skills such as self-determination and collaboration. At first, for example, some students are quicker than others to give up and reach for a red cup. But more often than not, one (or more) of their fellow group members will protest: "Hey, change that back to green." Over time, this I'm-not-ready-to-give-up-and-ask-the-teacher mentality becomes contagious, and students are more persistent. They're also more motivated to reach out to each other for help. Who would have thought a couple of plastic cups could inspire such tenacity and teamwork?

Listed below are training basics that every runner should incorporate into his/her workout program regardless of whether they are just beginning or have completed several marathons.

Warm up/Cool Down

Hard/Easy Principle