Exam Stress and Performance Psychology

While I work in performance psychology, I am also qualified as a teacher and over the past year I have been working in a sixth form teaching Psychology (obviously!). It was a great experience with great colleagues and students. In my time teaching I have been intrigued by examinations and how students handled them. At A-level and leaving cert level, there is great pressure on students. In order to do the course at university they want they must reach certain grades in their examinations. While I am not a great believer in exams providing the main barometer of someone’s suitability for particular university courses, it is unfortunately the world we live in and as such we must work around around it.

In schools I have worked in and seen, students receive all the resources they need and all the subject skills they need in order to succeed. But sometimes this isn’t enough. Many students report feeling nervous and stressed prior to and during exams, with even 15% of GCSE students potentially falling into the category of being ‘highly test anxious’ (Putwain & Daly, 2014). Test anxiety is a psychological condition in which people experience extreme distress and anxiety in testing situations. Many people experience some degree of stress and anxiety before and during examinations. Test anxiety can actually impair learning and negatively impact test performance. Test anxiety is an overwhelming feeling of disturbance and distress among students globally and can be a extremely problematic as it may affect their well being later in life (Farooqi, Ghani, & Spielberger, 2012; Rafiq, Ghazai, & Farooqi, 2007). While having some level of stress arousal arousal is required to perform, once we reach a level that is too high, students then fail to bridge that gap between what they are capable of and what they actually produce. This level is different for all students but its begs the question that perhaps there should be more in place to help students reach their capabilities.

I think this is where performance psychology can come in. Akinsola & Nwajei (2013) found that using a combination interventions of relaxation and cognitive restructuring techniques reduced test anxiety and depressive symptom in students while also resulting in improved test performance compared to no intervention. So, there is evidence that this stuff can work in the classroom. However, teachers already do so much for their students in terms of delivering content and providing those subject specific exam techniques, not to mention pastoral duties. And with exams coming earlier in the year and subject specifications already bloated, there really isn’t a lot of time for teachers to implement some of these ideas. Moreover, some teachers may feel they lack the expertise to deliver some of these concept, which again is fair enough, considering that isn’t their primary role.

Here are a of couple of simple techniques that teacher can use with their students to help manage test anxiety. These can be tools that students can use. If we can provide students with some tools to manage their test anxiety, we are then starting to build their sense of self-efficacy around performing in these exam conditions.

1. If, Then Planning: This technique is a preparatory tool designed to help students feel a sense of control prior to heading into an exam. A sense of perceived control is associated with improved performance outcomes. We take the framework that; If X happens, Then Y. Take a page and split it in two. On one side you will have If and the other, Then. Get the students to think about previous exams and what has caused them anxiety in the run up to, and during the exam. They can also consider are potential scenarios. These are all ifs. In the Then side we then answer with what we will do if our scenario happens. This allows the students to formulate a concrete plan and they have that sense of control.
   

2. Breathing techniques: Our breathing is like a thermostat for how we feel. We can use it to change how we feel. It can influence our heart rate. So it is pretty important. Often in exam season or during exams students are overwhelmed and without noting they are breathing in short, sharp breaths. Much like you associate with panic attacks. When we take short, sharp breaths, we are stimulating out sympathetic nervous system. This is the system associated with the fight to flight response. Again, while very useful if we are constantly in this state it can be detrimental. High levels of SNS activity are associated with lower cognitive functioning. With breathing we can work on this. In halation is linked to SNS activity, whereas Exhalation is linked to parasympathetic nervous system activity (PNS), which provides regulates the relaxation response which is what students may need particularly if they are feeling overly stressed. You can try 1:2 breathing. This simply making the exhale twice as long as a the inhale. For example, inhale through the nose for 3 seconds and exhale through the mouth for 6 seconds. Do this for 8-10 to ten rounds and it can be a useful tool for you’re students to relax and slow down around exam time and even in exam. You could use this as one of your response in the If, Then planning.

Here is an example of an If, Then planning activity, done with a student which incorporated some of their Ifs and breathing.

I hope this article has been of some value for teachers out there. I understand how tough it is to navigate around exam time with your students so hopefully there is something within this article that can be of practical use. If you have any questions feel free to send me an email on sportsperformancethoughts@gmail.com or contact me via the website.

References:

Akinsola, E. F., & Nwajei, A. D. (2013). Test anxiety, depression and academic performance: assessment and management using relaxation and cognitive restructuring techniques. Psychology, 4(06), 18.

Rafiq, R., Ghazal, S., & Farooqi, Y. N. (2007). Test anxiety in students: Semester vs annual system. Journal of Behavioural Sciences, 17, 79- 95.

Farooqi, Y. N., Ghanl, R., & Spielberger, C. D. (2012) Gender differences in test anxiety and academic performance of medical students. International Journal of Psychology and behavioural Sciences, 2, 38-43.

Putwain, D., & Daly, A. L. (2014). Test anxiety prevalence and gender differences in a sample of English secondary school students. Educational Studies, 40(5), 554-570.

Sport and Performance Psychology is all around us. If are interested in learning more about the work that I do, click here. Hope to hear from you soon.