ANALYZING COMPETITIVE ANXIETY: A CONVERGENT PARALLEL APPROACH
Abstract
In the intense world of sports, athletes push their limits to achieve peak performance, battling stress, pressure, and fierce competition. This study aims to explore the levels and perception of competitive anxiety among student-athletes and ascertain that the quantitative data corroborate with the qualitative data, aligning with Sustainable Development Goals (SDGs) 3 and 4, which focus on well-being and quality education. The theoretical framework is grounded in the Multidimensional Theory of Anxiety. A total of 204 student-athletes participated in this research, utilizing a convergent parallel mixed-methods design. The Competitive State Anxiety Inventory-2 Revised (CSAI-2R) and semi-structured interviews were used to measure and interpret competitive anxiety levels. The quantitative findings revealed that student-athletes experience moderate levels of competitive anxiety, which is reflected in mental stress, physical tension, and varying degrees of self-confidence. Cognitive anxiety and somatic anxiety are the most noticeable aspects affecting student-athlete's ability to maintain focus and manage pressure. It also implies that even moderate anxiety reduces self-confidence and hence impairs performance. The qualitative data supported the quantitative findings, demonstrating that student-athletes frequently feel mental and physical stress through competitions and that psychological readiness and coping methods determine their competitive experiences. The results suggest that educational institutions should integrate tailored and evidence-based mental health strategies and prioritize sustainable interventions to help athletes manage anxiety effectively. Coaches should develop tailored mental health programs to support student-athletes' overall well-being. This study emphasizes balancing sports performance with mental wellness to create a healthier competitive environment.
SDG: #3 (Good Health and Well-being), #4 (Quality Education)
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DOI: http://dx.doi.org/10.46827/ejpe.v12i11.6430
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