Stress Evaluation and Self-Concept Evaluation

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Chapter 2 Activity 1: Stress Evaluation

Name ______________________________

Lab Purpose

The purpose of this activity is to help you understand the concept of stress and how it is related to health issues (and later in the term, how it is inversely related to athletic performance).

Procedure

  • Complete the stress evaluation below.
  • Add up all of the points for each stressor listed.
  • It is possible that you have had similar stressors but they have different names than those on this list.
  • A break-up with a long-term girl- or boyfriend. You should score such events using points from a similar event (such as separation = 65 points).
  • Failing or doing poorly in a class = 45 points.
  • A major financial stress at school = 31 points.
  • You can estimate scores for major stressors over the past year by using points for similar stressors.
  • Score all the events that have occurred in the past two years.
  • Note: Your stress score and comments are confidential.

This list from Roth and Holmes (1985) contains certain life events, both positive and negative, have been identified as stressful. A score of over 300 points in the past year has been associated with a serious illness within 2 years.

  • Death of spouse 100 points
  • Divorce 73
  • Separation 65
  • Jail term 63
  • Death of family member 63
  • Personal injury or illness 53
  • Marriage 50
  • Fired from job 47
  • Retirement 45
  • Marital reconciliation 45
  • Pregnancy 40
  • Death of friend 37
  • Mortgage 31
  • Personal achievement 28
  • Spouse starts or stops work 26
  • Trouble with boss 23
  • Change of residence 20
  • Vacation 13

Questions

Answers to the following questions should be either typed or neatly written on a separate sheet and attached to the lab report.

  1. What was your score? ___________
  2. Do you have symptoms of stress? If so, what symptoms?
  3. Do you feel that stress is affecting your health?
  4. What steps do you think that you can take in the next year to reduce your stress?
  5. What steps could this institution take to help reduce student stress?

From B.J. Sharkey and S.E. Gaskill, 2013, Fitness and health instructor guide, seventh edition (Champaign, IL: Human Kinetics).

Also see: The Impact of Stress on Social and Emotional Development

Chapter 1 Activity 2: Self-Concept Evaluation

Name ______________________________

Lab Purpose

The purpose of this activity is to help students understand self-concept as well as to evaluate their own self-concepts.

Procedure

  • Check the attribute from each pair that best describes you.
  • After completing the self-evaluation, answer the questions that follow it.

Self-Concept Evaluation

Are you generally

1_____relaxed or _____ anxious?

2_____in good shape or _____ poor shape?

3_____adventurous or _____ conservative?

4_____trim or _____ overweight?

5_____ hardworking or _____ lazy?

6_____ambitious or _____ aimless?

7_____strong or _____ weak?

8_____physically attractive or _____ unattractive?

9_____persistent or _____ not persistent?

10_____extroverted or _____ introverted?

11_____self-confident or _____ insecure?

12_____a leader or _____ a follower?

Questions

Answers to the following questions should be either typed or neatly written on a separate sheet and attached to the lab report.

  1. Are there areas of your self-concept that you would like to improve? Make a list.
  2. Suggest personal strategies for improving two self-concept areas that you identified in the first question.

From B.J. Sharkey and S.E. Gaskill, 2013, Fitness and health instructor guide, seventh edition (Champaign, IL: Human Kinetics).

More to read: Human Adaptation: Seeking Homeostasis When Under Stress

Last Updated on February 1, 2021