When-Anxiety-Hits-at-the-Worst-Time

Why we make mistakes or stumble during a performance – on the field, on the stage or in front of an audience. Here’s how to stop it happening, so you can make an impression for all the right reasons.

Transcript

  • We’ve all had times where we’ve practiced for days or hours to do something, and we know everything we need to know, or we have everything in us to do a brilliant performance because we’ve worked so hard preparing – and then we mess things up. Some people call it ‘choking’, but really, it’s anxiety. It’s happened to all of us, and if it’s happened to you, know that you aren’t alone and that these stories will be gold one day.
  • Understanding why this happens can help to minimise the changes of it happening again.
  • When your mind starts focusing on what could go wrong, your brain starts to organise your body to deal with the potential threat – and embarrassment, humiliation – all counts as a threat. It does this by surging your body with a neurochemical fuel to get you ready to fight the threat or flee from it. This neurochemical surge is designed to make you stronger, faster, more alert, more powerful – more able to deal with the threat. It’s meant to be a good thing, but if there isn’t a real threat then it can really trip you up.
  • When these neurochemicals are surging through you, one of the things that happens is the thinking part of your brain can actually get overwhelmed and it can shut down. This is an instinctive, automatic response designed to keep us safe. If there is an actual danger, your brain (specifically, the amygdala) doesn’t want you to take too much time thinking about the consequences or being too logical or rational. It just wants you to get safe, so it takes over down that thinking part (the pre-frontal cortex).
  • We know you’re not in danger if you, for example, go on stage, take to the field, sit the exam, but your brain doesn’t know that. The part of your brain that is responsible for the fight or flight response is the amygdala.  It’s very primitive and very instinctive. It’s a doer, not a thinker, so it will act first and it will think later.
  • To stop anxiety from getting in your way, it’s important to make sure that thinking part of your brain – the prefrontal cortex – doesn’t go offline. A powerful way to do this is to keep your focus on what you have to gain from the experience and how you want it to end up, rather than the things that could go wrong. 
  • The more you focus on the things that could go wrong, the more likely your brain will get anxious, and the more likely it will send thinking, planning part of your brain offline. This is when you’re more likely to stumble or make mistakes – and we’ve all done this before.
  • So, whenever your mind starts to wander to what could go wrong, bring it back to focusing on all of the things that could go right, and the great things that could come from your experience. 
  • Practice also strengthens the pre-frontal cortex so it can keep working hard for you. It’s important for strengthening your brain so it can do what you need it to do – which is to keep you strong and calm, and to stop anxiety causing trouble for you.

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There are lots of reasons we love people or places, and a big reason is that we love who we are when we’re with those people or in those places. It’s the same for our children.

Do they feel seen, important, fun, funny, joyful? Or do they feel annoying, intrusive, unimportant, stupid? Do they feel like someone who is valued and wanted? Or do they feel tolerated? Do they feel interesting, independent, capable? Or do they feel managed?

It’s so easy to fall into a space - and this can happen with the most loving, most wonderful parents - where we spend too much time telling them what to do, noticing the things they don’t do, ‘managing’ them, and not enough time playing or experiencing joy with them, valuing their contribution (even if we’ve had to stoke that a little), seeking out their opinions and ideas. 

We won’t get this right all the time, and that’s okay. This isn’t about perfection. It’s about what we do most and being deliberate when we can. It’s about seeing who they are, through what they do. It’s about taking time to enjoy them, laugh with them, play with them, so they can feel their capacity to bring joy. It’s about creating the conditions that make it easy for them to love the people they are when they are with us.♥️
This week I had the absolute joy of working with the staff of Launceston College, presenting two half-day workshops on neuroscience and brain development for children and adolescents. 

The teachers and staff at this school care so much about their students. The everyday moments young people have with their important adults matter so much. It’s through these moment to moment interactions that young people start to learn that they are important, believed in, wanted, that they belong, and when this happens, learning will too. It just will. 

This is what teachers do. They open young people up to their potential, to their capacity for learning and doing hard things. They grow humans. The work of a teacher will always go so far beyond content and curriculum. 

Thank you @launceston_college for having me. Your students are in strong and wonderful hands.♥️

Posted @withrepost • @launceston_college
#LC2022 #
Building brave and moving through anxiety are like lifting weights. The growth happens little by little. Sometimes this will be slow and clumsy. Sometimes it will feel big bold, certain, and beautiful. Sometimes undone, unhappened, frustrating. It all matters. 

There will be so many days where they will see the brave thing in front of them, and everything in them will want to move towards it but they’ll feel stuck - between wanting to and scared to.

This is the point of impasse. The desire and the resistance come face to face, locked in battle. On the outside this might look like frustration, big tears, big anger, the need to avoid or retreat (or in us, a need to retreat them), but inside the work to strengthen against anxiety is happening.

This isn’t the undoing of brave. It’s the building of it. In this precious space between the wanting and the fear, they’re doing battle. They’re doing the hard, imposing work of moving through anxiety. They’re experiencing the distress of anxiety, and the handling of it, all at once. They might not be handling it well, but as long as they’re in it, they’re handling it.

These moments matter so much. If this is all they do, then they’ve been brave today. They’ve had a necessary, important experience which has shown them that the discomfort of anxiety won’t hurt them. It will feel awful, but as long as they aren’t alone in it, it won’t break them. 

Next day, next week, next month they might handle that discomfort for a minute longer than last time. Next time, even longer. This isn’t the avoidance of brave. It’s the building of it. These are the weight lifting experiences that slowly and surely strengthen their resiliency muscles. These are the experiences that show them that the discomfort of anxiety is no reflection at all of how capable they are and how brave they can be. It’s discomfort. It’s not breakage.

These little steps are the necessary building blocks for the big ones. So, if they have handled the discomfort of anxiety today (it truly doesn’t matter how well), and if that discomfort happened as they were face to face with something important and meaningful and hard, let them know that they’ve built brave today.♥️
Anxiety is a valid, important, necessary way the brain recruits support in times of trouble. In actual times of danger, the support we give is vital. This might look like supporting avoidance, fighting for them, fleeing with them. BUT - when there is no danger, this ‘support’ can hold them back from brave, important, growthful things. It can get in the way of building resilience, self-belief, and the capacity for brave. All loving parents will do this sometimes. This isn’t the cause of anxiety. It’s the response to it. 

We love them so much, and as loving parents we all will, at some time or another,  find ourselves moving to protect them from dangers that aren’t there. These ‘dangers’ are the scary but safe things that trigger anxiety and the call for support, but which are safe. Often they are also growthful, brave, important. These include anything that’s safe but hard, unfamiliar, growthful, brave.

This is when the move towards brave might be in our hands. This might look like holding them lovingly in the discomfort of anxiety for a minute longer than last time, rather than supporting avoidance. It might look like trusting their capacity to cope with the discomfort of anxiety (and approaching hard, brave, growthful things) rather than protecting them from that discomfort. Knowing what to do when can be confusing and feel impossibly hard sometimes. When it does, ask:

‘Do I believe in them, or their anxiety?’
‘Am I aligning with their fear or their courage?’
‘What am I protecting them from - a real danger, or something brave and important?’

They don’t have to do the whole brave thing all at once. We can move them towards brave behaviour in tiny steps - by holding them in the discomfort of anxiety for a teeny bit longer each time. This will provide the the experience they need to recognise that they can handle the discomfort of anxiety.

This might bring big feelings or big behaviour, but you don’t need to fix their big feelings. They aren’t broken. Big feelings don’t hurt children. It’s being alone in big feelings that hurts. Let them feel you with them with statements of validation and confidence, ‘I know this feels big, and I know you can handle this.’♥️
We all do or say things we shouldn’t sometimes. This isn’t about breakage, it’s about being human. It’s about a brain that has registered ‘threat’, and a body that is getting ready to respond. 

‘Threat’ counts as anything that comes with any risk at all (real or perceived) of missing out on something important, separation from friends or you or their other important people, judgement, humiliation, failure, disappointment or disappointing their important people, unfairness or loss. It can also count as physical (sensory overload or underload, pain, exhaustion, hunger), or relational (not feeling seen or heard, not feeling valued, feeling replaced, not feeling welcome, feeling disconnected from you or someone important).

Young ones have the added force of nervous systems that haven’t got their full adult legs yet. When brains have a felt sense of threat, they will organise bodies for fight (this can look like tantrums, aggression, irritation, frustration), flight (can look like avoidance, ignoring, turning away) or freeze (can look like withdrawal, hiding, defiance, indifference, aloofness).

The behaviour is the smoke. The fire is a brain that needs to be brought back to a felt sense of safety. We can do this most powerfully through relationship and connection. Breathe, be with, validate (with or without words - if the words are annoying for them just feel what they feel so they can feel you with them). 

When their brains and bodies are back to calm, then the transformational chats can happen: ‘What happened?’ ‘What can I do to help next time?’ ‘What can you do?’ ‘You’re a great kid and I know you didn’t want this to happen, but here we are. How can you put this right? Do you need my help with that?’

Of course, sometimes our boundaries will create a collision that also sets nervous systems on fire. You don’t need to fix their big feelings. They aren’t broken. Stand behind the boundary, flag the behaviour (‘It’s not ok to … I know you know that’) and then shift the focus to relationship - (‘I’m right here’ or, ‘Okay I can hear you want space. I’m going to stay right over here until you feel better. I’m here when you’re ready.’)♥️

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