Becky is a first-year player on a nationally ranked women’s NCAADivision I tennis team. She is six feet tall with a powerfulleft-handed serve. Her groundstrokes are technically sound, but shemakes too many unforced errors. Her volleys are solid, and shemoves well for a tall player. As a high school tennis player, Beckyalways played a great deal in the spring and summer, but neverpracticed in the fall or winter. In addition, she neverparticipated in junior tennis associations.

In her senior year in high school, Becky won her state highschool singles and doubles championship. She was especiallydominant in doubles, winning the state finals 6-2, 6-1. It wasafter these accomplishments that the tennis coach of MajorUniversity contacted her about playing collegiate tennis.

The fall season was a rude awakening for Becky. Not only did shenot make the starting lineup, but she also did not even make thetraveling squad. In addition, she lost every challenge match sheplayed except one. Becky began to feel that maybe she was not sucha good tennis player after all. She stopped hanging around with hernew college friends because she thought they would not like hersince she was such a “loser.”

Compared to the other women on her college tennis team, Beckyhad very little experience. Most of her teammates had played thejunior tennis circuit and had achieved national rankings or, at thevery least, sectional rankings. The coach believes Becky is a verytalented tennis player, but her lack of experience has held herback. The coach has told her that she is number 9 out of 12 playerson the team.

Your role on the team is that of a student sport psychologyconsultant. One day about three weeks into the spring season, Beckycomes to you before practice and says, “I need help. I’ve got noconfidence, the coach doesn’t believe in me, and I’m not having anyfun. Every time I step on the tennis court, I feel so anxious Icould throw up. My heart is pounding, and I can't stop thinkingabout how likely I am to screw something up.” You set up a time totalk, and the next day meet in your office.

Identify how anxiety, arousal, and stress might play afacilitative or debilitative role in Becky’s performances withinthe case. Use at least one specific theory to explain youranswer.

Identify three intervention strategies that Becky canuse to help manage her anxiety, arousal, and/orstress.  For each strategy, discuss why this strategywill work based on relevant theory and research. (please expand onall areas as much as you can)