Effects of Teaching Coping Strategies on the Performance of Beginning Scuba Divers

摘要

The effects of teaching coping strategies on the performance and anxiety of beginning scuba divers was investigated. State anxiety levels were correlated with scuba performance for both pool and open-water tasks. The effect of teaching coping strategies on cognitive and somatic aspects of anxiety was also evaluated. An experimental group (n=31) and control group (n=26) were designated using four scuba diving classes offered at Penn State. The experimental group received 15, 20 minute coping strategy sessions. Both groups were evaluated on performance during two pool tasks (4-corner station breathing and combination test) and during 2 open-water dives. Prior to each performance evaluation the subjects were administered the STAI A-state questionnaire. The STAI A-trait and CSAQ were administered during the first and last class attendances. Data was analyzed using ANVOR and t tests. There were no significant differences in A-state scores between good and poor divers during 2 open-water dives. The experimental group performed significantly better than the control group for the first dive only. Post hoc comparison showed that the experimental group had significantly higher A-state scores during 3 of the 4 performance tests. The control group had significant increases in both cognitive and somatic subscales of the CSAQ. (Author)