Extensive evidence linking exercise with stress reduction has prompted many organisations to implement exercise stress management interventions in order to combat employee stress. These interventions however, have generally yielded low levels of effectiveness. Determining factors that can enhance the effectiveness of exercise stress management interventions is important for organisations implementing such interventions. The main purpose of the present study was to investigate the role that outcome expectancy has in the relationship between exercise and stress. Stress perceptions and exercise behaviours were assessed in 54 university students over the 4 weeks leading up to final examinations. Outcome expectancy was assessed once during this period. Heart rate was also assessed in 20 students on two occasions, including the exam. In contrast to the majority of research linking exercise with lower stress, individuals who exercised more than their own average during the study period had higher levels of exam stress over time, whilst variance in exercise levels from the group average was not significantly related to exam stress over time. Conversely, there was a significant difference in physiological exam stress (heart rate) between high and low exercise groups overtime for the overall heart rate average, but not the sleep or exam period heart rate averages. More specifically, it was found that the low exercise group had a stronger negative physiological reaction to the exam overall. No significant moderation effects of outcome expectancy on the relationship between exercise and stress were found. The results indicate that exercise is related to both self-reported and physiological indicators of stress, and that exercise at different levels (within-person and between-person) have differing effects on exam stress.

The purpose of the present research was to provide ideas for positive stress management in the orchestra world to help achieve high-level performances. The author developed the Orchestral Performance and Stress Survey and distributed it to 230 musicians of three orchestras that comprised full-time and part-time professional as well as community orchestra musicians. The survey sought to identify stress-causing and performance-enhancing factors in the orchestra environment. Questions on the musicians' background allowed for comparisons to identify groups with particular needs. Results show that musical training often does not include stress management training. Playing-related injuries are common. Two-thirds of full-time musicians who responded have suffered injuries that forced them to stop playing for more than one week. On average, musicians reported that stress neither detracts from, nor enhances performances. The most stressful concert types were classical concerts. Highly critical audiences are the most stressful. / School of Music

There is a paucity of research on the effects of passive relaxation training on the anxiety of patients going through physical rehabilitation. The fourteen participants of this study were Caucasian and between the ages of 45 and 82 years of age. Participants reported levels of anxiety through the use of a self-report instrument called the State-Trait Anxiety Inventory. Measurements were made at four different time periods; on intake, prior to relaxation training, following relaxation training, and at discharge. A two-way Analysis of variance was implemented with time and gender being the independent variables. The results of the study revealed no statistically significant differences. Qualitative reports of the participants feedback and Post-hoc analysis of the data for Pearson's r and Pairwise Comparisons indicate further research is needed to fully determine the effects of passive relaxation training on participant's anxiety. / Department of Counseling Psychology and Guidance Services

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Thesis (M.S.)--Purdue University, 2006. / Includes bibliographical references (leaves 30-33). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Purdue University--Indiana, 2006. / Includes bibliographical references (leaves 30-33).

Dissertation (PhD)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (Ph.D.(Psychology))-University of Pretoria, 2006. / Abstract in English and Afrikaans. Includes bibliographical references. Available on the internet via the World Wide Web.

Thesis (D.Psych.)--Murdoch University, 2007. / Thesis submitted to the Division of Health Sciences. Includes bibliographical references (leaves 165-184).

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University. / Vita. Abstract. Includes bibliographical references (leaves 132-137). Also available via the Internet.