Anxiety, stress, and perceived workload during the command and control of computer-simulated fire service training environments

Young, Paul M.; Gibson, Alan St Clair; Partington, Elizabeth; Partington, Sarah; Wetherell, Mark

doi:10.1108/ijes-10-2012-0042

Cited by 3 publications

(9 citation statements)

References 18 publications

(18 reference statements)

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“…Simulation training has many applications and is widely integrated into programs where skill learning is imperative, including healthcare, military, driving, air traffic control, first responder education, engineering, and public services contexts (e.g. Maran & Glavin, 2003;Mori et al, 2015;Walsh et al, 2011;Yeung, Dubrowski, & Carnahan, 2013;Young et al, 2013). Walsh and colleagues (2011) offer valid reasoning for integrating simulation training into procedural skill acquisition by explaining that students enhance, develop, and refine their skills through repetitive practice.…”

Section: Simulation Trainingmentioning

confidence: 99%

“…Many professionals are exposed to a complex combination of stressors; including fear of death and injury and uncertainty which can accompany acrophobia Lieberman et al, 2006;Young et al, 2013). For example, while working at heights, firefighters must be calm and focused; although a fear of heights may be detrimental to their performance and endanger others (Young et al, 2013). Further research is needed to distinguish the role of anxiety on performance and learning in professionals.…”

Section: Anxiety and Fear Of Heightsmentioning

confidence: 99%

“…In particular, research from first responders shows high levels of stress and anxiety in the occupation (Brown et al, 2002;LeBlanc et al, 2005Roy & Steptoe, 1994Young et al, 2013). First responders work in dangerous settings and must be able to perform under stress (Young et al, 2013). These environments can be life threatening, to both the people these professionals are 1-16…”

Section: Anxiety In the Workplacementioning

confidence: 99%

“…Walsh, Rose, Dubrowski, Ling, Grierson, Backstein & Carnahan, 2011), stress and anxiety (e.g. Young, St, Gibson, Partington, Partington, & Wetherell, 2013), the amount of practice (e.g. , the type and difficulty of skill (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Although many of these factors are well studied, some elements like anxiety and task complexity in motor learning require further study (e.g. Adams, 1964;Maran & Glavin, 2003;Mori, Carnahan, & Herold, 2015;Walsh et al, 2011;Wulf & Shea, 2002;Young et al, 2013). The properties and fundamental concepts of motor learning and performance are relevant to the life and work of many individuals.…”

Section: Introductionmentioning

confidence: 99%

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Learning to prepare hauling systems for rope rescue

McWilliams

Rohr

Sanli

et al. 2019

International Journal of Training Research

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Introduction: While there is a good understanding of how anxiety impacts skill performance, we understand less about how anxiety affects the learning process. We attempted to create an environment that caused anxiety by having people practice the skill of preparing rope rescue hauling systems (3:1 & 5:1) at height. Methods: Participants were assigned to a Low practice group, that completed training in a general classroom setting; and a High practice group, that trained at a 14m height. Retention tests, to assess learning, were completed one week after practice. All participants were tested on the hauling systems at an elevated height and in a classroom setting. A checklist of each element of the hauling systems was used to assess configuration performance error scores. Movement time (MT) of the preparation was recorded for each trial. Cognitive anxiety was examined through a Likert Scale delivered after each trial. Somatic anxiety was observed using a Zephyr Bioharness system, which measured heart rate (HR) and heart rate variability (HRV). Results: Configuration performance during practice was lower for the High practice group compared to the Low practice group. Perceived anxiety decreased with practice. During retention, which reflected learning, perceived anxiety was higher for the low practice location (classroom) compared to the high practice (elevated) testing location. MT was longest for the complex 5:1 system when performing at height. Conclusion: The current study is one of the first studies to assess rope rescue skills and anxiety induced by different complexities and environments. Performance at height, when there are cognitive challenges (the difficulty associated with completing the 5:1 system) is impaired. However, training at height does not appear to influence this effect. As well, trainees should practice all complexities or specific skills that need to be learned multiple times.

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