Notes on 1.3 Communication Apprehension

1.3 Communication Apprehension

• Definition and context
  • Anxiety or nervousness about preparing and delivering a speech that makes an impact.
  • Also referred to as "stage fright" – uncomfortable feeling when speaking in front of an audience.
  • McCroskey defines Communication Apprehension (CA) as "an individual's level of fear or anxiety associated with either real or anticipated communication with another person or persons". This is part of the fight-or-flight reaction to stress. Physiological responses can include:
  • Accelerated heart rate
  • Sweating
  • Dry mouth
  • Butterflies in the stomach
  • Psychological responses can include:
  • Increased self-consciousness
  • Irrational fears
  • Lack of confidence

What Is Anxiety or Nervousness?

• Common and expected in many people; CA describes this phenomenon in communication contexts.
• Case prompts include Amanda’s and Chloe Broeker’s experiences as student speakers.
• Importance of recognizing CA as a natural response that can be managed with deliberate strategies.

Categories of CA

• Trait CA (trait communication apprehension)
  • A general pattern of anxiety across communication contexts (high/medium/low orientation).
  • Tends to be persistent across preparation and delivery processes.
• State CA (state communication apprehension)
  • Anxiety experienced in one situation but not in others.
  • Often tied to a specific event like a public speech.
• Distinguishing between trait CA and state CA helps tailor confidence-building strategies.

How Does Anxiety Affect My Speech Preparation?

• Impact on the systematic process required for successful preparation:
  • Difficulty engaging in “thinking time” for reflection and topic selection.
  • Challenges conducting research, analyzing the audience, and tailoring the message.
  • Difficulty drafting a speech and forming an effective outline.
  • Hinders critical thinking needed to structure an outline using an effective organizational framework.
  • Anxiety can impede creating a meaningful message for the audience.

How Does Anxiety Affect My Speech Delivery?

• Affects the delivery of an extemporaneous speech (prepared, practiced, and delivered from notes):
  • May struggle to project the voice or speak at an appropriate rate (too fast or too slow).
  • May fail to communicate with confidence.
  • May be reluctant to use eye contact due to fear of audience scrutiny.
  • May lose focus during the presentation.
  • Overall discomfort can lead to difficulty delivering the speech extemporaneously.

How to Limit Speech Anxiety: Five Strategies

• The good news: you can limit its influence by applying a five-step method during preparation and delivery.

• Five strategies to limit CA:

• Step $1$: Cognitive restructuring

  • Define: revising how people think about speaking situations.
  • Reference: Julia T. Wood defines cognitive restructuring as a process of changing how you think about speaking situations (Wood, 288).
  • Example: change thought from $"I ext{ can't be a good speaker}"$ to $"I ext{ can be a good public speaker}"$.
  • Impact: builds confidence, fosters a positive attitude, improves topic selection and preparation.
  • Psychological noise concept: negative beliefs, biases, prejudices, and feelings toward a person or message (West & Turner).
  • Application: identify personal negative thoughts about public speaking and engage in ongoing cognitive restructuring to convert negativity into confidence-boosting affirmations.
  • Outcome: reduces internal mental barriers and frees cognitive energy for systematic preparation.

• Step $2$: Deep breathing exercises

  • Purpose: alleviate anxiety and synchronize breathing with speaking.
  • Physiological benefit: mitigates hyperventilation, trembling, and rapid heart rate; supports vocal projection and energy.
  • Process: practice daily; breathing pattern example:
  • In through the nose for a count of $5$, hold for a count of $5$, out for a count of $5$, then relax.
  • Frequency: repeat slowly at least $10$ times per session.
  • Applicability: useful for both trait CA and state CA; helps control nervous energy during delivery and engagement with feedback.
  • Additional note: improves receptivity to feedback from peers, instructors, and mentors.

• Step $3$: Time management (budget your time)

  • Plan: estimate the time needed to prepare; budgeting is essential.
  • Typical timeline: about $1$ week to prepare (a practical guideline).
  • Action: block out specific times; stay mindful of preparation progress.
  • Support: if anxious, consult with instructor or mentors (Speaker's Lab) for targeted help on CA.
  • Principle: questions and consultations are part of the preparation process and should be budgeted into the plan.

• Step $4$: Sufficient practice

  • Purpose: build comfort, confidence, and eye contact during delivery.
  • Practice approach: use instructor, Speaker's Lab, peers, and self-evaluations to guide practice.
  • Focus: emphasize positive aspects and address negative ones; project voice and increase vocal effort so the audience at the back of the room can hear clearly.
  • Recommended frequency: practice at least $7$ times with notes.
  • Outcome: reduces anxiety, improves competence, and supports an extemporaneous speaking style.

• Step $5$: Formal attire

  • Rationale: appearance that matches the occasion boosts confidence and credibility.
  • Effect: professional presentation prompts audience to listen more attentively; enhances use of facial expressions and appropriate nonverbal cues.
  • Result: helps the speaker adopt more formal and professional verbal and nonverbal communication.

How Does Anxiety or Nervousness Affect Preparation and Delivery of a Speech That Makes an Impact?

• Following the five-step method can:
  • Limit communication apprehension
  • Improve preparation quality and delivery effectiveness
  • Help you realize your potential for public communication
• The method can be applied to future public speaking tasks to improve success and confidence.

Case Studies

• Amanda (Case Study):

  • Situation: Very nervous on the first day of speech class; uncertain about passing; dreaded public speaking; lacked confidence.
  • Turning point: listened to the professor’s lecture and participated in class activities; decided to give her best effort.
  • Process: prepared diligently; chose topics carefully; practiced repeatedly; implemented deep breathing before speeches.
  • Outcome: nervousness reduced with each new speech; continued diligent preparation; gained confidence; enjoyed the class and public speaking skills; realized anxiety decreased as she immersed in systematic preparation; felt capable of delivering well.

• Chloe Broeker (Case Study):

  • Quote: Describes the impact of a supportive professor and constructive feedback on improving delivery.
  • Outcome: with support, she rarely shied away from presenting in her coursework and engaged more in class participation.
  • Implication: supportive environments and feedback loops can mitigate CA and encourage ongoing engagement in public speaking.

Case Study Discussion Questions

• How did anxiety or nervousness affect Amanda's preparation and delivery of her speech? What could have caused her anxiety?
• What did Amanda do to reduce her nervousness as she prepared and delivered her speech?

Key Terms

• cognitive restructuring
• communication apprehension
• deep breathing exercises
• formal attire
• sufficient practice
• time management

Works Cited

• Colton, Raymond H., Janina K. Casper, and Minoru Hirano. Understanding Voice Problems: A Physiological Perspective for Diagnosis and Treatment. 2nd ed. Philadelphia: Lippincott Williams & Wilkins, 1996.
• Daly, John A., and James C. McCroskey. "The Communication Apprehension Perspective." Avoiding Communication: Shyness, Reticence, and Communication Apprehension. Beverly Hills: Sage Publications, 1984.
• McCroskey, James. "Communication Apprehension: What Have We Learned in the Last Four Decades?" Human Communication 12.2 (2010): 179–187.
• West, Richard, and Lynn H. Turner. Understanding Interpersonal Communication: Making Choices in Changing Times. Australia: Thomson/Wadsworth, 2011.
• Wood, Julia T. Communication Mosaics: An Introduction to the Field of Communication. Southbank, Vic. Australia: Thomson/Wadsworth, 2005. Print.

CASE STUDY DISCUSSION QUESTIONS (Reiterated for emphasis)

1. How did anxiety or nervousness affect Amanda's preparation and delivery of her speech? What could have caused her anxiety?
2. What did Amanda do to reduce her nervousness as she prepared and deliv- ered her speech?