CHAPTER 3
Managing Speech Anxiety
CHAPTER CONTENT OUTLINE
I. Identify what makes you anxious.
A. Lack of positive experience
1. A lack of positive experience can contribute to public-speaking anxiety, especially
B. Feeling different
C. Being the center of attention
1. Feeling conspicuous can cause a speaker to focus on the “me,” thereby increasing
II. Pinpoint the onset of anxiety.
A. Pre-preparation anxiety
1. Pre-preparation anxiety can present itself for some people the moment they learn that
B. Preparation anxiety
1. Preparation anxiety occurs when a person is actually beginning to prepare a speech.
C. Pre-performance anxiety
1. Pre-performance anxiety occurs at the point a person realizes that he or she will be
giving a speech—usually during the rehearsal for the speech.
2. The anxiety stop-time technique recognizes the anxiety and allows it to be for a few
D. Performance anxiety
1. Performance anxiety often affects people who are generally confident in
communication and is most likely to occur during the introduction of a speech.
III. Use proven strategies to build your confidence.
A. Prepare and practice.
B. Modify thoughts and attitudes.
C. Visualize success.
1. Visualization, or mentally seeing yourself give a successful speech, is a highly
effective way to reduce nervousness.
IV. Activate the relaxation response.
A. Using relaxation techniques before, during, and sometimes after a speech gives the
Chapter 3, p. 208
1. Briefly meditate.
a. Sit quietly.
2. Use stress-control breathing.
3. Stretch away stress by doing whole-body stretches or yoga poses.
V. Use movement to minimize anxiety.
A. Practice natural gestures.
VI. Learn from feedback.
A. Welcoming the objective evaluations of others can help a speaker learn to do better in the
next speech.
B. Seek pleasure in the occasion; think of giving a speech as an opportunity to influence
others.
Chapter 3, p. 209
KEY TERMS
public-speaking anxiety fear or anxiety associated with a speaker’s actual or anticipated
communication to an audience
pre-preparation anxiety feeling of anxiety experienced when a speaker learns he or she must
give a speech
positive self-talk speech anxiety reduction technique of turning negative thoughts to positive ones
performance anxiety feeling of anxiety that occurs the moment one begins to perform
visualization exercise for building confidence in which the speaker, while preparing for the
speech, closes his or her eyes and envisions a series of positive feelings and reactions that will
occur on the day of the speech
Chapter 3, p. 210
CHAPTER STUDY GUIDE
I. SUMMARY QUESTIONS
What is public-speaking anxiety? What are some of the common fears associated with it?
Public-speaking anxiety is the fear or dread of giving a speech in front of an audience.
Researchers have identified several factors that cause people to feel anxious about public
When does nervousness occur in the speechmaking process?
Nervousness can occur at different times during the speechmaking process. For some people it
occurs immediately upon learning that they will give a speech sometime in the future
What strategies does this chapter offer for gaining confidence as a public speaker?
Gaining confidence as a public speaker comes about primarily through preparation and
practice. Helpful techniques for boosting confidence include: (1) modifying thoughts and
Chapter 3, p. 211
II. DISCUSSION QUESTIONS
1. Why is public speaking a source of anxiety for most people?
Public speaking may be a major source of anxiety because of such factors as low
self-esteem, experiencing an audience member’s evaluation as a personal attack, negative past
experiences with public speaking, or simply a lack of speaking experience. This last factor is
especially important; many people are nervous simply because of the uncertainty or lack of
familiarity they feel regarding the public-speaking situation. In this case, it may be helpful to
For the other factors, it may be helpful to have students vent their frustrations or fears.
Hearing their peers voice their anxieties might give some students the assurance that they are
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2. It has been said that practice makes perfect. How can this adage be applied to gaining
confidence as a public speaker?
Ask students to recall occasions when they gained confidence in other activities because of
practice (e.g., riding a bicycle, mastering a difficult piano piece). Help students draw parallels
3. In your experience, which strategies for gaining confidence as a speaker do you find most
helpful? Why?
Have students share their own strategies and then write them on the board. Encourage
4. At which point during the speechmaking process are you most likely to experience
public-speaking anxiety? How can you manage the anxiety you may feel during this time?
Students can complete this as an in-class writing assignment. Ask students to anticipate
Chapter 3, p. 213
5. Assume that a friend who has not had a course like this one tells you that she is expected to give
a presentation in one of her major classes, and that she’s “scared to death.” What will you tell
her?
This may be beneficial as a group activity. Have students form groups, pretend that they are
6. How can following the general procedures for planning a speech help a speaker become more
confident?
Students might generate ideas for each of the following guidelines.
• Manage your time wisely. Construct a time line for the preparation of the speech. Assign
• Don’t skimp on the research. Be familiar with all sources of information, such as computer
databases, journals, and newspapers. Consult people who know something about the topic.
• Discover as much about the audience and the speaking environment as you can. Know the
Chapter 3, p. 214
CONTENT PRESENTATION IDEAS
I. STUDENT ACTIVITIES
1. List five experiences that give you the most anxiety. State how the anxiety you associate with
these experiences compares with the level of public-speaking anxiety that you feel.
A serious look at anxieties about such events as death, illness, loss of financial security, or
failing a class may help students put their fears in perspective and even downplay the anxieties
associated with public speaking. More specifically, have students brainstorm the worst that
2. Describe occasions during which you felt especially confident. What was it about yourself, the
situation, the tasks, or other people involved that promoted your confidence?
This activity can improve students’ confidence by having them recall past successes.
Asking students to list the circumstance, people, and situation involved may help them
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II. GROUP ACTIVITY
1. It is common for speakers to feel more nervous than they appear. See if this observation holds
true for you and your classmates. Make a pact with two or three classmates to observe apparent
indications of nervousness (jittery movements, shaky voice, blocked thoughts, etc.) in each of
your speeches. After each speech, discuss with one another how nervous you felt in
comparison to what was observed. Share stories about each speech experience, starting with
how you felt on hearing about the assignment and ending with the feeling you had once it was
all over. Talk to one another about which strategies for gaining confidence seemed to work
best for you.
2. A student may feel as though he or she is more nervous than anyone else in the class when it
comes to delivering a speech. It is important to communicate that anxiety is “normal” and to be
expected in the public speaking classroom. Chapter 3 of A Pocket Guide to Public Speaking,
Sixth Edition, includes “student voices,” brief quotes from previous public-speaking students
Chapter 3, p. 216
III. ADDITIONAL QUESTIONS AND ACTIVITIES
QUESTIONS
The following questions may help you illustrate important points in the chapter and facilitate
students’ learning of this material. These questions can be used as:
• Homework questions
• Quizzes
1. Why do people get nervous about speaking in public?
2. Identify and define the four types of anxiety that people experience during the speechmaking
process.
• Pre-preparation anxiety: fear or anxiety associated with a speaker’s actual or anticipated
communication to an audience
ACTIVITIES
Overcoming Your Fear with Style
Purpose: To help students overcome their fears by having them identify the strengths and
weaknesses of their speaking style.
Instructions: Give students the following statements and questions, and have them prepare a
written response to each item.
1. List your anxieties or fears about public speaking.
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4. Identify weaknesses about your own speaking abilities and skills; that is, what would you
like to improve on in this class?
Discussion: Instructors can use these responses to generate discussion with students. The
instructor should point out that many students have the same fears and weaknesses and that they
YESTERDAY, TODAY, AND TOMORROW: SELF-DIAGNOSIS AND FUTURE
Goals
Purpose: To gain a better understanding of the ways in which speech mannerisms can get in the
way of the speaker’s message, to identify mannerisms that students would like to change, and to
consider how they might go about making those changes.
Instructions: Give students the following statements and questions, and have them prepare a
written response to each item.
1. What speech mannerisms do you find particularly annoying about speakers you have
observed over the years? List them.
2. What speech mannerisms do you engage in that others might find annoying? List those you
would like to work on.
3. How do you plan to change these behaviors in the future?