arousal Flashcards

1
Q

arousal

A

-the degree of physiological and psychological readiness or activation

  • it varies on a continuum from deep sleep to intense excitement
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2
Q

hull’s drive theory

A
  • says an increase in arousal is proportional to an increase in the quality of performance
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3
Q

what does the quality of performance depend on

A

how well the skills have been learned

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4
Q

dominant response

A

the typical behavior that is most likely to be given by the performer

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5
Q

as arousal increases what happens to dominant behavior

A

it is more likely to be exhibited

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6
Q

according to hulls drive theory, how will an increase in arousal impact beginners

A
  • performance will increase
  • as arousal increased dominant response
  • in beginners this is usually incorrect
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7
Q

according to hulls drive theory how will arousal impact experts

A
  • arousal increased performance
  • as arousal increases dominant response
  • which is likely to be correct
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8
Q

positives of hulls drive theory

A
  • simple to understand
  • true that if dominant response is correct performance increases
  • for elite performers it is an accurate representation of what happens when arousal increases
  • it’s more accurate for gross and simple skills
  • helps coaches and teachers to understand effects of arousal
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9
Q

give an example as to when drive theory could help elite performers

A
  • 100 m sprinter is likely to perform well and respond correctly in a 100m spring final
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10
Q

give examples of skills (gross and simple) where performance improves according to the drive theory when arousal increases

A
  • swimming
  • weightlifting
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11
Q

negatives of hulls drive theory

A
  • quality of performance doesn’t always increase when level of arousal increases
  • to simplistic a view on relationship between arousal and performance
  • doesn’t explain why some skills like fine and complex are performed well with low arousal
  • doesn’t explain a decline in performance at high arousal
  • doesn’t explain why some elite performers perform well at low arousal
  • doesn’t acknowledge drive reduction
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12
Q

drive theory -
give an example of when the drive theory doesn’t explain decline in performance at high arousal

A

a high jumper hitting the bar at a low height at the olympics

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13
Q

drive theory -
give an example of when some elite performers performed well at low arousal

A

scoring a goal when you aren’t working hard at training

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14
Q

drive theory -
give an example of when some skills which are fine and complex can be performed well at low arousal

A

darts
pool

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15
Q

drive reduction

A

the idea that performer may lose motivation when they perceive a task to be fulfilled so drive reduces

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16
Q

inverted U hypothesis

A
  • as arousal increases so does performance quality
  • this occurs up to an optimal or midway point
  • this is usually at moderate levels of arousal for each person
  • the optimal level for arousal is different for everyone
  • added this point the performer becomes over aroused and performance gradually decreases
17
Q

how does the type of task effect levels of arousal - inverted U theory

A
  • gross skills need higher arousal as they use large muscle groups and have little concern for precision
  • fine skills may need lower arousal levels as they use smaller muscle groups and are concerned with precision/accuracy
  • simple skills can have higher levels of arousal as they have a low perceptual load
  • complex skills need low levels of arousal as they have a high perceptual load
18
Q

how does stages of learning affect arousal - inverted U theory - cognitive learners

A
  • cognitive learners perform better at low levels of arousal
  • as their dominant response is incorrect should arousal increase
19
Q

what will a cognitive learners inverted u theory graph look like

A

it will shift to the left as they can’t cope with high arousal levels

20
Q

how does stages of learning affect arousal - inverted U theory - autonomous learners

A
  • perform better with higher levels of arousal
  • their dominant response is likely to be correct
  • they are more likely to be able to self correct as they know the correct cues
21
Q

what will an autonomous learners inverted u graph look like

A

it will shift to the right as they can cope with higher arousal levels

22
Q

introverts - inverted U theory

A
  • likely to become over aroused as they increase the intensity of the stimuli entering their brain
  • RAS is already stimulated
23
Q

extroverts - inverted U theory

A
  • less likely to become over aroused
  • RAS lowers the intensity of stimuli entering the brain
  • RAS lacks stimulation
24
Q

positives - inverted U theory

A
  • more realistic than drive
  • above of below optimal performance quality is decreased
  • most performers respond positively to arousal until midway point
  • simple and easy to understand and apply
  • helps teachers and coaches understand the effect of arousal on performance
  • considers individual differences
25
Q

how does inverted U theory consider individual differences

A

optimal point of arousal shifts higher or lower for different personalities, skills types or stages of learning

26
Q

negatives - inverted U theory

A
  • too simple and offers a limited view of the relationship between arousal and performance
  • doesn’t consider effect of different arousal types
  • the distribution is too even (relationship may not be U shaped)
  • doesn’t say what happens to people who under perform when over aroused
  • doesn’t say that performance can recover after over arousal has occurred so once performance starts to deteriorate it will continue to worsen
27
Q

catastrophe theory

A
  • as somatic arousal increased so does quality of performance
  • optimal performance will only be achieved when cognitive arousal is kept low
  • high cognitive and high somatic arousal can cause a sudden drop in performance (catastrophe)
  • after a catastrophe of arousal continues to increase performance levels decline further
  • performer may be able to regain their level of performance after the catastrophe if arousal is controlled by taking time out to manage anxiety
28
Q

positives - catastrophe theory

A
  • realistic explanation of why performers mess up badly in a big event
  • shows a sudden decrease in performance which is more likely than a gradual decline
  • considers relationship and effects of cognitive and somatic arousal
  • shows a performer can recover by lowering arousal and that performance can be improved again
  • most accepted explanation
29
Q

somatic arousal

A

body’s response :
- hr
- adrenaline
- sweating
- respiration

30
Q

cognitive arousal

A

mental response :
- calmness
- relaxed
- worry
- panic