Arousal

Question 1

Cognitive signs

Answer 1

• increased focus and attention

- decreased reaction time

Question 2

Definition

Answer 2

• arousal is the state of preparedness of the body for action, involving physiological and psychological

Question 3

Reticular Activating System

Answer 3

• cluster of brain cells located in the Central part of the brain, which maintain levels of arousal
• interprets levels of stimulation entering the body and initiated the appropriate response

Question 4

Drive Theory

Answer 4

• suggests a linear relationship between arousal and performance
• same as the level of arousal increases the level of performance also increases

Adapted theory
- performers dominant habit would be evident as you get more aroused

P= F (H x D)

• it’s suggested that experienced performers will complete the skill well because their dominant habit is well learned- it’s opposite for inexperienced

Question 5

Drive Theory- criticisms

Answer 5

• takes no account of different types of arousal- somatic and cognitive
• elite performance will decreased when over aroused

Question 6

Somatic signs

Answer 6

• increased HR
• breathing rate
• headache
• dry mouth
• dazed look
• increased muscle tension

Question 7

Using the catastrophe theory, describe how over arousal may affect a players performance (4 marks)

Answer 7

1) performer need optimal levels of arousal to perform at their best
2) over arousal can cause a decrease in performance
3) performer can recover
4) caused by cognitive anxiety
5) performer can continue to decrease and not recover
6) caused by somatic and cognitive anxiety
7) recovery time can vary

Question 8

Using drive theory, explain why performers such as golfers might hit some bad shit due to their high levels of arousal (3 marks)

Answer 8

1) increase arousal means performers tries harder
2) draws out dominant response
3) cognitive stage- negative effects due to low levels of arousal
4) dominant response not fully developed

Question 9

What do you understand by the term arousal?

Answer 9

1) state/ level of activation/ alertness
2) somatic= physiological
3) cognitive= psychological

Question 10

Explain the effects of arousal on a performer in terms of catastrophe theory (3 marks)

Answer 10

1) increased arousal leads to increased performance performance up to optimal level
2) further increase leads to dramatic decline in performance
3) performer can use calming methods and refocus to return arousal levels to optimal
4) or further arousal causes further decline in performance

Question 11

The effects of audiences on performance often depends on the standard of the performer. Explain what this means in terms of drive theory (4 marks)

Answer 11

1) straight line- relationship between arousal and performance
2) autonomous learner- dominant response is correct- social facilitation
3) cognitive performer- dominant response is incorrect- social inhibition

Question 12

Using appropriate theories, explain how the effects of playing in front of an
audience may differ for:

An elite performer;
A novice. (5 marks)

Answer 12

A. Theory from Zajonc;

B. Presence of audience causes increased arousal;

C. Social facilitation;

D. Drive theory;

E. (Presence of others) enhances/increases emission/ likelihood/probability of
dominant response/habit;

F. Beginner/novice/cognitive stage . negative effects;

G. Negative effect is social inhibition;

H. Expert/elite/associative/autonomous stages . performance enhanced by
presence of audience;

I. Evaluation apprehension/equiv;

J. Use of arousal control techniques.

Question 13

How could a coach prepare a novice tennis player who is about to play in
front of spectators for the first time? (2 marks)

Answer 13

A. Use of relaxation techniques/egs/mental rehearsal/imagery/self talk/block out audience/selective attention/blocking techniques;

B. Learn in presence of others/similar situation/introduce audience;

C. Increase the size of the audience early;

D. Guarantee success/weaker opposition/achievable goals;

E. Gradually introduce evaluation;

Question 14

Many sporting competitions are now decided by ‘penalty shoot-outs’. In these
situations, some performers readily accept responsibility while others prefer not to be
involved.

Explain these observations in terms of achievement motivation. (6 marks)

Answer 14

1. Depends on incentive value probability of success;
2. Depends on personality traits/Nach and Naf types;
3. Nach likely to take (penalty)/Naf decline/accepts responsibility;
4. Nach . seek out challenges/takes risks/likes competition/50:50;
5. Enjoy evaluative situations/show that they can do it;
6. Not afraid of failure;
7. Approach behaviours;
8. Task persistence/seeks feedback;
9. Naf . preoccupied with failure/fear of failure/avoids challenges/competition;
10. Dislike evaluative situations;
11. Likely to perform worse;
12. Avoidance behaviours/avoids challenges/avoids 50:50 situations.

Question 15

Using Figure 1, match each of the curves A, B and C to one of these
activities justifying your choice. (4 marks)

Answer 15

1. A = golf/putting, B = passing/hockey, C = tackling/rugby.
2. Putting is a Fine/complex skill . requires a lower optimum level of arousal
3. Hockey is a mixture of fine/gross therefore moderate optimum level of
   arousal
4. Tackling in rugby is a gross skill less complex requires high optimum levels
   of arousal
5. Too much/too little arousal interferes with co-ordination, cognition/decision
   making and/or performance

Question 16

Explain how the required levels of arousal vary between a novice and an elite
performer. (2 marks)

Answer 16

1. Low optimum levels of arousal for novice performers/high optimum levels for elite performers;
2. Decision making requires low levels of arousal, as needed for new skills;
3. High arousal levels = Dominant learned response occurs
4. Novice performer = dominant response usually wrong/Elite performer =
   dominant response correct

Question 17

Describe how each theory may be used to explain the effects of arousal on
performance. (7 marks)

Answer 17

Drive theory

1. Increases in motivational increase drive/arousal;
2. Increase in drive result in increases of probability of good performance;
3. Linear/straight line/proportional relationship;
4. But, not realistic . cannot keep improving;
5. Increase in arousal = increase in likelihood of dominant response;
6. If dominant response is well learned/expert performer/lead to increase in
   performance/elite/expert performance;
7. If dominant response is not efficient, probability of poor performance
   Increases/novice performer.
   sub max 4 marks

Inverted U theory

8. Initially, as arousal increases so does performance;
9. Optimal level of arousal/in the zone;
10. Gives maximal level of performance;
11. Further increases in arousal result in decreases in performance;
12. Gross skills require higher levels of arousal/fine skills lower level of arousal;
13. Need to control arousal.

Question 18

Using appropriate psychological theories, explain why performers may have different levels of optimal arousal and outline various somatic stress management techniques that can be used to
control anxiety levels.
(14 marks)

Answer 18

Arousal Theories

A. Drive Theory
B. As arousal increases so does likelihood of dominant response/habit
C. Experienced players perform better with higher levels of arousal/
the more experienced players in a team require higher levels of
arousal
D. Novice players perform better with lower levels of arousal

E. Inverted U Theory
F. As arousal increases so does performance but only to certain level
G. Optimal arousal occurs at moderate levels
H. (Personality of performer) – extroverts higher levels of arousal/
introverts lower levels of arousal
I. (Nature of the Task) – complex or fine skills lower need lower
levels of arousal/simple or gross skills need higher levels of arousal
J. (Skill of performer) – experienced higher levels of arousal/novices
lower levels of arousal

K. Zone of Optimal Functioning
L. Some performers have a wider range of optimal arousal
levels/different band widths of optimal arousal

Stress management techniques

M. Biofeedback
N. Measuring physiological responses
O. eg heart rate/breathing rate/sweat production/skin temperature/
muscle tension/blood pressure/galvanic skin response
P. Learn to recognise and control anxiety responses

Q. Centring/Breathing control
R. Deep breathing/diaphragmatic breathing
S. Breath in through nose – expand abdomen fully – breath out
through mouth
T. May involve repeating key words/mantra

U. Muscle relaxation/Progressive Muscle Relaxation
V. Often combined with effective breathing control
W. Focus on specific muscle groups/working inwards from the
periphery
X. Contract muscles – hold – relax

Question 19

The presence of spectators may lead to an increase in arousal. What do you
understand by the term arousal? Explain the effects of arousal on a performer in terms of catastrophe theory and how the effects of audiences often depend on the standard of the performer. Explain what this means in terms of drive theory.

Answer 19

AROUSAL

1. State/level of activation/excitement/alertness/anticipation
2. Somatic = physiological eg increased heart rate/sweating etc
3. Cognitive = psychological eg loss of concentration/attentional narrowing etc

CATASTROPHE THEORY
1. Increasing arousal leads to increased performance up to optimal level
2. Further increase in arousal leads to dramatic decline in performance
3. From which performer may be able to use calming methods and refocus to
return arousal levels to optimal
4. Or further arousal causes further decline in performance

DRIVE THEORY
1. Straight line/linear (diagram) relationship between arousal and performance
2. Good/elite/autonomous performer – dominant response is correct –
performance improves
3. Called social facilitation
4. Learner/weak/cognitive performer – dominant response incorrect –
performance deteriorates
5. Called social inhibition

Question 20

Elite performers take part in training programmes that are carefully planned and will often include goal-setting to improve performance.

Why should goal-setting lead to improved performance and explain the main principles of effective goal-setting
(14 marks)

Answer 20

GOAL SETTING

1. Task persistence;
2. Focuses learning/target to aim for/directs attention to certain skill;
3. Motivates performer/mobilises effort through feedback;
4. Reduces stress/anxiety;
5. Increases self-efficay/confidence.

PRINCIPLES
1. SMARTER/SCAMP; (Mnemonic must be in correct order to credit)
2. Specific when not generalised . so that the athlete knows what they are
working towards and when they have reached the goal/specific to
themselves;
3. Controllable . within the athlete.s control and not influenced by the
performance of others;
4. Challenging/exciting to provide an incentive and the satisfaction of
achievement;
5. Attainable/realistic . within the athlete.s capabilities so that the performer
does not become disheartened by being unable to reach the goal;
6. Measurable and recordable . use times/distances;
7. Personal/agreed . set jointly between athlete and coach;
8. Written down and available to performer;
9. Short and long-term/timed/feedback on progress can be provided and
adjustments made;
10. Set goals for both practice and competition;
11. Performance/individual goals used;
12. Outcomes/team goals not as effective.