Arousal Flashcards
Apart from drive theory, name two other theories of arousal (3 marks)
Inverted U theory
Catastrophe theory
Baron’s distraction-conflict theory
(ii) Discuss the effect that a presence of an audience may have upon the level of performance for a) Novice performer
b) Elite performer. (4 marks)
Presence of an audience increases anxiety/arousal
Can lead to either social facilitation
Or social inhibition
Increases in arousal will cause dominant response
Novice - not well learned - poorer performance
Elite - well learned - Improved performance
Using the ‘catastrophe theory’, describe how over-arousal may affect a player’s performance. (4 marks)
A. Performers need moderate/optimum levels of arousal to perform at their best
B. Over-arousal causes a decrease in performance
C. Performer can recover (if only slight over-arousal)
D. Caused by cognitive anxiety
E. Performance can continue to decrease and not recover
F. Caused by cognitive and somatic anxiety
G. Recovery time can vary depending on the level of overarousal and the performer/duration of the event
ANNOTATED GRAPHS CAN BE CREDITED.
Identify three characteristics of the peak flow experience (3 marks)
A. Highly focussed on the task/good selective attention/fully absorbed/ involved in activity B. Movement or skill feels effortless/physical and mental harmony C. Clear goals D. High levels of confidence/self-efficacy/sense of well being E. Sub-conscious feelings of control/being on autopilot/ automatic/ optimal levels of arousal/zone of optimal functioning/ZOF
Name a ‘cognitive stress management technique’ and describe how a player could use this technique to control their arousal level. (3 marks)
A. Thought-stopping
B. Use of cue/action/word
C. Re-directs attention to positive thoughts
D. Example – key word – focus
E. Self-talk/positive self-talk
F. Use when negative thoughts occur
G. Replace with positive statements about performance
H. Example – nerves are good before the race
I. Imagery/visualisation/mental rehearsal
J. Formation of mental pictures of good performance/imagine in a calm place
K. Internal – creating the feeling of the movement/ sensations
L. External – seeing themselves completing the movement
M. Attentional control
N. Changing the focus of attention to detect only relevant cues/improve selective attention/alter perceptual field
O. Broad/external – used during games to detect fast changing situations and identify the best option
P. External/narrow – used to concentrate on specific objects or tasks, possibly with limited number of cues
Q. Narrow/internal – used to mentally rehearse a skill or task
R. Internal/broad – used to analyse performance and plan future strategies and tactics
Use Chelladurai’s multi-dimensional model of leadership to explain how a coach can help the performer to reach optimal levels of arousal. (4 marks)
A. Situation, performer and leader characteristics must be considered B. (Required behaviour) – determined by the situation C. (Preferred behaviour) – the performer’s ideal behaviour of the leader D. (Actual leader behaviour) – the leader’s action towards the performer E. The closer the leader’s behaviour is to that expected by performer the greater chance of optimal arousal/performance will be of a high quality/levels of satisfaction F. Having all three behaviours matching is the ideal
Explain the factors that may influence different optimal levels of arousal.
A. (Skill level) – novice/cognitive performers lower levels of arousal/experienced/autonomous performers high levels B. (Type of skill) – fine skills lower levels/gross skills higher levels C. (Type of skill) – complex skills lower levels/simple skills higher levels D. (Personality of the performer) – introverts lower levels/extroverts higher levels
Explain the factors that may influence different optimal levels of arousal.
A. (Skill level) – novice/cognitive performers lower levels of arousal/experienced/autonomous performers high levels B. (Type of skill) – fine skills lower levels/gross skills higher levels C. (Type of skill) – complex skills lower levels/simple skills higher levels D. (Personality of the performer) – introverts lower levels/extroverts higher levels
