Arousal
Lesson 2 of 2
Home learning
• Questions on page 139
Connector
Name and describe what is shown
Connector
Group presentation review
Drive reduction
Inverted U
Catastrophe
Drive Theory (Hull, 1943)
Proposed a linear relationship between arousal and performance
• As arousal increases so will quality of performance
Higher levels of arousal would intensify the dominant response
• For Elite performers this is likely to be correct response
• For beginners likely to be incorrect response
Spence and Spence (1968) adapted it using an equation:• Performance = Habit strength x drive
Now considered an inadequate explanation
When arousal reaches a high enough point performance will not improve
Ronaldo
DRIVE THEORY
Performance = Habit strength X
Drive
P=HD
The more an elite sports person
is aroused the better their
performance due to the
dominant response being
chosen is habitual.
The more a beginner sports
person is aroused the dominant
response may be incorrect and
high levels of arousal can cause
a deterioration in performance.
PROBLEMS WITH DRIVE THEORY
• The habitual behaviour/
dominant response is not
always the correct one (think
of beginners)
• By increasing drive (arousal)
performers often resort to
previously learned skills
because they are dominant
but may be incorrect.
• Even highly skilled players
‘choke’ in highly charged
situations.
• Anything else? Does not
consider somatic and
cognitive
Inverted U Hypothesis (Yerkes and Doson, 1908)
Suggests that performance will increase with arousal to an optimum point.
• However if you go beyond that point then performance will decrease
From observations this seems to fit very well, however, it is too simplistic
• Does it apply equally to the different phases of learning?
• Does it apply to all sports performance in the same way?
PROBLEMS WITH INVERTED U
THEORY
• Critics question if optimal arousal always occurs at the midpoint of the curve.
• One curve does not explain the different optimal levels of
arousal needed for simple and complex tasks. Anything else?
Does it apply equally to the different
phases of learning?
Beginners find it more difficult to cope with arousal
– Less habitual (Similar to Drive theory)
– Need to give more attention to the skill itself and arousal levels make take concentration
away
– Rely heavily on environmental cues, may miss what is unexpected
Autonomous
Associative
Cognitive
Performance
•
Arousal
Does it apply to all sports performance
in the same way?
Can vary according to the skill being performed
• Gross skills benefit from higher levels of arousal then fine skills
– Shot Putt compared to Archery
Can vary within a sport dependant upon role
– Rugby forwards compared to backs
Lion's team talk
Gross/
Simple
Fine/
Complex
Performance
•
Arousal
AROUSAL THEORIES (3)
CATASTROPHE THEORY
A theory that predicts a rapid decline in performance resulting
from the combination of high cognitive anxiety and increasing
somatic anxiety.
Devised by Hardy and Frazey (1987)
Is a development of the Inverted U theory but involves a faster
and more dramatic reduction in performance.
It is more a model than theory because it tries to predict human
behaviour rather than explain it. How does it differ from
inverted U?
CATASTROPHE THEORY
Point A
Cognitive anxiety is high.
Somatic anxiety is low.
Performance is enhanced.
Point B
Cognitive anxiety is high.
Somatic anxiety is high.
Performance can deteriorate.
Point D
Performance does not return to
original level immediately even
though performer is trying to
decrease arousal.
Point C
Performance still deteriorating.
The worst over ever?
CATASTROPHE THEORY
Physiological arousal is related to performance in an
inverted ‘U’ fashion when the athlete is not worried or has
low cognitive anxiety state anxiety.
If cognitive anxiety is high, the increases in arousal pass a point of optimal
arousal and a rapid decline in performance occurs (the catastrophe).
It would be very difficult to recover from this point.
AROUSAL AND ITS IMPACT ON
PERFORMANCE
Once we attain our optimum level our reactions are at their
fastest, we are able to screen out irrelevant information and
do NOT suffer from Attentional Narrowing and Attentional
Wastage
Attentional
Narrowing:
Focusing
on too narrow
a range of information or on the
performance of a skill; this causes the performer to ignore
important cues or information.
This occurs when a performer is so tightly focused on
performing the skill, or on a small part of the display (e.g.
the defender in front of them), that they do not attend to
other important aspects or they miss important cues (e.g.
team mates they could pass to).
Outcomes
• Critique the ZOF and explain what is required
to enter ‘being in the zone’
• Compare the ZOF with the inverted U theory
• Critique Peak Flow Experience taking into
consideration the factors that may interfere
with the experience
Provide a sporting example for A and B
ZOF – Consider the type of skill
Read the articles on Page 137
• Share your thoughts
Prove it review
Do you understand the following?
• drive, inverted U and catastrophe theories
• practical applications and impact on
performance
• Zone of Optimal Functioning and peak flow
experience