HSC Core 2: Factors Affecting Performance
Q2: How can PSYCHOLOGY affect performance?
Students learn about:
Students learn to:
 motivation
 evaluate performance scenarios to determine
the appropriate forms of motivation, eg golf
versus boxing
 anxiety
 explain the difference between anxiety and
 positive and negative
 intrinsic and extrinsic
 trait and state anxiety
 sources of stress
 optimum arousal

psychological strategies to enhance motivation and
manage anxiety
 concentration/attention skills (focusing)
 mental rehearsal/visualisation/imagery
 relaxation techniques
 goal-setting.
arousal in terms of the effects on performance

research case studies of athletes from
different sports and ascertain the nature of
their motivation and the psychological
strategies they employ.
“Athletic Insight – online journal of sports
psychology”
Key words (Teacher note: explore existing knowledge then gradually complete following throughout this booklet)
Motivation
………………………………………………………………………………….
Psychological
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Arousal
………………………………………………………………………………….
Intrinsic
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Extrinsic
………………………………………………………………………………….
Trait
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Anxiety
………………………………………………………………………………….
Strategies
………………………………………………………………………………….
Stress
………………………………………………………………………………….
Optimum
………………………………………………………………………………….
Managing
………………………………………………………………………………….
Sports psychology is the study of human behavior in the context of sporting endeavour. The sports
psychologist aims to improve the performance of athletes by helping them to understand and manage
psychological processes which affect their performance.
Discuss sporting successes and especially failures which could be attributed to sports psychology. E.g.
Greg Norman was famous for choking, Federer for his steel nerve, McEnroe for his fiery on court
antics etc. Explore personal stories of nerves etc of grandfinals….
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
motivation
Motivation is an internal state that activates, directs and sustains behavior towards achieving a
particular goal. While training makes the individual capable of an elite performance it is motivation
which drives the individual further and harder to reach their potential.




Physical training
Tactical strategies
Technical skill dev.
‘pain’, ‘discomfort’
‘sacrifice’!!!!
Our motivation is affected by our …
o self esteem -…………………………………………………
o self-determination or self-drive - …………………………..
o expectations – ……………………………………………..,
o standard of competition – ………………………………….
o Environment – ……………………………………………..
o Spectators – …………………………………………………
o state of event – ……………………………………………….
o coach’s ability to motivate.
Opt: Administer the
motivation checklist
 positive and negative motivation
Positive motivation is when an athlete is driven by past/ future
successes and rewards. It relies on reinforcement from coach,
family, friends, spectators and media i.e.– incentives, progress
charts, recognition. This form of motivation is more effective and
sustainable in the long term.
e.g. ………………………………………………………………….
Negative motivation reinforces behavior that will help the athlete
to avoid unwanted outcomes i.e. ………………………………………………………………………………
Useful in some particular situations but in the long term its use can be detrimental to performance –
………………………………………………………………………………………………………….
 intrinsic and extrinsic motivation
Intrinsic motivation comes from within the individual. Athletes are
encouraged to train and compete because they are interested in the task,
enjoy learning and performing or desire the challenge of competition. It
is self-sustaining and self-reinforcing. Athletes motivated internally are
more likely to continue their interest and effort in that activity often due
to desire to improve and master the skill, next level.
Extrinsic (external) motivation focuses on outcomes that modify and encourage a
person’s internal drive to participate and succeed including ………………………….
………………………………………………………………………………………….
Keeping motivated is more likely if the athlete is intrinsically motivated and not
largely driven because of external rewards.
Recount a personal example of positive and extrinsic motivation.
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
evaluate performance scenarios to determine the appropriate forms of motivation, eg golf versus
boxing
Tiger Woods “Tiger Woods on Improvement” Aug 8, 2008 google video, you tube. He is a champion
many times over and worth billions. Why does he keep practicing? What is his motivation
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Lance Armstrong “Pain is temporary, it may last a minute, or an hour, or a day, or a year, but
eventually it will subside and something else will take its place. If I quit however, it lasts forever.”
What do you think motivates him?
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 anxiety and arousal
Anxiety is an emotional (psychological) state of agitation which is the result
of fear or apprehension of a potentially threatening situation. In the case of
sport it is usually…..
………………………………………………………………………….
…………………………………………………………………………………
….
Arousal is a specific level of anxiety and can be experienced prior to and
during performance.
 trait and state anxiety
Trait anxiety is a general level of stress characteristic of the
individual in response to daily life and can be positively
influenced by the coach and others.
State anxiety is distress when facing a specific situation.e.g…………………….
……………………………………………………………………………………………………………
Its level needs to be managed to become beneficial for the nature of the sport. What sports might
benefit from high levels of anxiety? …………………………………………………………………..
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 sources of stress
Stress is the non-specific response of the body to a demand placed on it. It readies the body for
physical action – for fight or flight, (even if the demand is psychological such as an exam or
interview).
……………………………………………………………………………………………………………
Increased blood supply
………………………...
Increased ......................
production
More O2 .......................
Tightened muscles to
......................................
Increased ......................
production
Why do we often feel nauseous as well? This is a ‘trivia’ fact!
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Factors that produce stress are called stressors. In sporting performance they can develop from –
o
o
o
o
personal pressure – …………………………………………………………………………….
competition pressure – …………………………………………………………………………
social pressure – ……………………………………………………………………………….
physical pressure – …………………………………………………………………………….
What sports might benefit from a “fight” response?
………………………………………………………………………………………………………….
What sports might require an athlete to be ready to take to “flight”?
………………………………………………………………………………………………………….
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Athletes can learn to cope with stress especially in competitive situations by using strategies of
relaxation techniques, concentrational skills, developing confidence and planning regarding the
specific competition / training stressor.
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 optimum arousal (no it’s not what you think!!)
Inverted ‘U’ hypothesis
Arousal is the level of anxiety before or
during a performance. It is a physiological
process which can help (at optimal levels) or
hinder (too much or not enough) sports
performance
The level of arousal varies according to the
nature of the task. Optimal arousal is the
level of anxiety that is perfect for the
demands of the task.
Too high a level of arousal (…………………………….) causes over narrowing (exclusion of vital
information in team sports) and increased muscle tension which leads to poor performance.
A too low level of arousal (……………………….) will mean an athlete is not ready to perform and
may react slowly, maybe because of distraction, disinterest or lack of motivation or warmup. Many a
soccer or softball game has been lost in the first few minutes.
Tasks requiring fine motor skills,
patience and a relaxed manner need a low
level of arousal –
…………………………………………...
Powerful, gross motor skills require a
high level of arousal –
…………………………………………
On the diagram place where you think
these phases of sports go: balance beam,
putting, free throw, serve,
Which ‘U’ is appropriate level of arousal for:
Beginner vs experienced – beginner needs to be slightly ……………….., calmer and
more relaxed as they need to focus on skill basics, too easy to make mistakes. The
skilled are able to manage a higher level of arousal and may need it to drive them onto
higher achievements, since skill is automatic. Their signs of arousal should be
noticeable.
Easy task v difficult task (to learn) – athletes can be excited, and
non-focused when learning an easy task but to avoid injury etc they must
be calmer and more in the zone when attempting a difficult skill such as a salto on
the balance beam.
Optimal arousal levels also differ between individuals depending on their self expectation,
expectations of others, experience, financial pressures, level of competition, degree of difficulty and
skills finesse (response of athlete to the skill difficulty / danger.)
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
explain the difference between anxiety and arousal in terms of the effects on
performance……Research “choking” (aka Greg Norman), “stage fright”, Bannister v Landy 4
minute mile, disqualifications in athletics, Ian Thorpe’s ‘fall’ into the pool.
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
psychological strategies to enhance motivation and manage anxiety
The level of anxiety athletes experience is related to how well they think they can perform.
Uncontrolled anxiety can have a negative effect on performance and it increases when the demand of
competition is greater than the athlete’s perceived ability. Or when there is a perceived risk of failure.
Athletes can draw on a number of strategies to reduce anxiety to desired, optimal levels.
 concentration/attention skills (focusing)
“Keep your eyes on the ball!”, “Watch the bat hit the ball.”, “Spot the floor” – all
are comments designed to make the player focus or concentrate on the task at hand to focus on relevant cues and to ignore irrelevant ones. It is often described as being
in the ‘zone’.
Relevant cues: ………………………………………………………………………..
………………………………………………………………………………………..
Irrelevant cues; ……………………………………………………………………….
It is developed by focusing on the process rather than the outcome.
Attention describes the process whereby individuals use their senses to perceive what is going on
around them, focusing on what is important. Words to describe include –
alertness, focus, and concentration. It can be selective, shiftable (change
from one cue to another. e.g. from just the basket in a free throw to the rest
of the team in a field shot, to narrow or widen the attention) and divisable
(more than one cue). Coaches can develop their athletes’ concentration
through verbal cues or having athletes develop lists of thoughts at stages of
the game.
Read “The Zone” p212. Old Outcomes 2. Or ‘In the Zone’ p204 New Outcomes 2.
What are the characteristics of ‘The Zone’?
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Choose a sport. How would you attempt to develop ‘zone mindedness’ in a player under your care?
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 mental rehearsal / visualisaton / imagery
Mental rehearsal or imagery is a technique of mentally picturing the successful
performance of a skill, often used just before performance. It helps to provide a clear
idea of the task, increase concentration and narrow focus not only while competing but
also in skill acquisition.
It involves a mental ……………………………………………………… to increase
familiarity, provide practice (especially when unable to practice such as waiting to perform,
poor weather, injury). It aims to elevate arousal, provide clear idea of task, heightens
concentration.
To be effective it needs to be realistic and vivid, a sense of ‘experiencing’ the colours, smells,
distractions, only involve successful whole performances and occur in the actual environment with at
least one rehearsal.
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Mental Rehearsal Laboratory.
You will be learning a skill (that may be new to you). The effect of mental rehearsal on learning will
be analysed. Record your last 10 attempts only then determine average for the group.
Group
Practice
method
Methodology You will only record your own result below.
1
No practice or
rehearsal
2
Practice only
Watch group 1 then practice at moderate to fast speed 10 times. Repeat and
record 10 attempts.
3
Mental
rehearsal only
Mentally rehearse skill with eyes shut for 5 minutes, do not look at other
groups then complete and record 10 attempts.
4
Mental
rehearsal +
practice
Mentally rehearse skills with eyes shut, do not look at other groups then
practice 10 times. Repeat and record 10 attempts.
Average time / score per
10 attempts for all
groups / tasks
Task:…………………………………………
Physical practice only. 10 attempts at skill, record all attempts at full speed.
Examine your results.
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It can also involve creating a picture (as opposed to actually ‘performing’ the skill in your mind)
regarding an element of the performance – like watching a movie. e.g. sitting in the crowd and
watching yourself perform, moment of victory. It can be used to calm the overaroused or ‘rev up’ the
underaroused, also to practice skills, motivate, familiarize with a new environment, and refocus.
 Relaxation techniques
This strategy is to reduce anxiety and control arousal. With practice an athlete can relax in stressful
situations before, during and after an event and often precedes mental imagery. Techniques include:o Progressive muscular relaxation – ……………………………………………………………..
o Mental relaxation ……………………………………………………………………………….
o Self-hypnosis – ………………………………………………………………………………….
o Mental rehearsal – ……………………………………………………………………………….
o Meditation – ……………………………………………………………………………………..
o Centred breathing – ……………………………………………………………………………..
……………………………………………………………………………………………………………
 goal-setting.
Goal setting for performance can provide motivation, commitment and direction. They can be short or
long term; process-orientated or outcomes-orientated; behavioural or performance based; technical,
tactical, psychological or physiological. To be effective they must be specific, realistic and appropriate
and be readjusted frequently. Especially the athlete must be empowered to set their own goals.
What are some specific, realistic and appropriate goals for sporting success in the class?
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
research case studies of athletes from different sports and ascertain the nature of their motivation
and the psychological strategies they employ.
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