Arousal

Question 1

arousal

Answer 1

• the degree of physiological and psychological readiness or activation
• it varies on a continuum from deep sleep to intense excitement

Question 2

hull’s drive theory

Answer 2

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

Question 3

what does the quality of performance depend on

Answer 3

how well the skills have been learned

Question 4

dominant response

Answer 4

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

Question 5

as arousal increases what happens to dominant behavior

Answer 5

it is more likely to be exhibited

Question 6

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

Answer 6

• performance will decrease
• as arousal increased dominant response
• in beginners this is usually incorrect

Question 7

according to hulls drive theory how will arousal impact experts

Answer 7

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

Question 8

positives of hulls drive theory

Answer 8

• 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

Question 9

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

Answer 9

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

Question 10

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

Answer 10

• swimming
• weightlifting

Question 11

negatives of hulls drive theory

Answer 11

• 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

Question 12

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

Answer 12

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

Question 13

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

Answer 13

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

Question 14

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

Answer 14

darts
pool

Question 15

drive reduction

Answer 15

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

Question 16

inverted U hypothesis

Answer 16

• 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
• after this point the performer becomes over aroused and performance gradually decreases

Question 17

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

Answer 17

• 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

Question 18

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

Answer 18

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

Question 19

what will a cognitive learners inverted u theory graph look like

Answer 19

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

Question 20

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

Answer 20

• 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

Question 21

what will an autonomous learners inverted u graph look like

Answer 21

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

Question 22

introverts - inverted U theory

Answer 22

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

Question 23

extroverts - inverted U theory

Answer 23

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

Question 24

positives - inverted U theory

Answer 24

• more realistic than drive
• above or 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

Question 25

how does inverted U theory consider individual differences

Answer 25

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

Question 26

negatives - inverted U theory

Answer 26

- 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

Question 27

catastrophe theory

Answer 27

- 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 arousal continues to increase and 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

Question 28

positives - catastrophe theory

Answer 28

- 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

Question 29

somatic arousal

Answer 29

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

Question 30

cognitive arousal

Answer 30

mental response : - calmness - relaxed - worry - panic