Arousal Lesson 2 of 2. Home learning Questions on page 139.

Slides:



Advertisements
Similar presentations
Classwork Date  Lesson 6 – Lesson objective  Practice Types and presentation of skills  By the end of this lesson you should be able to:  Describe.
Advertisements

Arousal P4/M2 P4 describe three theories of arousal and the effect on sports performance M2 explain three theories of arousal and the effect on sports.
Arousel in sport Inverted U Theory and Drive Theory
SOCIAL FACILITATION. Is the effect that the presence of spectators has on the way sportspeople play or perform CAN BE POSITIVE or NEGATIVE.
A2 Psychology revision. Overview Week 1Aspects of personality Arousal Week 2Controlling anxiety Attitudes Week 3Aggression Confidence Week 4Attribution.
Performance Enhancement
Achievement Motivation  What does it mean?  An individuals interaction with the environment and their desire to succeed.  Drive to succeed/persist with.
AROUSAL THEORY Relationship to performance.
Psychological Factors Affecting Sports Performance.
Effects of Anxiety on Sport Performance October 3, 2002.
Unit 1- Personality, Arousal and Anxiety
Arousal Lesson 2 of 2.
4 Arousal, Stress, and Anxiety chapter. Session Outline Is Arousal the Same As Anxiety? Defining Arousal, Stress, and Anxiety Measuring Arousal and Anxiety.
Maribyrnong College VCE Physical Education
Arousal.
Arousal Theories of arousal and the consequences.
Arousal, Stress, & Anxiety
A2 PHYSICAL EDUCATION Psychological Aspects
1.5- Theories of Arousal What is the Drive theory?
Preparation for Sport  Identify and describe key psychological factors that can influence Sports Performance. (P6, M5)  Critically evaluate key psychological.
Arousal, Anxiety & Stress Gobinder Singh Gill. Aims and Objectives ALL students to identify and define Arousal, Stress and Anxiety MOST students will.
0SBp3A&feature=related 0SBp3A&feature=related.
What is confidence and efficacy? How can they be increased? What affect does an audience have on performance? 4.1- Confidence and Efficacy.
Concentration (3 rd C). Arousal Performance Low High Low High Optimal point where best performance will occur.
MECHANISMS INVOLVED IN LEARNING A PHYSICAL SKILL Input & Information Processing Week 3.
Emotional Control and IZOF.
DTA Acquiring Movement Skills. How does arousal link to motivation?  Intensity of behaviour is what is termed ‘arousal’. Intensity of behaviour refers.
(Pg 79) Arousal. Arousal describes the heightened sense of physical and mental alertness or activation (Amezdroz et al, 2010). It ranges on a continuum.
Teaching Play In a Sports Environment Play Resource Pack.
A2 Psychology of Sport Concentration Booklet 4 Skills Working as a team Complete green group tasks Working as an individual Complete yellow individual.
A2 Psychology of Sport Emotional control (anxiety) & Arousal Booklet 4
Defining Arousal, Stress, and Anxiety
PSYCHOLOGICAL PREPARATION The Role and Use of Sports Psychologists Relaxation Techniques.
Chapter 7 Concentration: Focus Under Pressure By Clark Perry.
Mr Beaumont U_Vg1GRvA.
Motivation & Arousal Learning Objectives: –To understand the different types of motivation and how they link to arousal –Understand different theories.
Assignment 3: Exploring psychological factors. P6 = Describe the effects of psychological factors on sports training and performance. M3 = Explain the.
BTEC FIRST SPORT PREPARATION FOR SPORT. Psychological Factors.
Stress and Stress Management Miss Campbell A2 Psychology in Sport.
Social Facilitation and
PE A Level Induction Welcome!!. Today Brief overview of course Practical lesson taster Pre-course reading and summer holiday work.
WITHOUT NOTES  Describe how goal setting can impact on participation and performance in sport (5) Revised?
Mr Beaumont. Understand the need for high self confidence and self efficacy for performance Describe various factors can affect self efficacy Explain.
Social effects on performance
Sports Psychology.
AROUSAL Arousal is the general term for the intensity dimension of behaviour. Definition “ the general state of activation or excitation that ranges on.
Social facilitation What does it mean?
PHED 3 Sport Psychology Self-Efficacy
1.5- Arousal and Performance
youtube. com/watch
Arousal PHED3.
What is Sport Psychology?
Arousal Lesson 2 of 2.
Homework Review your homework using green pen
Homework Review your homework using green pen
CQ2 – How can psychology affect performance?
Arousal Lesson 2 of 2.
ZOF Outline Hanin’s Zone of Optimal Funtioning model. Using this model explain how levels of anxiety can affect performance (5)
A2 Physical Education Sport Psychology
Arousal Lesson 2 of 2.
Theories of arousal and the consequences
YEAR 10 INQUIRY Psychological Aspects
Quick Quiz Define arousal (1) Describe the Drive theory of arousal (2)
Homework Review your homework using green pen
Psychological factors affecting performance
Sport Psychology "Nothing can stop the man with the right mental attitude from achieving his goal, nothing on earth can help the man with the wrong attitude"
5. Arousal and Anxiety.
A2 Physical Education Sport Psychology
PHED 3 Sport Psychology Arousal and Perfromance
Homework Review your homework using green pen
Presentation transcript:

Arousal Lesson 2 of 2

Home learning Questions on page 139

Connector Name and describe what is shown

Connector Group presentation review Explain and give examples about the following theories: Drive reduction Inverted U Catastrophe

AROUSAL THEORIES (1) DRIVE THEORY A theory of arousal that proposes a linear relationship between arousal and performance; as arousal increases so does the quality of performance. Devised by Hull in (1943) and Spence & Spence (1966) Is concerned with a proportional linear relationship between arousal and performance.

DRIVE THEORY Performance = Habit strength X Drive P = H D 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.

AROUSAL THEORIES (2) INVERTED U THEORY A theory of arousal that considers that optimal performance occurs when the performer reaches an optimal level of arousal. Devised by Yerkes and Dodson (1908) Is concerned with the optimal level of arousal being found through observations of performance. Most athletes and coaches can relate to this theory

PROBLEMS WITH INVERTED U THEORY Critics question if optimal arousal always occurs at the mid- point of the curve. One curve does not explain the different optimal levels of arousal needed for simple and complex tasks.

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.

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 C Performance still deteriorating. Point D Performance does not return to original level immediately even though performer is trying to decrease arousal.

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. 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 Some will be able to critique the ZOF and explain what is required to enter a peak flow state Most will be able to compare the ZOF with the inverted U theory All will learn how to describe adaptations to the inverted U theory and give examples

Provide a sporting example for A and B

ZOF – Consider the type of skill

Discussion Differences and similarities between ZOF and inverted U theory

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