1. Arousal Gordon Condon City and Islington College

2. Topic Stress Arousal Aims  PowerPoint focussing on Arousal in Sport  Tests with Answers Level Level 3 Method PowerPoint presentation, with worksheets for students to complete, answers at the back of the presentation for the teacher, videos, tasks, class interaction. Equipment  Laptop & Projector  Hand-out  Pens Duration >30 minutes

3. Aims and Objectives Aim: Know the impact of Arousal on Sports Performance Learning Objectives 1.Define arousal 2.Describe, Explain and Evaluate the theories of Arousal 3.Explain the effects of arousal on performance

4. Defining Arousal 1.Define arousal 2.Describe, Explain and Evaluate the theories of Arousal 3.Explain the effects of arousal on performance

5. What is Arousal Arousal is a general physiological and psychological activation, varying on a continuum from deep sleep to intense excitement (Weinberg and Gould, 2007) It is closely associated with the concept of motivation – as motivation increases so too does a person’s level of arousal

6. Activity 1 What factors arouse you in and outside of sport? Label where you think the following terms would lie upon the arousal continuum. How would they make you feel? 1.Scoring the winning goal 2.Winning the lottery 3.Watching a history documentary 4.Hanging out with friends 5.Carrying out practical 6.Taking your first driving lesson Deep SleepVery Excited

7. Purpose of Arousal To prepare the body for action –Waking from sleep – arousal is low –Increased demands – arousal levels will increase Some levels of activation can be necessary for some actions, whereas some levels may be detrimental. Arousal is a function of the autonomic nervous system (ANS) and is a response that was built into our central nervous system as we have evolved –When danger threatened our primitive ancestors, they had to be immediately ready to fight or run

8. Is it good or bad? In Hemery (1986) –“the way I get the best out is by not expecting an easy race. Its easier when there’s pressure. You get emotional and go out to perform” (Ed Moses: 400m hurdler Gold medallist) Whereas:- –“ he froze in the blocks during a 100m final, and had to be physically picked up as he was as stiff as a corpse” (Bob Tisdale described how his friend was negatively effected by arousal) Arousal can clearly be beneficial to some athletes in some events, whereas too much or too little can be detrimental to others in other events Depending on the sport, level, and its significance can all effect how arousal can either improve or impair sporting performance The following three theories can help us understand arousal better..

9. Theories of Arousal 1.Define arousal 2.Describe, Explain and Evaluate the theories of Arousal 3.Explain the effects of arousal on performance

10. Hull’s Drive Theory (1951) This is one of the earliest theories to explain the relationship between arousal and performance. The theory suggests that as arousal increases, so too does performance. This relationship is referred to as linear “performance = arousal X skill level”

11. Evaluation This theory suggests that people who are lowly aroused will therefore have a weaker performance in comparison. In essence, this theory suggests that extreme levels of arousal is only a positive factor within sport. Question Do you agree? Discuss

12. Drive Theory Literature Review Zajonc (1965) developed this to show that the presence of others increases arousal and that this increased arousal brings out the dominant response (the most likely way the performer is to perform the skill or task) When people perform well-learnt or simple skills the dominant response is correct and arousal facilitates performance When people perform complex or unlearned skills, the presence of other increases arousal and causes their dominant response, which more often is to be incorrect (poor performance)

13. Inverted-U Hypothesis As arousal increase, so to does performance, up to a optimal point Further increases in arousal cause performance to decline The position of optimal arousal depends on: The Skill –gross skills (weight lifting) require high arousal –fine skills (snooker) require low arousal The skill level of the performer –the more skilful the performer the higher the optimum arousal could be Personality of the performer –the more extrovert the performer the higher the arousal likely for optimum performance –whereas introverts would optimise performance at lower arousal levels

14. Task Differences Complex/Fine Tasks Fine, delicate and highly controlled or information processing tasks High arousal interferes with task Sometimes very low arousal is required (calmness) where close control required and a narrow band of arousal is best Simple/Gross Tasks Easy / large basic movements / strength or endurance tasks Have a bigger margin for error therefore a broader optimal arousal zone These tasks will tolerate bigger arousal levels before performance falls

15. Activity Compare the correct arousal levels for the two situations 1.When a footballer receives a pass, the player must simultaneously judge the flight of the ball, the movement of team mates and opposition on the pitch, and make decisions about tactics whilst performing complex motor skills. 2.When darts player steps up to the Ockey (line 2.37m from the board) he aims for treble 20 and throws

16. The Catastrophe Theory (Fazey & Hardy, 1988) Fazey & Hardy (1988) noted that performance does not always gradually deteriorate as arousal increases as shown in the inverted U theory. Instead, there can be a dramatic decline after a certain point aka CATASTROPHE within the performance If cognitive anxiety is high (i.e. the athlete is worrying), the increases in arousal at some point reach a kind of threshold, just past the point of optimal arousal, where a rapid decline in performance. If a catastrophe does occur, –small reductions in arousal will not bring performance back to its previous level –the performer must relax in order to bring arousal below the point at which catastrophe occurred.

17. In Practice Who was this? What happened? Why? Watch

18. Effects on Performance 1.Define arousal 2.Describe, Explain and Evaluate the theories of Arousal 3.Explain the effects of arousal on performance

19. Arousal/Performance Relationship Activity: Decide on the arousal level for each sport and why? Question: How might arousal effect the mind and body in sport?

20. Technique Study of Novice rock climbers found increased Muscle Fatigue and Blood Lactate concentrations (Pijpers, Oudenjans, Holsheimer, & Bakker, 2003) Weinberg & Hunt (1976) found high State-Anxiety increased muscular energy and tension before, during and after throwing a tennis ball.

21. Frustration and Aggression Berkowitz (1969) “aggression cue theory” introduces arousal into the explanation for aggression. He argued that frustration increases arousal, which the individual feels as anger or psychological pain. Elite athletes are commonly in a state of heightened arousal, therefore frustration may increase the arousal level to near boiling point. However, Berkowitz claims that increased arousal only leads to frustration if there are certain cues in the environment such as: –A gun (100m race) –People associated with aggression (Tyson) –Places associated with aggression (Peckham)

22. Question Is being frustrated a good thing in sport, how? How is being not frustrated in sport going to benefit a performer?

23. Attention and Concentration Nideffer (1976) argues that increased arousal levels could cause changes in attention and concentration. High levels of arousal can occur when athletes have too much information to attend to at one time. All these factors can either improve or worsen performance and his arousal level… –Narrowing the athletes attentional field (unable to take in all external factors) –Causing the athlete to attend to the wrong cue –Causing the player to scan the field less often to be aware of the situation

24. Arousal Performance Relationship Coaches and sports psychologists are aware of the effects arousal has on sport and try to manipulate it Example...? We need to be aware of our own levels of arousal Arousal has two components: –Physiological arousal – the physical readiness for action: Heart and breathing rate, sweating and reaction times. Warm-up activities are designed to increase physiological arousal in readiness for peak performance –Psychological arousal – the emotional and motivational state which ranges from indifference to boredom through to high excitement or tension

25. Worksheet Name:______________________________________ ID Number:______________________________________ Date:______________________________________ Mark: ______________________________________ out of 13

26. Worksheet 1.Define Arousal _______________________________________________________________________________________________ (1 Mark) (3 Marks) 2.Draw the Inverted-U Hypothesis

27. Worksheet 3.Explain how the following affect inverted-U-theory a. The Skill _____________________________________________________________________ b. The skill level of the performer _____________________________________________________________________ c. Personality of the performer _____________________________________________________________________ (1 mark for each)

28. Worksheet (3 Marks) 4. Draw the Catastrophe Theory

29. Worksheet (1 mark for each) 5.Explain the following effects on performance a. Technique _____________________________________________________________________ b. Frustration and Aggression _____________________________________________________________________ c. Attention and Concentration _____________________________________________________________________

30. A N S W E R S

31. Worksheet 1.Define Arousal _______________________________________________________________________________________________ (1 Mark) (3 Marks) 2.Draw the Inverted-U Hypothesis

32. Worksheet 3.Explain how the following affect inverted-U-theory a. The Skill _____________________________________________________________________ b. The skill level of the performer _____________________________________________________________________ c. Personality of the performer _____________________________________________________________________ (1 mark for each)

33. Worksheet (3 Marks) 4. Draw the Catastrophe Theory

34. Worksheet (1 mark for each) 5.Explain the following effects on performance a. Technique _____________________________________________________________________ b. Frustration and Aggression _____________________________________________________________________ c. Attention and Concentration _____________________________________________________________________

35. Student Worksheet ____________________________________________________________________________________________________ _________________________________________________________________________________________________________________

36. Student Worksheet ____________________________________________________________________________________________________ _________________________________________________________________________________________________________________

37. Student Worksheet ____________________________________________________________________________________________________ _________________________________________________________________________________________________________________

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