1. Social Facilitation Learning Objectives: 1)Explore the performance outcomes of a variety of skills on performance. 2)Understand the relationship between Drive theory and Social Facilitation theory.

2. Experiment…Predictions Level of performance after completing the skills, in the different conditions (Strongest, moderate and weakest) Skill Condition/ Situation Gross skill (laps of gym) Fine skill (Table tennis accuracy serve) Learned Simple (Punching accuracy) Poorly learned Complex (Punching combination – Kicks) Own1 3 (lazy) 13 – 1 2lazy 32321 Presence of others 3 2 (NAF) 22 321213 Competitive2 13 3 21 32

3. AROUSAL AND DRIVE THEORY WITH INCREASED AROUSAL  the dominant habit / most usual behaviour will be reproduced  a poorly-learned skill will give a performance full of mistakes  a well-learned skill will give a skilled performance DRIVE THEORY the higher the arousal level the higher the achievement / performance level the more likely that a well-learned skill (a dominant response) will be produced

5. THE DOMINANT RESPONSE AROUSAL CAUSED BY AUDIENCE EVALUATION AND DEVELOPMENT OF A CORRECT DOMINANT RESPONSE  audience evaluation causes arousal  if a skill is poorly learnt (early in the learning curve)  then arousal causes incorrect response  because incorrect response is dominant if a skill is well-learnt (later in the learning curve) then arousal causes correct response because the correct response is dominant look at inverted U theory for connection between arousal and performance

6. SOCIAL FACILITATION  the effect that the presence of spectators  has on the way sportspeople play or perform  can be positive  facilitation  example : crowd encourages a team playing well  can be negative  inhibition  example : crowd jeers at a team not playing well DIFFERENT TYPES OF AUDIENCE  passive others (social facilitation)  audience  coactors  interactive others  competitors  spectators

7. SOCIAL FACILITATION CO-ACTORS  a passive form of audience  involved in the same activity  at the same time as the performer  but not competing directly  examples :  officials / umpires / referees  members of own team  ball boys / helpers FACTORS AFFECTING PERFORMANCE  size of audience  proximity of audience  intentions of the audience  skill level of the task  personality of the performer  type of task

8. FACILITATION AND INHIBITION FACILITATION  high arousal leads to improved performance by  highly skilled performer  gross skills  simple skills  extrovert performer INHIBITION  high arousal leads to reduced performance by  novices  fine skills  complex skills  introvert performer

9. SOCIAL FACILITATION AND EVALUATION APPREHENSION SOCIAL FACILITATION (ZAJONC)  the mere presence of others creates arousal  which then affects performance  depending on which part of the learning curve  performance is only improved if the dominant response is the one desired EVALUATION APPREHENSION (COTTRELL)  audience is perceived as evaluating performance causing anxiety  thus evaluation apprehension causes arousal  coping strategies include  stress management  mental rehearsal  selective attention (away from evaluators)  lowering the importance of the situation  training with an audience present