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During your summer homework you may have noticed some performers who did not perform as expected. Sometimes the pressures of performance can bring out emotions that are difficult to control and that can have a negative impact on performance.

Do you have any experience of this?

Has your coach shown you any ways of controlling your emotions to improve your performance?

Emotions and Sporting Performance

By the end of the session you should be able to:

·Explain the term ‘arousal’·Outline and evaluate different theories of arousal, including Drive theory, Inverted-U theory and Catastrophe theory·Discuss the relationship between arousal levels and sporting performance

Theories of arousal

Sports performance depends on an individual's optimum level of arousal and is based on many varying factors. Discuss each of the phases in the arousal continuum below. How will they impact performance?

Drive theory: Hull (1943)

A linear theory this graph suggest that the more aroused a performer becomes, the better the performance.

The performer's dominant habit or response would also become more evident as their arousal levels increase. This can be shown as:

P = f (H x D)

The effect of arousal on the performer is therefore linked to the task and the experience of the performer.

This means that Drive Theory is...................................

Low

Moderate

High

Low

Mod

erat

e

High

It is suggested that as arousal increases the following will occur:

·An experienced performer will complete the skill well because his or her dominant habit is well learnt·An inexperienced performer will execute the skill poorly as his or her dominant habit is not learnt

E.g. in Badminton:

A young player has learnt the technique of a smash shot and is able to execute the skill reasonably well in practice. However, during the game situation the pressure increases and as the skill has not been properly learnt the skill is unsuccessful.

But an experienced player's would be executed properly during a match.

Why? Discuss this and your own experiences with your neighbour.

·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.

Evaluating Drive Theory

Pros Cons

Inverted-U Theory

A

B

C

moderately skilled

highly skilled

Change the diagram to include these two labels

Place an elite snooker player and a novice gymnast on this diagram

Catastrophe theory

The Catastrophe theory suggests that an increase in cognitive arousal will improve performance but over-arousal will cause one of two options to occur:

If arousal levels drop slightly, caused by cognitive anxiety, a performer may recover and regain their optimal arousal level. This can be achieved by using supportive words from a coach or team mates as well as effective stress management

If arousal levels continue to increase, both in terms of cognitive anxiety and somatic anxiety, the performer will not be able to recover and a catastrophe will occur, i.e. their performance will continue to decline and the performer will not be able to recover

Task: On page 133 you will find a figure of the Catastrophe Theory. Draw the figure and then use your own words and experiences to label it fully

Independent StudyRead back through pages 128 - 134 and be sure you understand the three theories. Check the Exam Tips carefully.

Read pages 134 - 137 in advance of the next class so we can discuss your own personal peak flow experiences.

ExtensionComplete the Stretch and Challenge task on page 133. If you hand this in I shall give you feedback on your understanding use of the theories.