2.1D- Arousal

Drive theory

Description

A linear relationship between arousal and performance

High arousal results in high performance levels

Low arousal leads to low performance levels

Positives

A high level of arousal intensifies the dominant response

In elite autonomous performers the dominant response is the correct response because they have grooved the skill and can deal with high levels of arousal

It explains high performance in dynamic, explosive and ballistic skills

It helps teachers and coaches when teaching those in the cognitive stage as they understand that novices require low levels of arousal

Negatives

However, even the best performers suffer deteriorated performance when arousal levels are very high

Also, the dominant response for cognitive and associative performers may be incorrect and high arousal can lead to a decrease in performance levels

A linear relationship hardly ever occurs and doesn't account for a decline in performance at high arousal levels

Inverted U Theory

Description

As arousal increases so does the standard of performance up to the point of optimum arousal

If arousal increases beyond the point of optimum arousal then performance will begin to deteriorate

A moderate amount of arousal is usually the optimal point for optimal performance to be achieved

Positives

Theory accounts for different variables

It recognises that optimal arousal changes based on variables resulting in a shift of the inverted U

It accounts for performance declining at a high level of arousal

It links effectively with cue-utilisation theory based on degree of arousal

Negatives

Increase or decrease in performance is rarely smooth, steady and gradual

No explanation for a sudden decrease in performance levels

Doesn't explain how some performers actually continue to improve at very high arousal levels

Catastrophe theory

Description

Positives

As arousal increases so does the standard of performance up to optimal level

If arousal increases beyond the optimum point then performance will deteriorate rapidly and dramatically

The rapid decline is caused by an interaction between increasing somatic anxiety and high cognitive anxiety in response to high levels of arousal

The result is a loss of co-ordination, loss of concentration, loss of perceptual awareness and difficulty in making good decisions

More realistic than drive theory and inverted U theory

It explains why performance can suddenly decline

It is a multidimensinal theory accounting for cognitive and somatic anxiety

It explains how performers can recover their performance as they re-join the upwards curve of arousal

Negative

Some performers never experience a sudden decline but only a slow decline as suggested by the inverted U theory

It does not take into account task difficulty, skill level, or personality