3.2.3.1.3 Arousal

3.2.3.1.3 Arousal

1. an energized state, a readiness to perform, a drive to achieve

2. Types

   • Somatic - changes in the body state e.g. increased heart rate as a physiological arousal
   • Cognitive - psychological changes in the mind e.g. worry

3. Drive Theory

   • Hull and Spence
   • higher arousal levels = better quality of performance
   • positive relationship
   • P =f(DxH)
     • performance is the function of drive and habit
   • 'learned behaviours' become dominant responses
   • doesn't take into account decline in performance at high arousal

4. Inverted U Theory

   • as arousal increases performance increases until optimum point is reached and performance decreases after
   • optimum point varies for each individual and is where you perform the best
   • variations caused by personality, task type, stage of learning and experience level

5. Zone of Optimal Functioning

   • Hanin disagreed with inverted u theory
   • to find your zone - mental practise, relaxation, visualisations and positive self talk
   • optimal point is a zone rather than a point
   • Optimal zone where performance is smooth, effortless in a state of confidence and full control of actions
   • peak flow the extension of feelings and performance in the zone
     • high levels of motivation

6. Catastrophe Theory

   • going 'over the edge'
   • performance drops drastically
   • slump caused by high levels of somatic and cognitive arousal
   • teacher needs to reduce worry and cognitive arousal

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