Unit 18 Assignment 1 Common Sports Injuries Can be Prevented by the Correct Identification of Risk Factors
HIGHEST GRADE: DISTINCTION
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In this assignment, I first described and explained three theories of arousals and their effect on sports performance
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Unit 4, Assignment 1. BTEC Level 3 Diploma in Sport - Distinction level.
Sport Development and Coaching - Fitness Testing (Unit 8)
Sports Phycology
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Unit 17 - Psychology for Sports Performance
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Introduction
In this assignment, I will begin by defining arousal and will explain the physiological effects that arousal can
have on the body. Following this, I will then select three different theories of arousal and will describe them.
After this, I will use images and diagrams to help me describe each theory and how it can affect a
performer/team. I will then explain in detail how these effect overall sports performance. Next, I will define
group dynamics and state why these are important. I will then describe Tuckman’s stages of group
development; and then explain how this theory works in relation to group development and performance,
using examples and diagrams to support this. After this, I will explain the challenges for coaches in each stage
and how they can overcome them. Following this, I will describe Steiner’s model of group effectiveness and
each individual stage. I will explain how Steiner’s theory works in relation to group development and
performance, using examples and diagrams to support this. For this theory, I will also explain the challenges
and faulty group processes and how they can overcome them. Finally, I will select a team sport case study and
describe four factors that are affecting their group dynamics, cohesion or leadership within the team. I will
then explain these four factors, relating back to my case study and how they have affected their performance.
Lastly, I will analyse these factors, using research and references to support my point of view and suggest
potential solutions.
Arousal definition
According to (Weinberg & Gould, 2007) Arousal is a blend of physiological and psychological activity in a
person and it refers to the level of motivation, alertness and excitement at a particular moment. Arousal is also
defined as the level of activation and alertness that is experienced by a performer. It is considered to be
neutral because. It is neither positive nor negative. It involves both physiological activation (increased heart
rate, sweating rate or respiratory rate) and psychological activity (increased attention). For example: A boxer
may experience high levels of arousal in the lead up to a fight and throughout the fight, but may feel much less
aroused an hour after the match has ended.
Three theories of arousal
Drive theory
Image taken from: https://academy.sportlyzer.com/wiki/arousal-
and-performance/drive-reduction-theory/
, The Drive theory in sports psychology terms was first put forward by Clark Hull (1943). Drive theory suggests
that there is a direct linear relationship between arousal and sporting performance; In effect meaning the
more an athlete is ‘psyched up’, the better their performance potential in any given event. This means that at
low levels of arousal, performance is low whereas it increases in line with an increase in arousal.
Drive Theory ultimately argues that the more an athlete is aroused the better her/his performance. A very high
arousal level would result in a high performance. However, this theory also suggests that this only happens
when skills are well-learned. Therefore, if the athletic skill is not well-learned, performance will deteriorate as
arousal increases. Drive Theory suggests that beginners and less skilled people tend rather not to perform well
under pressure. In novices, their skill level decreases due to poor habits and techniques. Habits are described
as the performance which is dominant within an individual. Experienced athletes tend to perform better under
pressure due to their superior skills and the use of stress management techniques. This theory aids the
explanation why beginners find it difficult to perform well under pressure. Often beginner’s skill level
decreases if they are competing in a relay race using new skills. However, it also explains how experienced
athletes perform better under pressure using well-learned skills, e.g. good tennis players play better against
stronger opponents.
An example of the Drive theory could be when a long jumper is competing in the Olympics; after they jump a
successful first jump, their arousal levels increase due to both the pressure they are putting on themselves in
order to keep performing, and the support they are receiving from the crowd. As a result of their steadily
increasing levels of arousal, they continue to keep performing and improving on their previous jumps. As a
result of their performance not faltering throughout the entirety of the competition, they go on to win it.
Catastrophe
Image taken from:
http://resource.download.wjec.co.uk.s3.amazonaws.com/vtc/2015-16/15-16_30/
eng/05-heat-of-the-moment/Unit5-stress.html
(Fazer & Hardy, 1988) suggests that as long as there are lower thoughts of anxiety, then performance will be
best at a medium level of physical arousal. If there is a high level of anxious thoughts (worry), performance will
be better at a medium level of physical arousal but will suddenly drop off and become very poor. There is a
‘breaking point’ when performance decreases dramatically.
The Catastrophe theory is a development of the Inverted U theory. In Inverted U theory, there is a steady
decrease in performance following over-arousal. the Catastrophe theory however is a theory of arousal that
predicts a rapid decline in performance resulting from the combination of high cognitive anxiety and increasing
somatic anxiety. In reality the Catastrophe theory is more a model than a theory due to the fact that it
attempts to predict human behaviour and performance rather than explaining how it occurs. The model
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