How do arousal, stress and anxiety affect performance, and how are they controlled?
Stress, arousal and anxiety: the theories of arousal and performance (drive theory, inverted U, catastrophe theory, the zone of optimal functioning), somatic and cognitive anxiety, and stress management techniques.
A focused answer to Eduqas A-Level PE on arousal, stress and anxiety: the drive, inverted U, catastrophe and zone of optimal functioning theories, the distinction between somatic and cognitive anxiety, and cognitive and somatic stress management techniques.
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What this dot point is asking
Eduqas wants you to explain the theories of arousal and performance, distinguish somatic and cognitive anxiety, and describe cognitive and somatic stress management techniques.
Theories of arousal and performance
Catastrophe theory and the zone of optimal functioning
Somatic and cognitive anxiety
Stress management techniques
To control arousal and anxiety, performers use techniques matched to the type. Somatic (physical) techniques lower bodily arousal: breathing control (slow, deep, controlled breaths), progressive muscular relaxation (tensing then releasing muscle groups), and biofeedback. Cognitive (mental) techniques calm the mind: imagery or mental rehearsal (visualising a successful performance), positive self-talk (replacing negative thoughts), thought stopping, and a consistent pre-performance routine. Goal setting (process goals) and attentional control also help. Matching the technique to the anxiety, somatic methods for the body and cognitive methods for the mind, is what examiners reward.
Exam-style practice questions
Practice questions written in the style of WJEC Eduqas exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Eduqas 20184 marksExplain the inverted U theory of arousal and performance, and how the optimal level of arousal differs for a snooker player and a rugby forward.Show worked answer →
A Component 1 arousal question. Two marks for the theory, two for the applied difference.
The inverted U theory (Yerkes-Dodson) states that as arousal increases, performance improves up to an optimal point (the top of the inverted U), after which further arousal causes performance to decline. So both too little and too much arousal harm performance, and there is an ideal mid-range. The optimal level depends on the task: a snooker player performs a fine, precise skill needing control and concentration, so their optimal arousal is low (high arousal would cause a shaky cue arm). A rugby forward performs a gross, dynamic, powerful skill, so their optimal arousal is high (they need to be psyched up to drive into contact). So fine-skill performers need lower arousal than power performers.
A common dropped mark is omitting the task type; the optimal point shifts with how fine or gross the skill is.
Eduqas 20216 marksDistinguish somatic and cognitive anxiety, and describe two stress management techniques a performer could use before a major final, one for each type of anxiety.Show worked answer →
A Component 1 anxiety question. Markers reward the distinction and two matched techniques.
Award marks for: somatic anxiety is the physical or bodily response to stress (a racing heart, sweating, muscle tension, butterflies, nausea); cognitive anxiety is the mental or psychological response (worry, negative thoughts, fear of failure, loss of concentration). To manage somatic (physical) anxiety, the performer can use relaxation and breathing control (slow, deep, controlled breathing) or progressive muscular relaxation (tensing then releasing muscle groups), which lower heart rate and muscle tension. To manage cognitive (mental) anxiety, the performer can use imagery or mental rehearsal (visualising a successful performance) and positive self-talk (replacing negative thoughts with constructive ones), which restore confidence and focus. Other valid techniques include thought stopping, goal setting and a pre-performance routine. Matching the technique to the type of anxiety is the key: somatic methods calm the body, cognitive methods calm the mind.
A top answer clearly separates somatic (body) from cognitive (mind) and matches a technique to each.
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Sources & how we know this
- Eduqas A Level Physical Education Specification — Eduqas (2016)