How do arousal, anxiety and motivation affect performance, and how can a performer control them?
Arousal and the inverted-U theory, the optimal level of arousal for different tasks, the effect of anxiety on performance, methods of controlling arousal and stress, and intrinsic and extrinsic motivation.
A focused answer to Eduqas GCSE PE Component 1 on arousal, anxiety and motivation: arousal and the inverted-U theory, the optimal arousal level for different tasks, the effect of anxiety, methods of controlling arousal and stress, and intrinsic versus extrinsic motivation.
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What this dot point is asking
Eduqas wants you to define arousal, explain the inverted-U theory, describe the optimal arousal for different tasks, explain the effect of anxiety, give methods of controlling arousal and stress, and distinguish intrinsic and extrinsic motivation.
Arousal and the inverted-U theory
The optimal level for different tasks
The best level of arousal depends on the type of skill. Gross, simple skills that use large muscle groups and little fine control (a rugby tackle, a weightlifting effort) are performed best at high arousal. Fine, complex skills that need precision and decision-making (a snooker shot, an archery release, a golf putt) are performed best at lower arousal, because too much arousal makes the fine movements shaky. So a coach raises a forward's arousal before a tackle but keeps an archer calm before a shot.
Anxiety and its effect
Anxiety pushes arousal up. A little can sharpen focus, but high anxiety pushes a performer past the optimal point on the inverted-U, so concentration and coordination suffer and performance falls. Managing anxiety keeps arousal near the optimum.
Controlling arousal and stress
Intrinsic and extrinsic motivation
Extrinsic rewards are powerful in the short term, especially for beginners, but they can lose their effect, and a performer who plays only for rewards may stop when the rewards stop. Intrinsic motivation is more durable, so coaches aim to build enjoyment and pride so a performer keeps training in the long term.
Why this matters
Arousal, anxiety and motivation explain why a performer who trains brilliantly can underperform under pressure, and they connect to goal setting (achievable goals protect confidence and motivation) and to skill type (the optimal arousal depends on whether a skill is gross or fine). Eduqas rewards the inverted-U relationship and a clear, applied stress-management plan.
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 marksUsing the inverted-U theory, explain how arousal affects performance, and describe what happens when a performer becomes over-aroused.Show worked answer →
A Component 1 item testing the inverted-U theory. Award marks for the relationship and the over-arousal description.
The inverted-U theory says performance improves as arousal rises, up to an optimal (best) level in the middle, then declines if arousal rises further. At low arousal the performer is flat and under-prepared; at the optimal level they are focused and perform at their best; at high (over-) arousal performance drops because they become tense, anxious and lose concentration and coordination.
Markers want the curve described (rises to an optimum, then falls) plus a clear statement that over-arousal causes tension, anxiety and poorer performance. A sketch of the inverted-U graph also scores.
Eduqas 20214 marksExplain the difference between intrinsic and extrinsic motivation, and discuss why a coach might rely mostly on intrinsic motivation in the long term.Show worked answer →
A 4-mark item testing the two types of motivation and applying them.
Intrinsic motivation comes from within the performer: the enjoyment, satisfaction and sense of achievement of taking part and improving. Extrinsic motivation comes from outside: rewards such as medals, trophies, money or praise.
Why a coach might rely on intrinsic motivation long term: extrinsic rewards can lose their effect over time, and a performer who only plays for rewards may stop when the rewards stop. Intrinsic motivation (enjoyment and pride) is more durable, so it keeps a performer training and competing for longer.
Markers reward the within-versus-outside distinction plus a sensible reason intrinsic motivation lasts longer, such as rewards wearing off.
Related dot points
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Sources & how we know this
- Eduqas GCSE (9-1) Physical Education C550QS specification — Eduqas (2016)