How do arousal and anxiety affect performance, and how can they be managed?
The theories of arousal, the types of anxiety and their effect on performance, and the cognitive and somatic techniques used to control arousal and anxiety.
A focused WJEC A-Level PE answer on arousal and anxiety, covering drive theory, the inverted-U hypothesis, catastrophe theory and the zone of optimal functioning, the types of anxiety, and cognitive and somatic stress-management techniques.
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What this dot point is asking
WJEC wants you to explain the theories that link arousal to performance (drive theory, the inverted-U hypothesis, catastrophe theory and the zone of optimal functioning), distinguish the types of anxiety, and describe cognitive and somatic techniques to control arousal and anxiety.
Theories of arousal
These build on each other. Drive theory is the simplest but unrealistic; the inverted-U is more realistic; catastrophe theory and the ZOF add the role of individual differences and anxiety.
Types of anxiety
A performer high in trait anxiety is more likely to feel state anxiety in pressured situations. Cognitive and somatic anxiety affect performance differently: cognitive anxiety tends to rise before an event and harm performance steadily, while somatic anxiety peaks at the start and then falls.
Managing arousal and anxiety
- Cognitive techniques target the mind: positive self-talk, mental rehearsal (imagery) and visualisation of success, thought-stopping, goal setting, and attentional control (focusing on the relevant cues).
- Somatic techniques target the body: progressive muscular relaxation (tensing then relaxing muscle groups), breathing control (centring), and biofeedback (monitoring a physical measure such as heart rate and learning to lower it).
Matching the technique to the type of anxiety is important: cognitive anxiety responds to cognitive techniques, somatic anxiety to somatic techniques.
Examples in context
Example 1. The yips in golf. A golfer who freezes over a short putt under pressure shows catastrophe theory: high cognitive anxiety combined with rising arousal causes a sudden collapse in performance. WJEC uses this to show why catastrophe theory improves on the smooth inverted-U.
Example 2. A sprinter's high optimum. A sprinter performs a gross, simple, explosive skill, so a high level of arousal (psyched up) suits them, unlike an archer. This contrast illustrates how the optimal point shifts with the type of skill.
Try this
Q1. State the relationship between arousal and performance proposed by the inverted-U hypothesis. [2 marks]
- Cue. Performance increases with arousal up to an optimal (moderate) point, after which further arousal causes performance to decline.
Q2. Explain the difference between cognitive and somatic anxiety. [2 marks]
- Cue. Cognitive anxiety is the mental component (worry, negative thoughts); somatic anxiety is the physical component (raised heart rate, sweating, muscle tension).
Q3. Describe one cognitive technique for controlling anxiety and explain how it helps. [2 marks]
- Cue. Mental rehearsal (imagery): the performer pictures a successful performance, which builds confidence, focuses attention on the right cues and reduces worry.
Exam-style practice questions
Practice questions written in the style of WJEC exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
WJEC 20196 marksCompare drive theory and the inverted-U hypothesis as explanations of the relationship between arousal and performance.Show worked answer →
Drive theory says performance increases in direct proportion to arousal, and that increased arousal makes the dominant response more likely. So for a skilled performer (whose dominant response is correct) high arousal aids performance, but for a beginner (whose dominant response may be wrong) high arousal harms it. The weakness is that it predicts performance keeps rising with arousal, which is unrealistic.
The inverted-U hypothesis says performance increases with arousal up to an optimal point (moderate arousal), after which further arousal causes performance to decline, giving an inverted-U shape. It is more realistic because it accounts for over-arousal reducing performance.
A further refinement, the optimal point, varies with the task (fine, complex skills need lower arousal; gross, simple skills tolerate higher arousal) and the performer's experience.
Markers reward an accurate account of each theory, the direct-proportion versus inverted-U shapes, and the point that the inverted-U explains the decline at high arousal.
WJEC 20214 marksDescribe two techniques a performer could use to control somatic anxiety before a competition.Show worked answer →
Somatic anxiety is the physical response to anxiety (raised heart rate, sweating, muscle tension), so techniques target the body.
Progressive muscular relaxation: the performer tenses and then relaxes muscle groups in turn, learning to recognise and release tension, lowering physical arousal.
Breathing control (centring): slow, deep, controlled breathing reduces heart rate and muscle tension and refocuses the performer.
Other valid somatic techniques include biofeedback, where the performer monitors a physical measure such as heart rate and learns to lower it.
Markers reward two genuine somatic techniques, each described and linked to reducing the physical symptoms of anxiety.
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