Examining the Relationship between Arousal, Motivation and Sprinting Performance - Research Paper Example

Topic: The practical Laboratory to Examine the Relationship between Arousal, motivation and sprinting performance Student Name: Course: Department: Institute: Submitted to: Date Due: Running head: The practical Laboratory to Examine the Relationship between Arousal, motivation and sprinting performance Abstract The practical laboratory was an examination of the relationship between arousal, attention focus and performance. The practical looked at how persons’ arousal levels affect their ability to perform gross and fine motor skills. It also examined how arousal affects attentional focus/concentration. The practical was done using 12 people and results analyzed Introduction Optimal arousal models contend that high arousal contributes to inhibited athletic performance, whereas there is reversal theory research which indicates that high positive arousal may enhance performance (Abernethy & Cote, 2007)). To test these claims, an experiment was set up on 6 male and 6 female students’ motivational state. The effective use of psychological strategies and interventions is now seen as the final prerequisite for optimal athletic performance. Mental preparation incorporating arousal regulation is salient for explosive athletic performance, that is, where maximal motor activity of short duration is involved (e.g., shot-put, javelin, weight-lifting, sprinting). The term arousal is widely used in the literature to represent both physiological arousal or activation and psychological arousal which has been defined as being “worked up” or energized. Aims Primary aims • to investigate the relationship between arousal and performance • to investigate the relationship between arousal and attention focus Equipment • Timing gates • Stop watch • Concentration grid Task 1: 20 meter sprints Method The start line of the sprint was marked with masking tape between the first tripods. With the subject placing their leading foot up to the start line, and the rear foot placed in a natural ready position for a standing start. The subject was to attempt cutting the beam with their torso and avoid triggering the beam with a sudden movement from the leading arm. Subjects were instructed to avoid rocking back beyond what would take place in a ‘normal’ standing start. The subject completed a maximum effort sprint over 20 m, cutting the beam at 0 m, 5 m, 10 and 20 m. The player completed three maximum efforts and the splits for these were recorded. Subjects completed three maximum sprints (one minute’s rest between sprints) with no audience motivation and were not told their times until after they had completed the three initial sprints. Subjects then rested for five minutes then they were informed of their sprint times (Zimmerman & kitsantas, 2005). Subjects completed another three sprints with audience encouragement. And results were recorded as shown; Results Table 1: 20 meter sprint times with and without audience motivation Solos Quiet Environment Sprint 1 Sprint 2 Asher 1 1.131 2.621 Matt 2 1.081 2.531 Tut 3 1.115 2.771 Eliz 4 1.291 3.266 Rashed 5 1.251 2.974 Justin 6 0.999 2.396 Chris 7 1.116 2.537 Angela 8 1.487 3.770 Iris 9 1.543 3.730 Chantelle 10 1.303 3.445 Lauren 11 1.292 3.322 Naomi 12 1.584 3.829 AROUSAL AND PERFORMANCE MODELS There are five major models describing the relationship that exists between arousal and performance, but in this practical two models were considered these are; the inverted U hypothesis model in which a direct relationship exists between arousal and performance. Performance increases linearly until an optimal level of arousal is reached whereby there is a temporary plateau in performance and, if arousal continues to rise, there is a drop-off in performance. This would be a state of over arousal. An athlete is looking to achieve this plateau, also sometimes called "flow state" or being in "the zone" (Dwyer & Gibbons, 1994). A second popular model of arousal and performance is the catastrophe model which is similar to the inverted U hypothesis except that it is a 3 dimensional model that considers cognitive anxiety. As cognitive anxiety rises, the drop off sustained by over arousal becomes more and more drastic. This model is applicable to track and field, since not only is arousal level important, but anxiety really does make or break a performance because of its effect on technique. A breakdown in technique will destroy an otherwise successful performance. Task 2: Concentration/distraction exercise Method Using the concentration grid provided, the instructions given in class were followed. Results Discussion A relationship exists between motivation intensity and direction of behavior, where the level of arousal and one’s behavior affect motivation and hence performance this is explained in the two current theories (Deakin, Parker, Allard, & Rodgers, 1993). Hull's Drive Theory: The theory demonstrates a linear relationship between performance and arousal. There is low performance t low arousal levels but as arousal increase performance increases linearly as shown in the graph below. Hull's Drive Theory explains that novices to the sport do not often give good performance under pressure, as a result of poor habits or ill- learned techniques their skill level reduces. Habits are the routines which prevail within a person. Skilled athletes perform better under pressure as they poses superior skills and the use of stress management techniques (Abernethy B. , 1999). This can be summarized using the following equation: Performance = habit x drive (arousal) Inverted U Law: The Inverted U Law states that performance in improved by arousal up to an optimal point, beyond the optimal level, performance begins to decrease (Amorose & Weiss, 1998). A graphical representation gives an upside down U shape. This theory is surrounded by three rules: Activity: Mainly those sports which require small, precision movements and control, e.g. shooting, can be performed at low arousal. Skill level: Trainees to a sport do not cope well with over-arousal as they are always alert on the task in hand. Skilled individuals have experience hence high concentration is not required as they can cope with the arousal level. Personality: In high-pressure and arousal situations extroverts perform better while introverts perform well in low arousal states. This behavior said to be linked to part of the brain called reticular activating system (RAS). RAS controls the arousal level. Introverts poses a highly stimulated RAS hence avoid stressful situations, while extroverts require high arousal situations to stimulate the RAS (Allard, 1993) Emotions influence concentration in that as emotions intensify, concentration tends to narrow. At early stages, increased emotions, such as anxiety and excitement assist in concentration. Anxiety is indicated by feelings of nervousness and tension, together with negative view about performance. In a similar manner excitement and anxiety affect concentration. Initially, high arousal reduces attention, making it easier to disregard unrelated cues, with performance improving accordingly. However, as emotions increase, both appropriate and inappropriate cues are ignored and performance begins to deteriorate (Allen, 2002). Individuals should have emotional control to reduce the risk of poor decision-making. For example, a case of overtaking a racer, because of lapses in concentration, and subsequently becomes angry, the racer may increase efforts to re-overtake. However, individuals usually take poorly planned risks when over-aroused, as their attention control becomes clouded. An example is the concentration grid. (This is a numerical grid of 100 numbers that have been randomized, and is a simple method of assessing narrow-external concentration. The individual is asked to circle numbers in order, starting from an arbitrary number). Athletes must recognize the effects of changes in emotions during performance. The powerful effect of changes in emotions controls the attention. In this study, athletes must employ strategies to control their anger, refocusing ideas before completing the next concentration grid. Athletes who controlled their emotions successfully demonstrated better concentration (Azar & Sleek, 1997). Conclusion For success one must control attention and identification of probable causes of poor concentration which represents the starting point for intervention work is crucial. Awareness of factors influencing concentration which are; concurrent emotional and physiological states is important. Interventions that enhance and develop concentration goals, using concentration awareness of physiological factors, are beneficial (Annesi, 1998). References Abernethy, B. (1999). The 1997 Coleman Roberts Griffith Address: Movement expertise: A juncture between psychology theory and practice. Journal of Applied Sport Psychology , 120-150. Abernethy, B., & Cote, J. (2007)). Nurturing the development of a comprehensive model of expertise . International Journal of Sport Psychology , 65-90. Allard, F. (1993). Cognition, expertise, and motor performance. . North Holland: Elsevier Science Publishers. Allen, W. (2002). Coaching amateur athletes: From frozen to fearless. New York: Ny:WW Norton&Co. Amorose, A. J., & Weiss, M. R. (1998). Coaching feedback as a source of information about perceptions of ability: A developmental examination . Journal of Sport & Exercise Psychology , 395-420. Annesi, J. J. (1998). Applications of the individual zones of optimal functioning model for the multimodal treatment of precompetitive anxiety. The Sport Psychologist , 300-316. Azar, B., & Sleek, S. (1997). Motivation and emotion. Washington DC: Psychology Association. Deakin, J., Parker, S., Allard, F., & Rodgers, W. (1993). Declarative knowledge in skilled motor performance: Byproduct or constituent. Netherlands: Elsevier Science Publishers. Dwyer, T., & Gibbons, L. ( 1994). The Australian Schools Health and Fitness Survey: Physical fitness related to blood pressure but not lipoproteins. Circulation , 89, 1539–1544. Zimmerman, B., & kitsantas, A. (2005). The Hidden Dimension of Personal Competence: Self-Regulated Learning and Practice. New York: Guilford publications. Read More