1.

Arousal is seen as the amount of drive that we have. Arousal can affect our levels of motivation when participating in physical activities as part of a balanced, active and healthy lifestyle. Compare and contrast drive theory, inverted U theory and catastrophe theory as explanations for the relationship between arousal and performance of motor skills.
[10]

2.

Using the Inverted U theory and a practical example explain how levels of arousal can affect the performance of movement skills. ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ............................................................................................................................... ...............................................................................................................................
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3.

Many feel that more young people than ever follow an inactive and unhealthy lifestyle. Discuss the advantages and disadvantages of motivational strategies that can be used to encourage disaffected young people to participate in a balanced, active and healthy lifestyle.
[10]

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4.

Drive Theory can be used to explain how arousal affects performance in sport. (i) Sketch and label a graph to illustrate the effect of arousal on performance according to Drive Theory.

[3]

(ii)

Use Drive Theory to explain how an increase in arousal would affect the performance of both a novice and an experienced performer. ......................................................................................................................... ......................................................................................................................... ......................................................................................................................... .........................................................................................................................
[2]

5.

Motivation and arousal both affect the performance of skills in Physical Education and sport. (i) What is meant by motivation? ........................................................................................................................ ........................................................................................................................ ........................................................................................................................
[1]

(ii)

Use a practical example and the figure below to explain the Inverted U theory of arousal. ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................
[3]

6.

Physical performance will usually be at a higher level if a performer is motivated. (i) Describe intrinsic and extrinsic motivation and give a practical example of each of these two types of motivation. ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................
[4]

(ii)

Drive reduction is another way in which a performer can be motivated. Use a practical example to describe drive reduction theory and describe how drive reduction theory can be used to encourage a healthy and active lifestyle. ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................
[4]

1. L3 8-10 marks
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There is detailed knowledge and good understanding of the topic. There is effective comparison and contrasting and/or critical evaluation. Knowledge is clearly and consistently linked to practical performance throughout the answer if appropriate. Accurate technical and specialist vocabulary is used throughout.
3

There is a high standard of written communication.

Discriminators from L2 are likely to include: Understanding of the term dominant response; Detailed knowledge of catastrophe theory; Good comparison/contrast of one or more relevant factors. L2 5-7 marks There is satisfactory knowledge and understanding of the topic. Comparison and contrasting and/or critical evaluation is attempted with some success. Knowledge has been linked to practical performance with some success where appropriate. Technical and specialist vocabulary is used with some accuracy. Written communication is generally fluent with few errors.

Discriminators from L1 are likely to include: Explanation rather than mere description; Knowledge shown for at least two theories; There is satisfactory comparison/contrast of one or more relevant factors. L1 0-4 marks There is basic knowledge but little understanding of the topic. Little or no attempt to compare and contrast and/or evaluate critically. Little or no attempt to link knowledge to practical performance. Technical and specialist vocabulary is used with limited success. Written communication lacks fluency and there will be errors, some of which may be intrusive.

Indicative content: (Drive theory) graph showing linear relationship between arousal and performance, with axes labelled; performance increases as arousal increases; dominant response is more likely to occur; practical example; explains performance of ballistic/dynamic gross/closed skills opposed to other theories; more likely with able performer opposed to other theories; more motor programmes then more relevant; theory does not explain how elite performers decline under pressure/high arousal opposed to other theories.

(Inverted U theory) graph (labelled) showing s-shaped curve with optimum point at moderate arousal and then a similar/steady decline in performance; performance increases as arousal increases but only up to an optimum point/moderate arousal opposed to other theroies; performance decreases as arousal gets higher than moderate; practical example; explains performance of games players/more complex/open skills opposed to other theories esp drive; the more able will be able to cope with more arousal; less able will need lower levels of arousal; increase and decrease never as smooth/steady as graph indicates; graph includes variables including task/ability/personality; description of the Zone of optimal functioning (ZOF)/peak flow experience at optimum level of arousal.

(Catastrophe theory) graph (labelled) showing linear relationship between arousal and performance but a sudden decline in performance when arousal is high; performance increases as arousal increases but suddenly/sharply decreases above moderate arousal opposed to other theories; practical example; theory is about effects of different types of anxiety other theories do not; interaction of two types of anxiety somatic and cognitive; performers reactions often dictated by cognitive anxiety; if somatic anxiety low and cognitive high then improves performance; if both high then can lead to a sudden/catastrophic effect opposed to other theories; graph shows performance resuming at level below previous optimum as arousal lowers; this is a multidimensional theory in contrast to the other two; it is a more realistic theory than other two, because it explains sudden decreases
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in performances of elite performers.

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2.

6 marks 1 mark for practical example Point 1 required for max 6 1 (example) award when practical example is clearly linked with a theory point

Under arousal a golfer drives but fails to hit the green/drives short a sprinter slow out of blocks as not stimulated enough a rugby tackle may be half hearted and attacking player runs through Optimal arousal a golfer needs moderate arousal to drive effectively and hit the green/target area a sprinter is quick out of the blocks and therefore most likely to perform well a rugby player makes clean, effective tackle Over arousal in golf can cause loss in technique so performance can be lowered/drives too long/wide sprinter may false start due to excessive stimulation rugby player may have lack of control when tackling / high tackle giving away a penalty

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Both axes must be named correctly

Arousal (x axis) Performance (y axis) and labelled: 3 4 5 Low to high OR with arrow clearly showing increase Optimum point named

as arousal increases so does performance but only up to a point or optimum level / optimum performance at moderate levels of arousal if arousal is too high or performer highly aroused then performance will decrease/ under arousal leads to poor performance theory is modified depending on personality of performer / extrovert performs well with high arousal / introvert underperforms (or extrovert performs well) with high arousal theory is modified depending on the ability or skill of performer / performer in cognitive stage achieves optimum performance with low(er) levels of arousal / beginner can only cope with low(er) levels of arousal / performer in autonomous stage achieves optimum performance with high(er) levels of arousal theory is modified depending on the nature of the task / fine or complex skills performed most effectively at low(er) levels of arousal / gross or simple skills performed most effectively at high(er) levels of arousal Inverted U does not explain sudden decreases in performance
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3.

Level 3 8-10 marks A comprehensive answer: detailed knowledge & understanding effective discussion /development / analysis clear and consistent practical application of knowledge accurate use of technical and specialist vocabulary high standard of written communication

Discriminators from L2 are likely to include: Advantages and disadvantages of a range of motivational strategies Clear BAHL examples

Level 2 5-7 marks A competent answer: satisfactory knowledge & understanding discussion/development / analysis/ attempted with some success some success in practical application of knowledge technical and specialist vocabulary used with some accuracy written communication generally fluent with few errors

Discriminators from L1 are likely to include: At the top of this level, some evidence of disadvantages of motivational strategies AHL examples likely

Level 1 0-4 marks A limited answer: basic knowledge & understanding little or no attempt to discuss/develop/analyse little or no attempt at practical application of knowledge technical and specialist vocabulary used with limited success written communication lacks fluency and there will be errors, some of which may be intrusive

Indicative content: Candidate responses are likely to include the following: (relevant responses not listed should be acknowledged) Numbered points = knowledge / understanding Bullet points = likely development of knowledge Strategies: 1. Positive reinforcement give praise or reward or positive feedback for participation in a BAHL

E.g. positive comments about change in body shape / increased level of fitness /
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improved skill level 2. Disadvantage too much praise/reward/feedback can eventually lose its effect

Negative reinforcement withdraw stimulus/praise withdraw negative feedback

E.g. parent stops criticising child for not doing any physical activity Disadvantage participants may not understand why stimulus/praise has been withdrawn (so they do not link it to following BAHL)

3.

Extrinsic rewards or motivation E.g. free towel / drinks bottle / months membership for joining gym / best in club title / certificate for regular attendance Disadvantage extrinsic rewards given too frequently can result in a loss of intrinsic motivation

4.

Intrinsic rewards or motivation E.g. feeling good having been out for a run Disadvantage some people are not self-motivated (and need external sources of motivation)

5.

Educate or inform about BAHLs highlight positive health benefits of a BAHL

E.g. lessons on nutrition or invite local active sports performers or celebrities to talk about diet / lifestyle E.g. TV adverts such as Chris Hoy promoting healthy food highlight consequences of not following BAHL information must be relevant to needs or likes youngsters must be able to relate to information youngsters must want to develop a BAHL Disadvantage information given could be incorrect

6.

Goal setting allow or manipulate success

E.g. jogging short distance for beginners E.g. make small changes to diet at first 7. Disadvantage unrealistic goals could be set

Punishment for dysfunctional or unhealthy behaviour tell youngster off if not following a BAHL withdraw privileges

E.g. schools restrict days when chips on menu / no fizzy drink vending machines Punishment can reinforce poor lifestyle behaviour some may be proud of dysfunctional behaviour or unhealthy lifestyle / some need to be different

E.g. its more cool to not do sport 8. Disadvantage punishment can lead to a loss of self-esteem/not a good strategy for cognitive learners

Peer pressure may motivate / peers can encourage

E.g. friends can encourage non doers to join gym 9. Disadvantage young people may participate just to retain friends/if peers are not active then they may not be either

Influence of significant others or role models who young people copy or are inspired by role models need to be ones young people can identify with or relate to the wrong role models can reinforce disaffection

E.g. fit sporting icon is someone to copy Disadvantage not all significant others/role models are appropriate as motivators

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10.

Drive reduction theory when behaviour change occurs or skill develops or fitness or health improves then a new or more challenging task is needed to re-motivate boredom results in loss of drive or motivation

E.g. young persons fitness not improving or muscle tone not increasing after gym or weights programme so weight needs to be increased to make it more challenging or motivating 11. Disadvantage participants may feel that they never complete a task as they are always chasing to do the next task

Drive theory interest is increased when arousal is increased / as motivation increases arousal increases and performer will want to participate Disadvantage too high arousal can result in poor performance (which links to inverted-u theory/catastrophe theory)

12.

Varied / fun / novel activities a range of activities will add interest and encourage a BAHL

E.g. schools offer interesting and varied lunchtime clubs 13. Disadvantage some participants may prefer to work in the same area and develop this

Taster sessions to encourage participation E.g. children can attend local leisure centre and have a go at any activity Disadvantage taster only scratches the surface and does not give a comprehensive view/may not lead to maintaining BAHL

14.

To strengthen S-R bond or bond between stimulus and response To increase depth of learning or over-learning To ensure continued participation Success or a strong SR bond encourages / raises confidence / raises self esteem / makes you feel good about yourself

E.g. youngster sees that regular fitness training results in better body shape Disadvantage if an incorrect S-R bond is created then continued participation could be affected

Other factors: 15. Norm behaviour or following behaviour of everyone else can de-motivate (some young people) need to be an individual to show counter-cultural behaviour or to strike out against authority/society

E.g. teenage girl gives up hockey to get a Saturday job 16. If youngsters try hard and fail feelings of helplessness can be reinforced they may feel useless

E.g. even though someone goes swimming training four times a week their times dont improve catastrophe theory applied / sudden decrease in appropriate behaviour/performance due to high anxiety/worry
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4.

(i) H

Q u p e r D o r e s

a l f o m p o

i t y o f r m a n i n a n t n s e

c e

L A 1 2 3 Axes correctly labelled Measure of quality indicated (low - high) Correct line of graph 3 r o u s a l

(ii)

1 2

(Novice) dominant habit incorrect therefore performance deteriorates (Experienced) dominant habit correct therefore performance improves
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2
[5]

5.

4 marks in total (i) sub max 1 mark 1. 2. The internal mechanisms and external stimuli, which arouse and direct behaviour/internal and external factors that drive behaviour Drive/desire/will/need to succeed/perform

(ii)

sub max 3 marks Must use practical example (max two if no example) 1. 2. 3. 4. As the performers arousal level increases . Performance increases with it but Only to an optimum point usually at moderate arousal level Beyond/below moderate arousal performance will deteriorate
[4]

6.

(i)

4 marks in total

Sub max 2 for each type of motivation; 1 mark for description and 1 mark for example (Intrinsic) Sub max 2 1 2 3 (Drive to perform) comes from within performer Performance is for personal satisfaction/pride/enjoyment/fun (Intrinsic eg) gymnast trains hard to perfect technique/person jogs just for personal enjoyment

(Extrinsic) Sub max 2 4 5 6 7 (Drive to perform) comes from external sources Performance is for rewards Rewards can be tangible and/or intangible (Extrinsic eg) child plays tennis to please parents/swimmer swims for personal recognition/football player gives maximum effort to win medal

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(ii)

4 marks in total Must be linked to the development of an active and healthy lifestyle. 1 2 3 4 5 6 Performer has a drive/need/desire to learn a skill/solve a problem Skill is practised/action performed to satisfy the drive (Drive is reduced) when skill is successful/skill is learned/habit is formed/S-R bond is formed Too much practice/over-learning of same task can lead to boredom/inhibition A reduction in drive/motivation leads to a deterioration in performance New drive needs to be introduced/rest periods or variation of task practice needed to re-motivate/initial drive satisfied so new drive required
[8]