Arousal in Sport Research Paper

This sample Arousal in Sport Research Paper is published for educational and informational purposes only. Free research papers are not written by our writers, they are contributed by users, so we are not responsible for the content of this free sample paper. If you want to buy a high quality research paper on any topic at affordable price please use custom research paper writing services.

Abstract

Arousal in sport and exercise is a human condition that ranges along a continuum from sleep to high excitation and is expressed physiologically, cognitively, and behaviorally.  Three  prominent  theories  of arousal  in sport are drive theory, the inverted-U hypothesis, and reversal theory. Each has unique insights for the discussion of an athlete’s ability to perform at optimal levels on the playing field or court  and can guide an astute coach, counselor,  or psychologist in his or her work. Lastly, the application  of cognitive, behavioral, and cognitive–behavioral interventions for arousal regulation are discussed.

Outline

  1. Introduction
  2. Conceptual Confusion Surrounding Arousal
  3. Neuropsychology of Arousal
  4. Arousal Theories
  5. Effects of Arousal on Athletic Performance
  6. Managing Arousal Levels

1. Introduction

The coach gathers the team moments before the championship  game for a pep  talk  laden  with  fire, brimstone, and proclamations  of victory. The professional basketball player sits on the training  room table, tattoos lining his arms, bobbing his head rhythmically to the music on his headphones.  The sprinter takes a few quick strides, bounds up and down a couple of times, and  takes  two  good  deep  breaths  before  assuming her  position  in  the  starting  blocks.  The  stock  car racer says a short prayer and finds a brief moment  of silence before sliding into his car and heading out to the starting line. Excellent athletic accomplishments require  the  athlete’s body  to  be  appropriately  energized, with physiological and psychological resources prepared for the stresses and physical demands of competition.

The preceding instances describe the concept of arousal and its regulation in sport. The term ‘‘arousal’’ has been a part of the English language for more than 400   years.  The   Oxford  English  Dictionary  defines ‘‘arouse’’  as ‘‘to  raise  up  from  sleep  or  inactivity,  to excite.’’ James,  in  his  classical  work   Principles  of Psychology, used the term ‘‘arousal’’ to describe ‘‘activation.’’ Arousal, as it is used in sport, describes a condition  of controlled  or  uncontrolled preparedness  and manifests  itself  in  varying  levels  of mental  activity, emotional  display,  physical  energy, and  concomitant physiological reactivity.

2. Conceptual Confusion Surrounding Arousal

Besides the historical reference of exciting one to action, being aroused typically refers to physiological responses. That  is,  aroused  individuals  demonstrate   high  heart rates, increased sweat response, increased brain activity, and (typically) increased intensity of physical effort.

A perusal of the general psychology and sport psychology research over the past five decades shows that arousal is often used interchangeably  with terms such as anxiety, activation,  emotion,  motivation,  and  psychic energy. This understandably  has resulted in conceptual  confusion.  The  early  researchers  of arousal, such  as  Cannon,  Duffy, Hebb,  and  Malmo,  treated arousal  as a unidimensional  physiological  construct. Today, arousal is viewed as a multidimensional  construct that includes a physiological dimension  paired/ grouped  with  cognitive,  affective, and/or  behavioral dimensions.  For example,  an ice hockey  player who is optimally aroused would have an elevated heart rate, increased beta waves, increased respiration,  and increased  adrenalin.   In  addition,  thought   processes would  be alert  and  focused,  such  that  the  player  is able to read and react to on-ice situations quickly and accurately. The optimally aroused  athlete  would also be in  control  of essential  affective states  and  would demonstrate  ‘‘passion’’ or intensity in play.

The physiological component  of arousal can be represented   in  a  number  of  ways  such  as  through muscle tension, cortical activity, electrodermal activity, respiration,  and biochemical markers  (e.g., epinephrine, cortisol). The cognitive interpretation appraisal component can influence the physiological component. Furthermore, the affective component can also interact with thoughts to influence physiological responses and athletic performance (Fig. 1).

3. Neuropsychology Of Arousal

During recent years, much has been learned about the neurological and biochemical mechanisms involved in human arousal. Preparation for competition, as well as competition  itself,  sets  off a  chain  of events  in  the central nervous system and autonomic nervous system that results in arousal. Table I provides a summary of nervous system structures  involved in arousal as well as the locations and functions of the structures.

4. Arousal Theories

A number of theories have been proposed to explain the relationship between arousal and athletic performance. Following is an analysis of the major perspectives.

4.1.  Drive  Theory

The drive theory  of arousal  states that  arousal  has a positive correlation with athletic performance, particularly in cases of skills that are well learned (Fig. 2). The theory  is based  on  the  classical work  of Hull,  who stated  that   drive  (or  arousal)   multiplied   by  habit strength (amount  of prior learning) determines an individual’s level of performance:

Performance = Drive  x  Habit Strength:

As emotions and excitement  increase, so does an athlete’s performance.

Arousal in Sport Research Paper f1FIGURE 1    Arousal and performance.

Mediating the role of anxiety on an athlete’s performance is habit strength. Habit strength speaks to how well an  individual  has  learned  particular  skills. The better learned a skill (or the more skilled the athlete), the more likely arousal is to enhance  athletic  performance. Some researchers  have even gone so far as to been closely associated with the concept of social facilitation,  some have questioned  whether  the arousal–performance   relationship   depicted   exists  in  all motor  activities required  in sport.  The hypothesis  is well accepted for gross motor tasks requiring strength and speed, but it is less well accepted for tasks requiring balance, accuracy, and fine motor skills (e.g., putting a golf ball).

Arousal in Sport Research Paper t1TABLE I Nervous System Structures Involved in Arousal

Drive theory  is most  beneficial  to  practitioners  in understanding  the link between skill level and optimal arousal. It is unlikely that an excellent athlete facing an easy task will garner sufficient emotional  and physiological motivation to perform at his or her best. In such a situation,  it benefits that  athlete  to set challenging process goals for the task at hand, in essence increasing the perceived challenge of the task. Conversely, regardless of the  potential  benefits of arousal  to  explosive movements  and  strength,  a  novice  athlete  will  not reap great rewards from achieving exceptional arousal levels. Such an athlete should  be counseled  to find a state of calm that allows him or her to feel comfortable on the playing field or court.

Arousal in Sport Research Paper f2FIGURE 2   Drive theory

4.2.  Inverted-U Hypothesis

The inverted-U hypothesis states that moderate  levels of arousal  are ideal for optimal  athletic  performance (Fig. 3). Performance gradually improves as a competitor goes from underarousal  to the alert state of moderate arousal, after which point performance  declines as the individual becomes overaroused.

Unlike drive theory, the inverted-U hypothesis does state that there is a point of arousal that exceeds what is needed for excellence on the playing field. Yet since the original model posed in 1908 by Yerkes and Dodson, it has been suggested that one must account for task difficulty, unique  sporting  demands,  ability level of athletes, and individual differences when employing  the  inverted-U  hypothesis.  For  example, it  has  been  suggested  that  the  peak  of  a  golfer’s inverted  U ought  to be at relatively lower levels of arousal, whereas a sprinter’s inverted  U will exist at high  levels of arousal.  In  both  instances,  too  little arousal  or  too  much  arousal  is debilitative,  yet the midranges of arousal differ due to sporting demands. Therefore, it is suggested that although  the arousal– performance  relationship   is  that  of an  inverted  U, the placement of this inverted U on the arousal continuum  ought to vary due to sport  demands  and individual differences.

The inverted-U  hypothesis  is perhaps  most readily embraced by those in sport psychology practice. This is due in part to the fact that its simplicity (a unidimensional  model  as opposed  to  a theory  that  considers arousal  and  anxiety  or  multiple  forms  of  anxiety) makes  it easily understood  by athletes  and  coaches. An athlete’s ability to move into and out of ideal performance  states is clear by drawing  an upside  down U on  a piece  of paper.  This  theory  is also appreciated by practitioners  because it recognizes the possibility of overarousal. This further illuminates the challenges posed by a ‘‘one size fits all’’ fire and brimstone pep talk.

4.3.  Reversal Theory

Unlike other theories, the foundation of reversal theory is an athlete’s interpretation of arousal rather than how high or low the energizing state is. Individual  differences in perception determine how facilitative or debilitative arousal levels are. Depending  on the situation that  the  athlete  faces, arousal  levels might  be interpreted   as  ‘‘anxiety’’  or  ‘‘excitement.’’ For  example, high  levels  of arousal  might  be  interpreted   by  one athlete as lack of preparedness,  whereas the same elevated arousal could be perceived as the appropriate energy for athletic success by another.  Furthermore, at the  root  of this  theory  is the  ability  to  change  (i.e., reverse) one’s interpretation of arousal. The reversal of interpretation might lie in improved skill levels (through practice), realization that tasks are not as challenging as thought previously, or support of coaches or teammates. Ultimately, according to this model, optimal performance  is achieved  when  a player’s preferred  arousal level is in harmony with his or her actual arousal levels.

Sport psychology coaches who understand  the reversal theory  often see the importance  of cognitive restructuring. The fact that perceptions  of threats and opportunities on the playing field can change the facilitative nature of arousal makes an athlete’s beliefs and thought  processes essential for success. Regardless of the situation, an athlete nearly always has an opportunity to find his or her ideal arousal level. For example, a loud  and  hostile  crowd  could  be  perceived  as an ‘‘extra player’’ for the home team, reducing the visiting team members’ good feelings and confidence (i.e., debilitative   perceptions).    Conversely,   the   visiting team members  could  see and hear the hostile crowd and think,  ‘‘We must be good! This crowd is worried and needs to help their  team’’ (i.e., a facilitative perception). Drawing from the teachings of cognitive and/ or rational–emotive  therapies  can be very useful to a practitioner  who appreciates  the  reversible  nature  of arousal’s effects on athletic performance.

4.4.  Newer Theories

Other theories related to arousal in sport performance are the Individual Zones of Optimal Functioning (IZOF),  the  multidimensional   anxiety  theory,  and the  Cusp  Catastrophe  Model. Hanin  suggested  that in  the  IZOF, each  individual  has  a certain  level of emotion  where  he  or  she competes  optimally.  This ‘‘zone’’  of emotion  can be high,  low, or  somewhere in   between,   depending   on   each   person’s   unique cognitive,   physiological,   and   technical   resources. The multidimensional anxiety theory suggests that cognitive  anxiety  (i.e.,  thoughts/worries) has an inverse linear  relationship  with  performance,  whereas somatic anxiety (i.e., physiological) displays an inverted-U   relationship   with   performance.   Lastly, the Cusp Catastrophe Model states that one must consider   cognitive   anxiety,   physiological   arousal, and performance demands simultaneously. In this theory, the relationship  between anxiety/arousal  and performance  is not a neat linear one but rather  one that  can  be  filled  with  great  peaks  and  valleys. In particular,  one can achieve the greatest performances under  high  cognitive  stress  and  arousal  but,  at the same time, can experience  the greatest performance decline when things go awry.

Arousal in Sport Research Paper f3FIGURE 3    Inverted-U hypothesis.

5. Effects Of Arousal On Athletic Performance

Arousal levels directly influence physiological, cognitive, and  motor  modalities  necessary for excellence  on  the playing field (Table II). Understanding  these modalities can help in the identification and management of underarousal and over arousal. Physiologically, modalities measurable through psychophysiological monitoring, such as brain waves, skin conductance,  heart  rate, blood pressure, and muscle tension, all are elevated when an individual is aroused. Although these modalities are directly related to somatic arousal, each must be carefully measured because most are automatically increased during physical  exertion.  Perhaps  the  speed  of  recovery  to ‘‘normal’’  levels between points  and after play is when the goodness of one’s arousal level is most apparent. Arousal level also influences  one’s cognitive  functioning.  It is suggested that  an athlete  beyond his or her optimal arousal level is likely to suffer from poor decision making, impaired memory, and rushed thinking. Nideffer posited that in sport, heightened  arousal levels also impair  an athlete’s ability to focus on the task at hand. Contrary to the lay assumption that over aroused  athletes  think  too much,  it is suggested that being outside one’s optimal arousal zone leads to thinking  about  the  wrong  things  at the  wrong  time. In particular, Nideffer suggested that one begins to concentrate  on thoughts,  emotions,  and feelings (specifically fear and worry). There is little to suggest that underarousal significantly  influences  one’s cognitive abilities, yet at low arousal levels few athletes are able to garner the necessary energy and alertness to succeed at the physical tasks of sport.

Arousal in Sport Research Paper t2TABLE II Effects of Arousal on Athletic Performance

6. Managing Arousal Levels

There are many psychological techniques that allow one to effectively manage arousal levels. Understanding that arousal, anxiety, concentration, confidence, and physiological modalities all are inherently linked, it is clear that there are many approaches to help athletes find and maintain facilitative levels of arousal. Interventions can be broken down into three categories: cognitive, behavioral, and cognitive–behavioral. (Although dividing interventions  into these categories is useful in understanding the practice of sport psychology, it is important to recognize that the mind and body are inherently linked. This reminds one that these categories are not mutually exclusive.)

6.1.  Cognitive Interventions

Increasing an athlete’s awareness about his or her optimal arousal levels is the foundation of an intervention. Developing awareness might be achieved through successive post performance  reflections that examine levels of excitement, concentration,  emotions, and confidence  during  a competition.  Similarly, a retrospective  comparison   of  ‘‘best performances’’ versus ‘‘worst performances’’ can paint a powerful picture  of an athlete’s optimal arousal state.

Setting realistic and motivating goals gives an athlete the  ability  to  energize  while  maintaining  appropriate focus.  It  is  appropriate   to  have  a  ‘‘mission’’  or  goal for one’s career and season as well as for each practice and competition. Goals direct an athlete (i.e., energizing) and clarify purpose (i.e., minimizing stress and relaxing). Cognitive restructuring and self-talk can appropriately energize an athlete  and  calm him or her  down when  necessary.  Cognitive  restructuring  fits  nicely with  the  reversal  theory  of arousal,  suggesting  that modifying  one’s perspective  and  thoughts  will  help the athlete  to find appropriate  activation  levels. Self-talk or the use of cue words can energize (i.e., ‘‘quick feet’’) or  calm  down  (i.e.,  ‘‘slow and  smooth’’) an athlete  when  necessary. Thought  stoppage  allows an athlete  to  catch  himself  or  herself  when  he  or  she begins to focus on task-irrelevant cues.

Mental imagery, another  cognitive intervention,  is popular   in  the  field  of  sport  psychology.  A  good imagery session in which the body is relaxed and all of the senses are incorporated  can be used to relax or energize an individual.  Accessing one’s memory bank of sporting  highlights  can serve as very motivational imagery, hence increasing  arousal levels. Conversely, imagery  can  be used  to  escape  from  the  stresses  of competition,  consequently reducing arousal.

6.2.  Behavioral Interventions

There  are a variety of relaxation  techniques  that  can benefit  an  athlete  who is over aroused.  The following are a few techniques  that  are used regularly  by sport psychology practitioners: controlled breathing, progressive muscle relaxation, meditation, relaxation response, and biofeedback. A few of these interventions  can also be used  by an  athlete  to  energize,  specifically quick shallow breathing and gaining understanding  of excited physiological levels through  biofeedback. Actions such as quick sprints, jumping rope, and dynamic stretching also serve to energize the underaroused  athlete.

6.3.  Cognitive–Behavioral Interventions

Both  cognitive  and  behavioral  techniques  are  combined during preperformance  preparation  and competitive  routines.   Prior   to  a  competition,   successful athletes commonly engage in activities such as setting goals, listening  to music,  using  mental  imagery, and physically warming up so as to have optimal arousal at the  start  of the  competition.  Similarly, while  in  the midst of play, athletes  often use competitive  routines to relax and refocus. Using a physical cue to put a prior play  in  the  past,  engaging  in  mental  planning,  and taking  a good breath  or two to help  focus attention are often elements of such a routine. Routines are commonly  used  in  sports  where  the  flow of play is intermittent  such as tennis, baseball, and golf.

Bibliography:

  1. Dienstbier, A. (1989).  Arousal and physiological toughness: Implications for mental and physical health. Psychological  Review, 96, 84–100.
  2. Hanin, Y. (2000). Emotions in sport. Champaign, IL: Human Kinetics.
  3. Kerr, J. H. (1985). The experience of arousal: A new basis for studying arousal effects in sport. Journal of Sports Sciences, 3, 169–179.
  4. Nideffer, R. M. (1989). Attention control training for sport. Los Gatos, CA: Enhanced Performance Services.
  5. Spence, J. T., & Spence, K. W. (1956).  The  motivational components  of manifest anxiety: Drive and drive stimuli. In      D.   Spielberger   (Ed.),    Anxiety  and   behavior (pp. 291–326). New York: Academic Press.
  6. Yerkes, R. M., &  Dodson,  D.  (1908).  The  relation  of strength   of  stimulus   to   rapidity   of  habit   formation. Journal  of  Comparative  Neurology  of  Psychology, 18, 459–482.
  7. Zaichkowsky, L., & Baltzell, A. (2001). Arousal and performance. In R. N. Singer, H. A. Hausenblas, & C. M. Janelle (Eds.), Handbook of sport psychology (pp. 319–339).  New York: John Wiley.

See also:

Free research papers are not written to satisfy your specific instructions. You can use our professional writing services to order a custom research paper on any topic and get your high quality paper at affordable price.

ORDER HIGH QUALITY CUSTOM PAPER


Always on-time

Plagiarism-Free

100% Confidentiality
Special offer! Get discount 10% for the first order. Promo code: cd1a428655