Arousal is a general state of physical and mental activation that varies along a continuum from deep sleep to intense excitement.

How does anxiety differ from arousal?

Arousal is a neutral state of activation, whereas anxiety is a negative emotional state of worry and apprehension that accompanies that activation.

What is somatic anxiety, and give two signs of it in a competitor.

Somatic anxiety is the bodily component of anxiety, shown for example in a racing heart and clammy, sweating hands.

What is cognitive anxiety?

Cognitive anxiety is the mental component of anxiety, made up of worrying thoughts, expectations of failure and difficulty holding concentration.

According to drive theory, what is the relationship between arousal and performance?

Drive theory claims the relationship is linear, so that as arousal rises performance rises with it and the athlete's dominant response becomes more likely to appear.

OCR A-Level Psychology H567

Research Methods and Techniques

Topic overview Laboratory, field and quasi experiments Evaluating experiments: validity, control and realism Structured, unstructured, naturalistic and controlled observations Participant, non-participant, overt and covert observations Questionnaires, structured interviews and unstructured interviews Semi-structured interviews and evaluating self-reports Correlational research and correlation coefficients

Planning and Conducting Research

Topic overview Aims, research questions and hypotheses Target populations, random and opportunity sampling Self-selected, snowball and stratified sampling Repeated measures design Independent measures and matched participants designs Variables, operationalisation and control of extraneous variables Behavioural categories, coding frames and time sampling Event sampling and inter-rater reliability in observations Closed and open questions, Likert and semantic differential scales Writing questionnaire items: wording, fillers and piloting

Data Recording, Analysis and Presentation

Topic overview Raw data tables, standard form and decimal form Significant figures, estimation and the range Nominal, ordinal and interval data Quantitative, qualitative, primary and secondary data Measures of central tendency Measures of dispersion Percentages, fractions, ratios and graphs Normal and skewed distributions and probability Significance levels, Type 1 and Type 2 errors and critical values Parametric criteria and choosing a non-parametric test Degrees of freedom, choosing a test and mathematical symbols Representativeness, generalisability and types of reliability Types of validity Demand characteristics, social desirability and researcher bias The BPS Code of Ethics and ethical issues in research

Report Writing and Scientific Communication

Topic overview Abstract and introduction of a practical report Method and results sections of a practical report Discussion, references and appendices Harvard referencing of academic sources The role of peer review in validating knowledge

Practical Activities and the Nature of Science

Topic overview Conducting and analysing self-report, observation, experimental and correlational practicals Risk assessment and management in practicals Cause and effect, falsification and replicability Replication, objectivity, induction and deduction Hypothesis testing, manipulation of variables and quantifiable measurements How society makes decisions about science and psychology's contribution to society

Mathematical Requirements for Research Methods

Topic overview Decimal and standard form, percentages and ratios Fractions, percentages and estimating results Significant figures and calculating the mean Median, mode and choosing a measure of central tendency The range and standard deviation Frequency tables, bar charts, histograms and scatter diagrams Correlation coefficients, pie charts and translating between data forms Probability, significance levels and principles of sampling Normal and skewed distributions Selecting an inferential test Critical values and deciding whether a result is significant Calculating chi-square, sign test, Wilcoxon and Mann-Whitney values and reporting results Distinguishing levels of measurement Identifying levels of measurement in quantitative and qualitative data Converting qualitative data and primary and secondary data Order of magnitude estimates and statistical symbols Reporting significance in symbols and substituting into formulae Solving equations for Spearman's rho and chi-square

Studying and Evaluating the Core Studies: The Common Framework

Topic overview Background, aims, design and sample of a core study Procedure, results and conclusions of a core study Comparing classic and contemporary studies in their pairs Individual, social and cultural diversity in paired studies Research methods and techniques across the core studies Types of data and validity across the core studies Reliability, ethics, sampling bias and ethnocentrism across the core studies The five areas of psychology and their key themes Relating each core study to its area of psychology

Core Studies: Social Area

Topic overview Milgram (1963) obedience: background, sample and apparatus Milgram (1963) obedience: procedure, results and conclusions Milgram (1963) obedience: evaluation and applications Bocchiaro et al. (2012) disobedience and whistle-blowing: background and sample Bocchiaro et al. (2012) disobedience and whistle-blowing: procedure, results and conclusions Bocchiaro et al. (2012) disobedience and whistle-blowing: evaluation and applications Responses to people in authority: similarities and differences between Milgram and Bocchiaro et al.Responses to people in authority: what Bocchiaro et al. add to Milgram Piliavin et al. (1969) subway Samaritans: background, design and method Piliavin et al. (1969) subway Samaritans: sample, materials and procedure Piliavin et al. (1969) subway Samaritans: results and findings Piliavin et al. (1969) subway Samaritans: conclusions, the cost-reward model and evaluation Levine et al. (2001) cross-cultural altruism: background, sample and materials Levine et al. (2001) cross-cultural altruism: procedure and results Levine et al. (2001) cross-cultural altruism: conclusions and evaluation Responses to people in need: similarities and differences between Piliavin et al. and Levine et al.Responses to people in need: what Levine et al. add to Piliavin et al.

Core Studies: Cognitive Area

Topic overview Loftus and Palmer (1974) eyewitness testimony: background and the first experiment Loftus and Palmer (1974) eyewitness testimony: the second experiment, conclusions and evaluation Grant et al. (1998) context-dependent memory: background, method and procedure Grant et al. (1998) context-dependent memory: results, conclusions and evaluation Memory: similarities and differences between Loftus and Palmer and Grant et al.Memory: what Grant et al. add to Loftus and Palmer Moray (1959) auditory attention: background, method and sample Moray (1959) auditory attention: procedure, results and findings Moray (1959) auditory attention: conclusions and evaluation Simons and Chabris (1999) visual inattention: background and procedure Simons and Chabris (1999) visual inattention: results, conclusions and evaluation Attention: similarities and differences between Moray and Simons and Chabris Attention: what Simons and Chabris add to Moray

Core Studies: Developmental Area

Topic overview Bandura et al. (1961) transmission of aggression: background, method and sample Bandura et al. (1961) transmission of aggression: materials and procedure Bandura et al. (1961) transmission of aggression: results, conclusions and evaluation Chaney et al. (2004) Funhaler study: background, method and procedure Chaney et al. (2004) Funhaler study: results, conclusions and evaluation External influences on children's behaviour: comparing Bandura et al. and Chaney et al.Kohlberg (1968) stages of moral development: method and the six stages Kohlberg (1968) stages of moral development: findings, conclusions and evaluation Lee et al. (1997) evaluations of lying and truth-telling: background, method and materials Lee et al. (1997) evaluations of lying and truth-telling: procedure, results and conclusions Lee et al. (1997) evaluations of lying and truth-telling: evaluation Moral development: similarities and differences between Kohlberg and Lee et al.Moral development: what Lee et al. add to Kohlberg

Core Studies: Biological Area

Topic overview Sperry (1968) split-brain study: background, apparatus and procedure Sperry (1968) split-brain study: results, conclusions and evaluation Casey et al. (2011) neural correlates of delay of gratification: background and sample Casey et al. (2011) neural correlates of delay of gratification: the go/no-go task and results Casey et al. (2011) neural correlates of delay of gratification: conclusions and evaluation Regions of the brain: comparing Sperry and Casey et al.Blakemore and Cooper (1970) early visual experience: background and method Blakemore and Cooper (1970) early visual experience: procedure and results Blakemore and Cooper (1970) early visual experience: conclusions and evaluation Maguire et al. (2000) taxi drivers: background, method and sample Maguire et al. (2000) taxi drivers: MRI analysis and results Maguire et al. (2000) taxi drivers: conclusions and evaluation Brain plasticity: comparing Blakemore and Cooper and Maguire et al.

Core Studies: Individual Differences Area

Topic overview Freud (1909) Little Hans: background, method and early history Freud (1909) Little Hans: the horse phobia and fantasies Freud (1909) Little Hans: conclusions and evaluation Baron-Cohen et al. (1997) autism in adults: background, method and sample Baron-Cohen et al. (1997) autism in adults: the Eyes Task, control tasks and results Baron-Cohen et al. (1997) autism in adults: further results, conclusions and evaluation Understanding disorders: comparing Freud and Baron-Cohen et al.Gould (1982) bias in IQ testing: background and the army tests Gould (1982) bias in IQ testing: Yerkes's conclusions and how the tests were given Gould (1982) bias in IQ testing: consequences and evaluation Hancock et al. (2011) language of psychopaths: background and procedure Hancock et al. (2011) language of psychopaths: results, conclusions and evaluation Measuring differences: comparing Gould and Hancock et al.

Areas and Perspectives in Psychology

Topic overview The social area: defining principles, Milgram and Bocchiaro et al.The social area: Piliavin et al. and Levine et al.The social area: strengths, weaknesses, applications and comparison The cognitive area: defining principles, Loftus and Palmer and Grant et al.The cognitive area: Moray and Simons and Chabris The cognitive area: strengths, weaknesses, applications and comparison The developmental area: defining principles and Bandura et al.The developmental area: Chaney et al., Kohlberg and Lee et al.The developmental area: strengths, weaknesses, applications and comparison The biological area: defining principles and Sperry The biological area: Casey et al., Blakemore and Cooper and Maguire et al.The biological area: strengths, weaknesses, applications and comparison The individual differences area: defining principles and Freud's Little Hans The individual differences area: Baron-Cohen et al., Gould and Hancock et al.The individual differences area: strengths, weaknesses, applications and comparison The behaviourist perspective: conditioning, reinforcement and observational learning The behaviourist perspective: Bandura et al., the Funhaler study and strengths The behaviourist perspective: weaknesses, applications and comparison with the psychodynamic perspective The psychodynamic perspective: personality structure, psychosexual stages and defence mechanisms The psychodynamic perspective: Little Hans, Kohlberg and Hancock et al.The psychodynamic perspective: strengths, weaknesses and comparison with the behaviourist perspective

Debates in Psychology

Topic overview The nature/nurture debate: concepts, positions and research The nature/nurture debate: applications and comparison with other debates The freewill/determinism debate: concepts, positions and research The freewill/determinism debate: applications and comparison with other debates The reductionism/holism debate: concepts, positions and research The reductionism/holism debate: applications and comparison with other debates The individual/situational debate: concepts, positions and research The individual/situational debate: applications and comparison with other debates The usefulness of research debate: concepts and criteria The usefulness of research debate: research illustrating each position The usefulness of research debate: applications and comparison with other debates The ethical considerations debate: ethical guidelines The ethical considerations debate: cost-benefit analysis and research illustrating ethical issues The ethical considerations debate: positions, applications and comparison with other debates The socially sensitive research debate: concepts and positions The socially sensitive research debate: research, applications and comparison The psychology as a science debate: features of science The psychology as a science debate: positions and supporting research The psychology as a science debate: evidence against, applications and comparison

Practical Applications of Psychology

Topic overview Recognising psychological content and making evidence-based suggestions Evaluating the strengths and weaknesses of your own suggestions

Issues in Mental Health

Topic overview Historical views of mental illness Defining abnormality and categorising mental disorders Rosenhan (1973) on being sane in insane places: background and procedure Rosenhan (1973) on being sane in insane places: results, conclusions and evaluation Characteristics of affective, psychotic and anxiety disorders The biochemical explanation of mental illness Genetic and brain abnormality explanations of mental illness Gottesman et al. (2010) offspring of psychiatrically ill parents: method and risk figures Gottesman et al. (2010) offspring of psychiatrically ill parents: conclusions and evaluation Biological treatments: antipsychotics, SSRIs and ECT Behaviourist and cognitive explanations of mental illness Humanistic, psychodynamic and cognitive neuroscience explanations of mental illness Szasz (2011) the myth of mental illness: mental illness as a metaphor Szasz (2011) the myth of mental illness: objections to coercive psychiatry and evaluation Non-biological treatments: CBT, REBT and systematic desensitisation

Child PsychologyApplied option

Topic overview What psychologists mean by intelligence Biological factors affecting intelligence Van Leeuwen et al. (2008) twin-family study of IQ: background and procedure Van Leeuwen et al. (2008) twin-family study of IQ: results, conclusions and evaluation Assessing intelligence with standardised tests Brain development in childhood and adolescence Impact of brain development on risk-taking behaviour Barkley-Levenson and Galvan (2014) expected value in the adolescent brain: background and method Barkley-Levenson and Galvan (2014) expected value in the adolescent brain: results, conclusions and evaluation Strategies to reduce risk-taking using knowledge of brain development Perceptual development in children and animals Gibson and Walk (1960) the visual cliff Play strategies to develop perception in young children Piaget's theory of cognitive development Impact of Piaget, Vygotsky and Bruner on education Wood et al. (1976) the role of tutoring in problem-solving Cognitive strategies to improve revision and learning Development of attachment in babies Impact of failure to develop attachments Ainsworth and Bell (1970) the Strange Situation: procedure and attachment types Ainsworth and Bell (1970) the Strange Situation: insecure types, conclusions and evaluation Developing an attachment-friendly environment Influence of television advertising on children Stereotyping and materialism in children's advertising Johnson and Young (2002) gendered voices in children's advertising: background and method Johnson and Young (2002) gendered voices in children's advertising: results, conclusions and evaluation Strategies to reduce the impact of advertising aimed at children

Criminal PsychologyApplied option

Topic overview Physiological explanations of criminal behaviour Genetic factors and non-physiological explanations of criminal behaviour Raine et al. (1997) brain abnormalities in murderers: background, procedure and brain findings Raine et al. (1997) brain abnormalities in murderers: further findings, conclusions and evaluation Biological strategies for preventing criminal behaviour Motivating factors and bias in collecting and processing forensic evidence Hall and Player (2008) emotional context and fingerprint analysis: background and method Hall and Player (2008) emotional context and fingerprint analysis: results, conclusions and evaluation Strategies for reducing bias in collecting and processing forensic evidence Collecting and using evidence from witnesses and suspects Memon and Higham (1999) review of the cognitive interview: aims and components Memon and Higham (1999) review of the cognitive interview: findings, conclusions and evaluation Police interview strategies: the cognitive interview and the PEACE model How juries are persuaded by the characteristics of defendants and witnesses Persuading juries: speech style, expert witnesses, order of evidence and publicity Dixon et al. (2002) accent and perceptions of guilt: background and method Dixon et al. (2002) accent and perceptions of guilt: results, conclusions and evaluation Strategies to influence jury decision making Neighbourhood features, broken windows and defensible space Zero tolerance policy and its influence on crime Wilson and Kelling (1982) broken windows: foot patrols and the abandoned car demonstration Wilson and Kelling (1982) broken windows: the argument, recommendations and evaluation Environmental strategies for crime prevention Aims of punishment Effects of imprisonment and reform as responses to offending Haney et al. (1973) simulated prison study: background, procedure and the prisoners' rebellion Haney et al. (1973) simulated prison study: results, conclusions and evaluation Strategies for reducing reoffending

Environmental PsychologyApplied option

Topic overview Environmental stressors and the stress response Crowding, heat and pollution and their impact on biological responses Black and Black (2007) aircraft noise, stress and hypertension: background and method Black and Black (2007) aircraft noise, stress and hypertension: results, conclusions and evaluation Strategies for managing environmental stress Types of biological rhythm and how they are controlled Impact of disrupting biological rhythms on behaviour Czeisler et al. (1982) rotating shift schedules: background, method and sleep findings Czeisler et al. (1982) rotating shift schedules: outcomes, conclusions and evaluation Strategies for reducing the effects of jet lag and shift work Conservation behaviours, attitudes and social norms Feedback, prompts, framing and other factors that influence conservation Lord (1994) message and source strategies for recycling: background and method Lord (1994) message and source strategies for recycling: results, conclusions and evaluation Techniques to increase recycling and other conservation behaviour Cognitive overload and display design Vigilance, alarms and the impact of observation in the workplace Drews and Doig (2014) configural vital sign display: background and procedure Drews and Doig (2014) configural vital sign display: results, conclusions and evaluation Workplace design based on ergonomic research Impact of the built environment and defensible space Urban renewal, housing and wellbeing Ulrich (1984) view through a window and recovery from surgery: background and method Ulrich (1984) view through a window and recovery from surgery: results, conclusions and evaluation Environmental design to improve health and wellbeing Personal space and proxemics Territory and personal space in the workplace Wells (2000) office personalisation: background, method and gender differences Wells (2000) office personalisation: wellbeing, company policies and evaluation Office design strategies based on territory and personal space

Sport and Exercise PsychologyApplied option

Topic overview Arousal, anxiety, drive theory and the inverted-U hypothesis Optimal arousal and measuring anxiety in sport Fazey and Hardy (1988) catastrophe model: criticisms of the inverted-U and the cusp model Fazey and Hardy (1988) catastrophe model: predictions, conclusions and evaluation Techniques for managing arousal and anxiety in sport Benefits of exercise to mental health Lewis et al. (2014) dance and mood in Parkinson's disease: background and procedure Lewis et al. (2014) dance and mood in Parkinson's disease: results, conclusions and evaluation Exercise strategies to improve mental health Self-efficacy, sports confidence, sport orientation and imagery Munroe-Chandler et al. (2008) imagery and confidence in youth football: background and procedure Munroe-Chandler et al. (2008) imagery and confidence in youth football: results, conclusions and evaluation Strategies for motivating athletes Personality, its measurement and its relationship to sport Kroll and Crenshaw (1970) personality profiles of four athletic groups: background and procedure Kroll and Crenshaw (1970) personality profiles of four athletic groups: results, conclusions and evaluation Using knowledge of personality to improve sports performance Teams, cohesion, coaching and leadership Smith et al. (1979) coach effectiveness training: background and procedure Smith et al. (1979) coach effectiveness training: results, conclusions and evaluation Strategies for improving team performance How an audience can facilitate or inhibit sports performance Home advantage and audience effects in sport Zajonc et al. (1969) social facilitation in cockroaches: background and procedure Zajonc et al. (1969) social facilitation in cockroaches: results, conclusions and evaluation Training for and playing in spectator sports

Methodological Issues and Debates Running Through Applied Psychology

Topic overview Nature and nurture across applied psychology Freewill, determinism, reductionism and holism across applied psychology Individual and situational explanations across applied psychology Usefulness of research in applied psychology Psychology as a science across applied psychology Ethical considerations in applied research Conducting socially sensitive research in applied psychology Ethnocentrism across applied psychology Validity in the key research of applied psychology Reliability and sampling bias in the key research of applied psychology How different areas and perspectives explain applied topics Social, moral, cultural and spiritual issues raised by the applied topics How the key research contributes to understanding individual, social and cultural diversity How society decides about scientific issues and psychology's contribution to the economy

Sport and Exercise Psychology

26 subtopics
69 things to know
Component 03
Component 03 applied option, two chosen from four

What Sport and Exercise Psychology covers

Sport and Exercise Psychology is examined on component 03 of OCR Psychology, Applied psychology. It is one of the four applied options, of which a student studies two. 309 recall questions across 26 subtopics.

Where it is assessed

Component 03

Applied psychology, the third paper.

Check the OCR specification ↗

The 26 subtopics

Each one has its own page.

What you need to know

Answer each one before you reveal it.

Your recallNot started

Evaluation

Give one strength and one weakness of measuring competitive anxiety with a self-report questionnaire.

Study

Who made up the control group, and how were participants recruited?

Key term

What happened to the short cycle results once the Bonferroni adjustment was applied?

Evaluation

Give two limitations of using exercise as a mental health intervention.

Key term

How does self-confidence differ from self-efficacy?

Key term

Which source of self-efficacy is the most powerful, and why?

Key term

Why is a demonstration by a team-mate of similar ability more useful for building self-efficacy than one by an international star?

Process

Why must a goal be difficult as well as achievable?

Key term

How could a coach use vicarious experience to motivate a squad member who doubts she can make the first team?

Study

Who was included in the analysis?

Key term

Why were some athletes who completed the questionnaire excluded from the analysis?

Study

Give two weaknesses of Kroll and Crenshaw's study.

Process

Why does cohesion matter more in netball than in archery?

Study

Who were the coaches in the study?

Key term

What differences were found in the players' attitudes?

Key term

How does increasing a coach's use of reinforcement improve team performance in the long run?

Key term

How does Zajonc's drive theory explain social facilitation?

Key term

Why does a crowd help an expert but hinder a novice?

Evaluation

Give four explanations for home advantage.

Study

What were the variables in the first experiment?

Study

Give three controls used in the procedure.

Key term

Distinguish between trait anxiety and state anxiety.

Key term

A beginner and a county champion both play a match in front of a large, noisy crowd. What does drive theory predict for each?

Key term

Why does a snooker player need a lower optimal arousal level than a weightlifter?

Key term

Name three aspects of mental health that regular exercise has been shown to improve.

Key term

Why should the goals in an exercise programme be based on attendance and effort rather than on weight or speed?

Key term

What has research generally found when comparing the personalities of athletes and non-athletes?

Key term

How can knowledge of an athlete's personality be used in deciding their position or role in a team?

Evaluation

What does Fiedler's contingency model say about effective leadership?

Key term

Explain the difference between role clarity and role acceptance.

Key term

Why should a beginner learn a new skill without spectators present?

Key term

In the cusp catastrophe model, what roles are given to cognitive anxiety and to physiological arousal?

Key term

What does the model predict when cognitive anxiety is high?

Key term

What is meant by the prediction of hysteresis?

Process

How does a centring or breathing-control routine work?

Key term

How can imagery be used to reduce competitive anxiety?

Key term

What does the endorphin hypothesis claim?

Key term

How is a total mood disturbance score obtained from the Profile of Mood States?

Who and when

How did the baseline mood of the Parkinson's group compare with published norms?

Numbers

How many players were in each level of play, and why was the analysed sample smaller than the number recruited?

Who and when

What did the correlations between imagery and the confidence measures show?

Key term

Were there differences between boys and girls, or between the two levels of play?

Key term

Define personality.

Who and when

How accurately did the personality profiles predict which sport an athlete played?

Key term

What is athlete profiling?

Who and when

On which behaviours did players' perceptions of trained and untrained coaches differ?

Key term

What was found for starting latencies in the first experiment?

Evaluation

Give two strengths of Zajonc et al.'s research.

Key term

How do cue words help a performer manage a noisy crowd?

Key term

How does a pre-performance routine help in front of spectators?

Key term

Define arousal.

Key term

What happens to performance when an athlete is under-aroused?

Who and when

Which two further variables did Fazey and Hardy add in their higher-order butterfly model, and what does each do?

Key term

Explain the technique of thought stopping.

Key term

How does exercise affect the body's stress response?

Key term

Which single mood subscale remained significant after the correction for multiple testing?

Key term

Why does enjoyment matter when selecting the type of exercise for a mental health programme?

Evaluation

Give two strengths of Munroe-Chandler et al.'s study.

Process

Distinguish between outcome, performance and process goals.

Who and when

Which dimensions of personality did Eysenck identify?

Who and when

What problem with earlier personality research did the study set out to address?

Key term

Which group was identified most accurately, and which least accurately?

Key term

An extraverted sprinter looks flat in a low-key training session. What would you suggest?

Key term

What distinguishes a team from a mere collection of individuals?

Key term

Which children benefited most from having a trained coach?

Key term

Name three ways a coach can reduce social loafing.

Key term

Define social facilitation.

Key term

Why were a bright floodlight and a darkened goal box used?

Evaluation

Give one limitation of simulation training.

Take Sport and Exercise Psychology further

The same content, four other ways.

Commonly confused

Pairs that lose marks when they are blurred together.

Arousal vs Cognitive anxiety
Arousal: the general level of physiological and psychological activation. Cognitive anxiety: the worrying, negative thoughts a performer has about an event.
Individual zone of optimal functioning vs Hysteresis
Individual zone of optimal functioning: the band of activation within which a particular performer does their best. Hysteresis: the prediction that performance falls by a different path than the one it rose by.
Self-efficacy vs Attribution retraining
Self-efficacy: a person's belief in their capability to carry out a specific task. Attribution retraining: teaching a performer to explain outcomes in more helpful ways.

Questions from this topic

Each one with the model answer underneath.

1
Define arousal.
Model answer
Arousal is a general state of physical and mental activation that varies along a continuum from deep sleep to intense excitement.
2
How does anxiety differ from arousal?
Model answer
Arousal is a neutral state of activation, whereas anxiety is a negative emotional state of worry and apprehension that accompanies that activation.
3
Distinguish between trait anxiety and state anxiety.
Model answer
Trait anxiety is an enduring feature of personality that makes someone interpret many situations as threatening, while state anxiety is the temporary apprehension felt in one particular moment.
4
What is somatic anxiety, and give two signs of it in a competitor.
Model answer
Somatic anxiety is the bodily component of anxiety, shown for example in a racing heart and clammy, sweating hands.
5
What is cognitive anxiety?
Model answer
Cognitive anxiety is the mental component of anxiety, made up of worrying thoughts, expectations of failure and difficulty holding concentration.
6
According to drive theory, what is the relationship between arousal and performance?
Model answer
Drive theory claims the relationship is linear, so that as arousal rises performance rises with it and the athlete's dominant response becomes more likely to appear.

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APunishment requires deprivation, loss of autonomy and stigma.

BReform requires trust, responsibility and self-respect.

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Sport and Exercise Psychology revision questions

What does Sport and Exercise Psychology cover in OCR A-Level Psychology?: 26 subtopics: arousal, anxiety, drive theory and the inverted-u hypothesis, optimal arousal and measuring anxiety in sport, fazey and hardy (1988) catastrophe model: criticisms of the inverted-u and the cusp model, fazey and hardy (1988) catastrophe model: predictions, conclusions and evaluation, techniques for managing arousal and anxiety in sport, benefits of exercise to mental health, lewis et al. (2014) dance and mood in parkinson's disease: background and procedure, lewis et al. (2014) dance and mood in parkinson's disease: results, conclusions and evaluation, exercise strategies to improve mental health, self-efficacy, sports confidence, sport orientation and imagery, munroe-chandler et al. (2008) imagery and confidence in youth football: background and procedure, munroe-chandler et al. (2008) imagery and confidence in youth football: results, conclusions and evaluation, strategies for motivating athletes, personality, its measurement and its relationship to sport, kroll and crenshaw (1970) personality profiles of four athletic groups: background and procedure, kroll and crenshaw (1970) personality profiles of four athletic groups: results, conclusions and evaluation, using knowledge of personality to improve sports performance, teams, cohesion, coaching and leadership, smith et al. (1979) coach effectiveness training: background and procedure, smith et al. (1979) coach effectiveness training: results, conclusions and evaluation, strategies for improving team performance, how an audience can facilitate or inhibit sports performance, home advantage and audience effects in sport, zajonc et al. (1969) social facilitation in cockroaches: background and procedure, zajonc et al. (1969) social facilitation in cockroaches: results, conclusions and evaluation and training for and playing in spectator sports. Each one has its own page with questions and model answers.
How is Sport and Exercise Psychology organised?: By the OCR H567 specification, subtopic by subtopic, so it matches the order you are taught it in.

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