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ACHPER (SA)
2014

Key Concept 3: The Specific

Physiological Factors Affecting
Performance
Sub-Concept 5 Self Esteem

ACHPER (SA)
2014

Self Esteem:

Self esteem is defined as the regard a person holds for themselves- or how one sees
themself.

Some people confuse self esteem with confidence this is incorrect because if
someone has good self esteem they have good faith in their ability to do or attempt
something.

Self esteem can also be referred to as self concept.

Learners with positive self esteem and efficacy (the confidence that comes with it) have
greater self confidence
It can beand willingness to attempt, participate and complete tasks set

influenced or
during skill learning.
affected by
experiences at
any time
There is no set time
frame or set
experience that
affects it..

If it is positive
the learner will
be more willing
to continue

Self efficacy is
essential to self
esteem

A person with a
higher level of self
esteem has greater
belief in their
capabilities and are
more likely to persist
in learning even
when at first not
successful..

The
the
The belief
belief that
that the
learner has
learner
has in
in their
their
ability and
persistence to
achieve and master
a challenge. It is not
bragging but
knowing what they
can do..

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 62

ACHPER (SA)
2014

Self Esteem:

Even when faced with difficult challenges, learners with good self esteem believe
in their own ability and that they will be successful.

Many skilled performers often base their self worth on success.

Feelings of success should be based on how well performers attempted

something or the fact that they gave it their best.

People with good self esteem believe they havent reached their potential yet
rather than feeling they have failed.

They believe they will achieve skill mastery but it will take a little longer.

When learning or executing skills, many believe the level of their performance is a
judgement of them and their ability.

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 63

ACHPER (SA)
2014

Self Esteem:

The relationship between self esteem and performance can be seen here :

Self Esteem

Many skill performers

believe they have to do
extremely well in their
performance because
they fear being having
their ability ultimately
judged by this

Linked
to

Performan
ce

This has a major impact on

their self esteem.
If performance is poor = self
esteem drops.
If performance is good = self
esteem rises.

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 63

ACHPER (SA)
2014

Case Study Self Esteem and Performance:

A player in a Volleyball game was having a terrible game. They had been set the ball a
number of times and had only made one good kill (a hit for a point), all the others had
either been blocked or had been errors. They turned to the setter and asked them not to
set them any more and that they would simply run dummy balls ones that the
opponents thought they were going to hit.Explain how the self esteem of the hitter was
affected by performance in this game.

Answer = the player had perceived their

inability to hit a winner was a reflection on
their ability to play. This affected their
confidence which is linked to self esteem
which had been affected by their poor
performance.

Explain what could have been done in this

situation.

Answer = The setter could have told them

they were too good a player to be playing like
this all night and that they should keep

Key Concept 3 : The Effects of Psychology oftrying.

Learning
oncould
the Performance
of Physical
They
also have been
substituted
Skills.
Text Pages 63 -64

ACHPER (SA)
2014

Key Concept 3: The Specific

Physiological Factors Affecting
Performance.
Sub-Concept 6 Arousal and Performance

ACHPER (SA)
2014

Arousal and Performance:

Physiological or psychological level of alertness displayed by an individual is known as
arousal.
Arousal varies based on the activity or task being undertaken as seen here:

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 64

ACHPER (SA)
2014

Arousal and Performance:

Optimal arousal is when ability to complete a task or activity is at its highest

(performance efficiency)

It is dependent on (a) the activity being computed or undertaken in relation to (b) the
level of the learner.

There are many theories that describe the effect of different arousal levels on
performance including:

Drive Theory - associated with being psyched up

Catastrophe Theory associated with the effect of stress on performance, which

is difficult to predict. The most common way to predict the effect of stress on
performance is the Inverted U Hypothesis

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 64

ACHPER (SA)
2014

Arousal and Performance:

The inverted u hypothesis is based on the idea that there is a relationship between
arousal and performance that can be represented in the shape of an upside down U.

Theory works on the idea that arousal has an optimal point in relation to having a
positive effect on performance and either side of this point, the positive effect
decreases.

L e v e l o f p e rfo rm a n c e

Zone of optimal
arousal

L e v e l o f a ro u sa l

Optimal arousal
decreases
either side of this
zone
as seen here

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 65

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ACHPER (SA)
2014

Arousal and Performance:

Arousal varies with the particular skill or technique being learned or executed.

For example some skills require a great deal of control like fine motor skills whilst
others require more force than control like gross motor skills.

When using the inverted U the point of optimal arousal- optimal performance can be
seen below

Z o n e o f o p t im a l a r o u s a l

The relationship evident here is typical of

a skill requiring control.

The zone of optimal arousal is located to

L e v e l o f p e rfo rm a n c e

the left.

Activities such as archery, target

shooting (pistol, rifle) and putting in golf
are good examples of skills requiring
control.

If arousal is too high body movements

like shaking from over stimulation

Low

L e v e l o f a ro u s a l

H ig h

(excitement/nervousness) impact
negatively on the performance outcome

Key Concept 3 : The Effects of Psychology of Learning

on
the
Performance of Physical
(doing
the
skill)
Skills.
Text Pages 65

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ACHPER (SA)
2014

Arousal and Performance:

The relationship evident here is typical of a skill requiring force, power or strength..

The zone of optimal arousal is located to the right.

Sports such as discus, shot-put and weight lifting are good examples of sports requiring
high levels of arousal.

Note how the curve has shifted to the right.

L e v e l o f p e rfo rm a n c e

Z o n e o f o p t im a l a r o u s a l

Low

L e v e l o f a ro u s a l

H ig h

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 65 -66

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ACHPER (SA)
2014

Case Study The effect of Arousal on Performance:

Two club gymnasts were preparing for a

competition. The coach wanted them both to
include the trick in the diagram into their
routines to increase the potential points they
could win at the next competition. One of the
gymnasts had tried the trick successfully
several times before. The other had tried it
hurt their ankle on landing.

On the diagram of the arousal curve

L e v e l o f p e rfo rm a n c e

only a couple of times and the last one had

indicate with an x where the arousal

curve of the gymnasts who hurt her ankle
would probably be.

L e v e l o f a ro u s a l

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 66

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ACHPER (SA)
2014

Case Study The effect of Arousal on Performance:

Explain a reason for the selection of this point on the graph.

Answer = Having attempted the trick only a couple of times and with the last one
causing injury, the gymnast would be feeling somewhat anxious heart rate,
breathing rate, even palmar hyperhidrosis (sweaty palms) can be triggered. Anxiety
affects arousal and they would be experiencing a lot of tension and reservation about
doing the trick again. Her arousal levels would be extremely elevated (high)

On the diagram of the arousal curve indicate with an 0 where the arousal curve of
the gymnasts who had done the trick before would probably be.

Explain a reason for the selection of this point on the graph.

Answer = Having attempted the trick before a number of times their

reservations and nervousness would be lower than the other performer. Past
experience and success allow the gymnast to approach the trick with a more
positive approach. However the gymnast would still have a slightly raised level
of arousal because the trick is not easy and even though they had performed it
before there would still be pre-competition or routine jitters prior to execution.

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 67

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ACHPER (SA)
2014

Key Concept 3: The Specific

Physiological Factors Affecting
Performance
Sub-Concept 7 Models of Coaching

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ACHPER (SA)
2014

Models of Coaching:

Arousal, age, environment and goal setting are some of the factors that have been
covered in this section with regard to skill execution and learning.

However none have a larger influence on learning than the coach.

The coach learner relationship is at the very heart of skill and technique mastery and
learning.

Fairness
Creditability
the learner is provided with
information
information based
based on
on fact
fact -the
the coach
coach is
is believable
believable

Objective
the
the learner
learner is
is provided
provided with
with
information
information based
based on
on
observation
observation not
not subjectivity
subjectivity

all
learners are
all learners
are treated
treated
equally
equally based
based on
on
common
common rules
rules and
and
expectations
expectations

The coach learner

relationship is
built on:

Two-way
communication

Positive
the
the instructor
instructor focuses
focuses on
on the
the
pluses of
pluses
of performance
performance rather
rather
than negatives so the learner
can
can see
see "light
"light at
at the
the end
end of
of
the
the tunnel"
tunnel"

Respect
the
the learner
learner is
is valued
valued as
as a
a
person
person and
and their
their abilities
abilities
revered
revered

information
information and
and its
its
exchange
exchange occurs
occurs coach
coach to
to
player
player and
and player
player to
to coach
coach

Features important in this relationship can be seen above.

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 68

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ACHPER (SA)
2014

Models of Coaching:

There are a number of coaching types that have been identified.

The diagram below outlined these.

Authoritarian

Democratic

Laisezz-faire

Totally in charge.
Dictator, Autocrat,
Commanding
It's their way or the
highway!!

Invites input.
Is a guiding coach open approachable
Usually a problem
solver.

Very laid back.

Very casual
sometimes as if
they don't care.
Can be submissive
to confrontation.

The style a coach adapts in learning situations definitely has an impact on the learning of
individuals.

For example authoritarian style coaches can produce stressful environments or conditions
where learning is hindered.

On the other hand, the easy going coach provides little discipline in learning and in this
case learning can also become hindered.

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 68

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ACHPER (SA)
2014

Models of Coaching:

Another factor differentiating between coaches, instructors and teachers is their method
of teaching as seen in the diagram below:

Whole-partwhole

Attempt the whole skill - feeling for the total movement

Isolate problem areas - fix them -then practice the
whole skill again
Good for synchronized skills or sequential skills e.g.: a
tennis serve

Pure Part

Skill is broken down into parts. and each part is learned

in isolation
Once all parts have been practiced they are put
together
Timing and sequencing all parts together is a problem

Progressive
Part

Each phase of the skill is practiced and sequentially

added as the skill is rehearsed
For example part A is taught, then B; then A and B are
rehearsed in sequence.; then part C is taught then
added to the other 2 and so on

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
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ACHPER (SA)
2014

Models of Coaching:

Here the learning takes place at

a constant a linear curve
LINEAR LEARNING CURVE

Here the learning is easy to

start (quite rapid) and then
tapers (slows)
POSITIVE LEARNING CURVE

M e a su r e o f P e r fo rm a n c e / R a te o f Im p ro v e m e n t

The rate at which learning takes place can differ as evident below:
M e a su r e o f P e rf o rm a n c e / R a te o f Im p ro v e m e n t

N u m b e r o f P r a c t ic e s

N u m b e r o f P r a c t ic e s

The most probable curve is the

stepped curve. Learning takes
place in stages. When
competence is reached new
challenges are set and further
learning takes place.
NEGATIVE LEARNING CURVE

M e a su r e o f P e r fo rm a n c e / R a te o f Im p ro v e m e n t

NEGATIVE LEARNING CURVE

M e a su re o f P e rf o r m a n c e / R a te o f I m p ro v e m e n t

Here the learning is difficult to

start with and then speeds up

N u m b e r o f P r a c t ic e s

N u m b e r o f P r a c t ic e s

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 69

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ACHPER (SA)
2014

Models of Coaching:
The rate of learning is dependent on the skill being attempted.
As can be seen in the last diagram some skills take longer to master
than others.
Of course links can be made between the methods and links
highlighted in this section.
For example a negative learning curve could be associated with a
pure part method also selected for extremely technical, difficult
skills.
This is a useful way of combining the methods outlined in this section
and it is a valuable approach to expand on models of coaching.

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 70

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ACHPER (SA)
2014

Case Study Coaching styles and the Effect on Learning:

A primary school PE teacher decided to teach their pupils the long jump. They started
by making students do stationary jumps for distance from a fixed point on the ground.
First using their left foot as a take off, then their right. This was followed by sprints for
speed using a variety of distances. For example 5 metres then 10 metres and so on.
Once this was completed over a number of lessons the teacher began to instruct the

discipline
the
long jump.
Explain the of
skill
learning
method the teacher was
using.

Answer = Pure part method. The skills were

taught in isolation of each other and only put

together at the end. For example the take off,

When doing the proper long jump the students found
followed by the approach or run up.
the skill harder to perform and the rate of skill learning
seen was similar to that seen in the graph. Explain a
possible cause for this.

Answer = The students had difficulty linking the

two stages of the skill taught and therefore
found mastery quite difficult at the beginning.
This atypical of that seen in a negative learning
curve (seen right)With time however

Key Concept
3 : would
The Effects
of Psychology
competence
have been
achieved. of Learning on the Performance of Physical
Skills.
Text Pages 70