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Understanding Catastrophe Theory and Achievement Motivation in Physical Education

This overview explores Catastrophe Theory in physical education, emphasizing how increased arousal can lead to performance decline when cognitive anxiety is high. Unlike the inverted U hypothesis, this theory posits a more drastic deterioration in performance, requiring mental resilience for recovery. Additionally, it delves into the concepts of achievement motivation, personality components, and the influence of internal and external attributions on performance outcomes. Understanding these concepts aids in identifying key factors that drive competitive behaviors in learners and performers.

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Understanding Catastrophe Theory and Achievement Motivation in Physical Education

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  1. A2 Physical Education Catastrophe Theory

  2. Catastrophe theory A Optimum arousal Extreme Decline Performance D C B Arousal

  3. Catastrophe Theory • Modification to the inverted U hypothesis • Both argue that if arousal increases it will have a positive effect on performance to a certain point • Combination of high physiological arousal with high cognitive anxiety levels – players become upset to the detriment of the game

  4. Catastrophe Theory • Deterioration is much more extreme • Can not be put right by merely calming down • Going over the top! • Ability to concentrate • Recovery can be very difficult • Requires mental toughness

  5. Key to Figure • Point A- Cognitive anxiety - reaching this threshold creates a catastrophic effect • Point B – performers continue with deterioration caused by over arousal May continue to Point C • Point B they get to grips with the problem performance will move towards Point D

  6. Achievement Motivation (Revision) • Questions • Why do some learners/performers achieve and some don’t ? • Why are some performers are driven to be more competitive? • The need to achieve is a relatively stable disposition to strive for success

  7. Achievement Motivation (Revision) • Introduced by Murray (1938) • 20 different motives or needs • Achievement is linked to personality of the performer • Competitive or Achievement orientated • Gill (1986) • A person who has high levels of achievement motivation would have a tendency to strive for success, persists in the face of failure and experience pride in accomplishments

  8. Atkinson's Personality Components • Ability to balance two underlying motives • The need to achieve success • The need to avoid failure

  9. Situational Component • The probability of success along with • The incentive value of that success

  10. High Atkinson’s suggested relationship between success and the incentive value Incentive value of success High Low Probability of sucess

  11. Examples and Formula • Average player v Professional = probability of success LOW • Incentive value of winning for the average is high = satisfaction • MS – Maf x PS x I – P • Motive to succeed Motive to avoid failure Probability of Success Incentive value of success

  12. Outcome Goal Orientation • Motivated by winning and beating the opposition enjoy feelings from competing and comparing. • Ego boosted • High expectations for the future

  13. Task Goal Orientation • Want to win • Not so interested in comparison to others • Developing own technical advances • Intrinsic motivation • Do fear failure

  14. Stages of Motivation • Describe Veroffs sequential stages • 1. Autonomous competence • 2. Social comparison stage • 3 Integrated stage • List the factors which may influence achievement motivation

  15. Attribution Theory • Perception of causes to behaviour and outcomes • Complete activity 9 and 10 page 451 core text book

  16. Internal Attributions External Attributions Task Difficulty Stable attributions Ability Unstable attributions effort luck Please complete activity 11 page 452 core text

  17. Self–Serving Bias • Take credit for success • Disassociation of failure • Blaming External factors • Success attributed to internal factors ------ & ---------? • Do performers attribute poor performance to external factors?

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