Arousal: Inverted-U Theory

OCR

GCSE

The Inverted-U hypothesis (Yerkes-Dodson Law) postulates a curvilinear relationship where performance increases with physiological and psychological arousal up to an optimal point, beyond which further increases result in a gradual decline. Candidates must demonstrate how the position of this optimal peak shifts based on task complexity (fine/complex vs. gross/simple), skill level (cognitive vs. autonomous), and personality (introvert vs. extrovert). Analysis must extend to the physiological mechanisms of attentional narrowing and cue utilization to explain the deterioration phase, distinguishing this theory from the linear Drive Theory and the sudden decline in Catastrophe Theory.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

Subtopics in this area

Arousal: Inverted-U Theory

What You Need to Demonstrate

Key skills and knowledge for this topic

Award marks for accurately labelling axes on the Inverted-U graph: Vertical axis as 'Performance' and Horizontal axis as 'Arousal'.
Credit explanations that identify the 'optimal zone' of arousal and explicitly state that over-arousal leads to a gradual decrease in performance quality.
Candidates must apply the theory to specific variables: associate lower optimal arousal with fine/complex skills or introverts, and higher optimal arousal with gross/simple skills or extroverts.
For AO3, credit analysis of why a novice requires lower arousal levels (need for concentration/information processing) compared to an expert.
Award marks for identifying the inverted-U shape: performance increases with arousal to an optimum point, then decreases.
Credit correct labelling of axes: x-axis as 'Arousal' and y-axis as 'Performance'.
Candidates must apply variables affecting optimal arousal: Skill level (Novice/Expert), Personality (Introvert/Extrovert), and Task type (Fine/Gross).
For AO3, award marks for analysing why a rugby tackle requires higher optimal arousal than a snooker putt.

Example Examiner Feedback

Real feedback patterns examiners use when marking

"You have identified the theory correctly, but you must label the axes of your graph to secure full AO1 marks."
"Your application is too vague; specify whether the skill requires fine motor control or gross strength to justify the required arousal level."
"Avoid stating performance 'gets bad' at high arousal; use technical phrasing like 'performance declines due to loss of concentration or anxiety'."
"To access higher marks, explain *why* a novice needs lower arousal (information processing demands) rather than just stating that they do."
"Your definition of arousal is accurate. Now apply it to a specific sport to demonstrate AO2 skills."
"You have identified the curve shape. To improve, analyse how an expert's optimal arousal differs from a novice's."
"Ensure axes are labelled correctly; 'Performance' is the dependent variable on the y-axis."
"Link the drop in performance explicitly to 'over-arousal' rather than just 'too much energy'."

Marking Points

Key points examiners look for in your answers

Award marks for accurately labelling axes on the Inverted-U graph: Vertical axis as 'Performance' and Horizontal axis as 'Arousal'.
Credit explanations that identify the 'optimal zone' of arousal and explicitly state that over-arousal leads to a gradual decrease in performance quality.
Candidates must apply the theory to specific variables: associate lower optimal arousal with fine/complex skills or introverts, and higher optimal arousal with gross/simple skills or extroverts.
For AO3, credit analysis of why a novice requires lower arousal levels (need for concentration/information processing) compared to an expert.
Award marks for identifying the inverted-U shape: performance increases with arousal to an optimum point, then decreases.
Credit correct labelling of axes: x-axis as 'Arousal' and y-axis as 'Performance'.
Candidates must apply variables affecting optimal arousal: Skill level (Novice/Expert), Personality (Introvert/Extrovert), and Task type (Fine/Gross).
For AO3, award marks for analysing why a rugby tackle requires higher optimal arousal than a snooker putt.

Examiner Tips

Expert advice for maximising your marks

💡When asked to 'explain using a graph', marks are often capped if the graph is missing or incorrect; practice drawing the curve with precise labels.
💡Differentiate clearly between 'fine' and 'gross' skills when justifying optimal arousal levels; use specific sporting actions (e.g., archery shot vs. rugby tackle).
💡Link personality types to the Reticular Activating System (RAS) implicitly: Introverts have high natural arousal (need low external), Extroverts have low natural arousal (need high external).
💡When applying the theory, explicitly link 'fine skills' to lower optimal arousal and 'gross skills' to higher optimal arousal.
💡Memorise the specific axes labels; transposing them often negates marks for the graph entirely.
💡Use the term 'optimal' rather than 'best' or 'good' to demonstrate technical precision.

Common Mistakes

Pitfalls to avoid in your exam answers

Incorrectly labelling the axes (e.g., swapping Performance and Arousal) or omitting labels entirely.
Confusing the Inverted-U theory with Drive Theory; stating that performance continues to increase indefinitely with arousal.
Providing generic examples (e.g., 'playing football') without specifying the skill (e.g., 'taking a penalty' vs. 'making a tackle') to justify the arousal level.
Describing the drop in performance as 'sudden' or 'catastrophic' (Catastrophe Theory) rather than 'gradual' (Inverted-U).
Confusing 'arousal' with 'anxiety' or 'stress' without qualification.
Labelling the x-axis as 'Performance' and y-axis as 'Arousal' (transposed axes).
Describing a linear relationship (Drive Theory) rather than the Inverted-U.
Failing to identify that 'over-arousal' leads to a decrease in performance.

Study Guide Available

Comprehensive revision notes & examples

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Key Terminology

Essential terms to know

Curvilinear Performance Relationship

Determinants of Optimal Arousal (Task, Skill, Personality)

Attentional Narrowing and Cue Utilization

Curvilinear Relationship & Optimal Thresholds

Variables Affecting Peak Arousal (Task, Skill Level, Personality)

Attentional Narrowing & Cue Utilization

Critique & Comparison with Drive/Catastrophe Theories

Likely Command Words

How questions on this topic are typically asked

Describe

Explain

Analyse

Evaluate

Justify

Identify

Apply

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