Label the axes for the following graphical representation of the catastrophe theory.

Fozey, J. A., and Hardy, L. (1988).  The inverted-U hypothesis: A catastrophe for Sport Psychology?  British Association of Sport Sciences Monography No. 1. Leeds: The National Coaching Foundation.

Using an example from one sport of your choice, distinguish between cognitive and somatic anxiety.

Discuss the acquisition phase of psychological skills training for the purpose of enhancing exercise performance.

Fozey, J. A., and Hardy, L. (1988).  The inverted-U hypothesis: A catastrophe for Sport Psychology?  British Association of Sport Sciences Monography No. 1. Leeds: The National Coaching Foundation.

Award [1] for two correct labels and [2] for three correct labels.

sporting example of somatic✔

sporting example of cognitive✔

eg golf: somatic anxiety is a physical component of anxiety eg produces a shake when putting. Cognitive anxiety is a thought component eg produces negative thoughts about the outcome of a shot.

Sport selected must be the same for both somatic and cognitive.

phase between the education and practice phases✔

focus on strategies / techniques for learning the psychological skills✔

needs analysis of the athlete✔

formal / informal meetings to evaluate athlete’s progress✔

teaching / learning specific strategies to performer’s unique needs and abilities✔

individual sessions to practice or apply strategies✔

exercise performance example✔

eg goal setting involves deliberately establishing/refining and evaluating progress towards a goal such as a person weight training might set a goal to improve squat technique.

eg enhances exercise performance if able to use PST on their own ‹ie self-regulate›

very few seemed aware of catastrophe theory as a multidimensional model. Recognising the multidimensionality of it is key to understanding performance anxiety.

answered reasonably well.

a wide range of responses for this question.