6.8 Social facilitation and inhibition

AQA A-Level PE

social facilitation

performer enjoys performing with an audience and so performance increases

social inhibition

performer dislikes performing with an audience and performance worsens when watched

Zajoncs model

suggested there are 4 types of others that may present categorised into passive and interactive

passive others

do not interact with performer but have an effect by being present

2 types of passive others

audience

• people present who don’t speak such as TV audience, scout turning up unannounced to observe

• Presence make performer feel anxious

  co -actors

• Those who perform same task at same time but not competing against you such as a cyclist in front of you

interactive others

communicate directly with performer

2 types of interactive others

competitive co actors

• Opposition who are in direct rivalry

  Social reinforcers

• Coach or crowd who give you motivation

Audience effects

increased arousal levels

Facilitation of performance by audience

expert used to performing in front of audience

Performing a simple skills which requires limited information processing

Performing a gross skills with limited precision

inhibition of performance by audience

novice and find audience intimidating

Complex skills which requires decision making

A fine skill

dominant response

at heightened arousal, performer reverts to dominant response

If an expert, will have over learned response which is likely correct so performance is facilitated

If is a novice and hasn’t grooved responses, performance likely inhibited

evaluation apprehension

Fear of being judged

May not actually be being judged by perceive they are affecting performance

factors causing evaluation apprehension

knowledgable audience, increasing nerves

Significant others are watch, both positive and negative

If audience is supportive or abusive

If has high trait anxiety

If have low self-efficacy

key strategies to combat social inhibition

• familiarisation training by training with noise of an audience

• Increase self-efficacy

• Practise skills until grooved

• Selective attention to improve focus and concentration

Cognitive strategies to combat social inhibition

mental rehearsal

Imagery

Positive self - talk

Negative though stopping

coach should do to combat social inhibition

decrease importance of task

Offer encouragement, positive reinforcement and praise to performer

Slowly introduce evaluation in training