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Date May 2016 Marks available 2 Reference code 16M.3.SL.tz0.6
Level Standard Level Paper Paper 3 Time zone time zone 0
Command term Distinguish Question number 6 Adapted from N/A

Question

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.

[2]
a.

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

[2]
b.

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

[3]
c.

Markscheme

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.

a.

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.

b.

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›

c.

Examiners report

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

a.

answered reasonably well.

b.

a wide range of responses for this question.

c.

Syllabus sections

Option B: Psychology of sports » B.3. Mental preparation for sports » B.3.6. Distinguish between cognitive and somatic anxiety.
Option B: Psychology of sports » B.3. Mental preparation for sports
Option B: Psychology of sports

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