| Date | November 2019 | Marks available | 1 | Reference code | 19N.3.SL.tz0.9 |
| Level | Standard Level | Paper | Paper 3 | Time zone | time zone 0 |
| Command term | State | Question number | 9 | Adapted from | N/A |
Question
A study examined the effect of parental exercise on their daughters’ participation in exercise. Parents were grouped according to their exercise habits:
- Group 1: Neither parent exercises (78 %).
- Group 2: Only one parent exercises (18 %).
- Group 3: Both parents exercise (4 %).
The percentages of the girls’ exercise habits are shown in the diagram.
[Source: adapted from Journal of Sports Science and Medicine, Vol 13 no 3, S. Sukys et al., Do Parents’
Exercise Habits Predict 13–18-Year-Old Adolescents’ Involvement in Sport?, Pages 522–528,
with permission from the JOURNAL OF SPORTS SCIENCE AND MEDICINE]
State the parent group with the largest percentage of girls who exercise.
Calculate the difference between the percentage of girls who exercise in Groups 1 and 3.
Deduce the effect of parental exercise habits on the participation of girls in exercise.
Analyse personal and environmental barriers that may affect girls’ adherence to exercise.
Markscheme
Group 3 / both parents exercise ✔
46 − 23 ✔
= 23 <%> ✔
Accept the subtraction in a different order.
girls are more likely to exercise if one or both parents engage in physical activity
OR
the majority of girls are more likely not to exercise even if their parents exercise ✔
Personal factors:
past behaviours, eg not having a positive experience in the past through poor modelling or discouragement ✔
Insecurities around body image ✔
Environmental factors:
social environment, eg lack encouragement/companionship from parents ✔
social and cultural norms within various ethnic groups, eg false belief/values/attitudes that females should not engage in exercise ✔
Lack of effective leaders/role models ✔
Examiners report
Syllabus sections
-
18N.3.HL:.tz0.8c:
Discuss the impact of motivation on the planning and evaluation of self-regulated learning in athletes.
- 18N.3.SL.tz0.8a: Define anxiety.
- 18N.3.SL.tz0.7a: Apply social learning theory to a novice who wants to learn from an experienced performer.
- 18N.3.SL.tz0.6a: Define motivation.
- 18N.3.HL:.tz0.7b: Distinguish between cognitive and somatic anxiety.
- 18N.3.HL:.tz0.7a: State an example of a performance goal in sport.
- 18N.3.HL:.tz0.8a: Distinguish between talent identification and multidimensional talent identification and...
- 17N.3.SL.tz0.5c: Using the data, discuss the effect of the exercise class on intrinsic motivation.
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19N.3.SL.tz0.8b:
Discuss how trait anxiety and state anxiety are measured.
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16M.3.SL.tz0.6a:
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.
- 16M.3.SL.tz0.5a: Define the term personality.
-
17M.3.SL.tz0.5d:
Outline extrinsic motivation used in sport.
- 17M.3.SL.tz0.5b: Calculate the difference between the lowest male and lowest female mean scores.
- 17M.3.SL.tz0.7a: Describe the inverted-U hypothesis in terms of arousal and performance.
- 17M.3.SL.tz0.5a: State the score in the table with the greatest spread of data.
- 19N.3.HL:.tz0.6a: Define personality.
-
19M.3.SL.tz0.6c:
Evaluate the effect of using extrinsic rewards to influence motivation.
-
19M.3.SL.tz0.7a:
Describe the relationship between arousal and sporting performance for a weightlifter according to the inverted-U hypothesis.
-
19M.3.SL.tz0.6a:
Define the term motivation.
-
19M.3.SL.tz0.6b:
Distinguish between intrinsic and extrinsic motivation in exercise.
- 17M.3.SL.tz0.6b: Explain the interactionist approach to personality.
- 16N.3.SL.tz0.5a: Draw a graphical representation of the drive reduction theory.
- 16N.3.SL.tz0.6a: Discuss how social learning theory can help a sports coach promote physical activity in...
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17N.3.SL.tz0.7b:
Explain the relationship between personality and success in sport.
- 17N.3.SL.tz0.7a: Outline ethical issues associated with the measurement of an athlete’s personality.
- 16M.3.SL.tz0.6c: Discuss the acquisition phase of psychological skills training for the purpose of enhancing...
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18N.3.HL:.tz0.7c:
Outline two relaxation techniques used to reduce anxiety.
- 16M.3.SL.tz0.5c: Discuss how attitudes and behaviours in sport or exercise settings are linked to social...
-
19M.3.SL.tz0.8a:
Outline ethical issues associated with the measurement of personality.
- 19N.3.HL:.tz0.7a: List two theoretical approaches to arousal.
- 19N.3.SL.tz0.9c: Deduce the effect of parental exercise habits on the participation of girls in exercise.
- 19N.3.SL.tz0.5a: State the motivational profile that resulted in the highest mean weekly engagement in...
- 19N.3.SL.tz0.7a: Define social learning theory.
- 19N.3.SL.tz0.5b: Calculate the difference, in minutes, between the mean weekly engagement in sports for Group...
- 19N.3.SL.tz0.8a: List two theoretical approaches to arousal.
- 19N.3.SL.tz0.6a: Define personality.
- 19N.3.SL.tz0.6b: Discuss issues associated with studies on personality and sports performance.
- 19N.3.SL.tz0.7c: Identify two benefits of using mental imagery in psychological skills training.
- 19N.3.SL.tz0.7b: Outline the concept of SMARTER goals in goal setting.
- 19N.3.HL:.tz0.5b: Calculate the difference, in minutes, between the mean weekly engagement in sports for Group...
- 19N.3.HL:.tz0.5a: State the motivational profile that resulted in the highest mean weekly engagement in...
- 19N.3.HL:.tz0.5e: Explain the benefits of the reflection phase of self-regulated learning on motivation.
- 19N.3.HL:.tz0.5d: Explain the impact of the different types of motivation on physical activity.
- 19N.3.HL:.tz0.6b: Using an example, predict the effect of positive and negative emotions on performance.
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19N.3.HL:.tz0.7b:
Analyse two phases of the psychological skills training (PST) programme.
- 19N.3.HL:.tz0.8d: An athlete is in the mastery stage of their talent development. Discuss factors that affect...
- 16M.3.SL.tz0.6b: Using an example from one sport of your choice, distinguish between cognitive and somatic...
- 17M.3.SL.tz0.6a: Define the term personality.
- 16N.3.SL.tz0.6b: Explain the issues in personality research and sports performance of athletes and non-athletes.
- 17N.3.SL.tz0.8b: Discuss how emotions experienced during sports competition can influence performance.
- 16N.3.SL.tz0.5c: Outline how a golfer who is feeling stressed about an upcoming championship may feel physically.
- 18N.3.SL.tz0.6b: Discuss possible impacts of extrinsic rewards on intrinsic motivation in sport.
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18N.3.SL.tz0.8b:
Evaluate possible emotions experienced by a soccer player preparing to take an important penalty kick.
- 16M.3.SL.tz0.5b: Outline two issues associated with the measurement of personality.
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19M.3.HL:.tz0.11a:
Outline self-regulated learning.
- 17N.3.SL.tz0.8a: State one symptom of a sportsperson’s somatic anxiety.
- 17N.3.SL.tz0.9: Discuss three uses of mental imagery with examples from sport.
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18N.3.HL:.tz0.8b:
Explain the evolution of talent for athlete development.
- 18N.3.SL.tz0.7b: Describe issues associated with the measurement of personality through questionnaires.
- 19N.3.SL.tz0.5c: Deduce the relationship between motivational profile and engagement in physical activity.
- 19N.3.SL.tz0.5d: Explain the impact of the different types of motivation on physical activity.
- 19N.3.SL.tz0.9b: Calculate the difference between the percentage of girls who exercise in Groups 1 and 3.
- 19N.3.HL:.tz0.8a: Define talent.
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19N.3.HL:.tz0.8b:
Outline traditional talent identification (TI) processes.
- 19N.3.HL:.tz0.8c: Identify reasons for an elite athlete to transfer to a second sport.
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19M.3.HL:.tz0.11b:
Analyse how motivation levels can influence an athlete’s engagement in a self-regulated learning programme.
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17M.3.SL.tz0.7b:
Discuss the advantages of the Sport Competition Anxiety Test (SCAT).
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19M.3.HL:.tz0.9b:
Discuss the four stages of development through which an athlete is likely to progress as their talent evolves.
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17N.3.SL.tz0.6:
Describe locus of stability and locus of causality, using examples from a sport or exercise of your choice.
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19M.3.HL:.tz0.10a:
Describe the catastrophe theory of arousal.
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19M.3.HL:.tz0.9a:
Outline the two talent identification processes in sport.
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17M.3.SL.tz0.5c:
By considering items 2 and 3, compare and contrast the mean scores of males and females.
- 19N.3.HL:.tz0.5c: Deduce the relationship between motivational profile and engagement in physical activity.
-
19M.3.HL:.tz0.10b:
Discuss how positive emotions may influence an athlete’s performance.
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19M.3.SL.tz0.8b:
Explain the interactionist approach to personality using a sporting example.
- 20N.3.SL.tz0.6a: Outline the concept of learned helplessness.
- 20N.3.SL.tz0.6b: Analyse the impact of external rewards on intrinsic motivation.
- 20N.3.SL.tz0.5a: Distinguish between state and trait anxiety.
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20N.3.SL.tz0.5c:
Evaluate the Competitive State Anxiety Inventory-2.
- 20N.3.SL.tz0.5b: List two examples of somatic anxiety in sport.
- 20N.3.HL:.tz0.5b: Describe why a self-determined athlete is likely to be more satisfied with training.
- 20N.3.HL:.tz0.6a: Outline three psychological behaviours that support the evolution of talent.
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20N.3.HL:.tz0.6b.ii:
Discuss the factors an athlete encounters during the stages of talent evolution.
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20N.3.HL:.tz0.6b.i:
State the four stages of development in the evolution of athlete talent.
- 20N.3.HL:.tz0.5a: Identify two examples of intrinsic motivation.
- 20N.3.HL:.tz0.5c: Discuss the impact of self-determination on self-regulated learning.
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19M.3.SL.tz0.7b:
Discuss the effect of specific positive and negative emotions on a cyclist’s performance during an endurance race.
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17M.3.SL.tz0.8:
Discuss psychological skills training (PST).
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16N.3.SL.tz0.5b:
Describe Atkinson’s model of Achievement Motivation.
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19M.3.SL.tz0.5a:
Identify the group that demonstrated the most antisocial behaviour.
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19M.3.SL.tz0.5b:
Calculate the difference in prosocial behaviour between the task and ego groups.
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19M.3.SL.tz0.5c:
Using the data, discuss the effect of the different motivating conditions on behaviour.
