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Option B: Psychology of sports

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Option B: Psychology of sports

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Directly related questions

20N.3.SL.tz0.6b: Analyse the impact of external rewards on intrinsic motivation.
20N.3.SL.tz0.5c:
Evaluate the Competitive State Anxiety Inventory-2.
20N.3.SL.tz0.6a: Outline the concept of learned helplessness.
20N.3.SL.tz0.5b: List two examples of somatic anxiety in sport.
20N.3.SL.tz0.5a: Distinguish between state and trait anxiety.
20N.3.HL:.tz0.5b: Describe why a self-determined athlete is likely to be more satisfied with training.
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.
20N.3.HL:.tz0.6b.i:
State the four stages of development in the evolution of athlete talent.
20N.3.HL:.tz0.6a: Outline three psychological behaviours that support the evolution of talent.
20N.3.HL:.tz0.6b.ii:
Discuss the factors an athlete encounters during the stages of talent evolution.
17N.3.SL.tz0.8a: State one symptom of a sportsperson’s somatic anxiety.
17N.3.SL.tz0.8b: Discuss how emotions experienced during sports competition can influence performance.
17N.3.SL.tz0.9: Discuss three uses of mental imagery with examples from sport.
17N.3.SL.tz0.5c: Using the data, discuss the effect of the exercise class on intrinsic motivation.
17N.3.SL.tz0.6:
Describe locus of stability and locus of causality, using examples from a sport or exercise of your choice.
17N.3.SL.tz0.7a: Outline ethical issues associated with the measurement of an athlete’s personality.
17N.3.SL.tz0.7b:
Explain the relationship between personality and success in sport.
16M.3.SL.tz0.5a: Define the term personality.
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.tz0.5c: Discuss how attitudes and behaviours in sport or exercise settings are linked to social learning...
16M.3.SL.tz0.6c: Discuss the acquisition phase of psychological skills training for the purpose of enhancing...
17M.3.SL.tz0.5d:
Outline extrinsic motivation used in sport.
16N.3.SL.tz0.6a: Discuss how social learning theory can help a sports coach promote physical activity in children.
16M.3.SL.tz0.5b: Outline two issues associated with the measurement of personality.
16M.3.SL.tz0.6b: Using an example from one sport of your choice, distinguish between cognitive and somatic anxiety.
17M.3.SL.tz0.7a: Describe the inverted-U hypothesis in terms of arousal and performance.
17M.3.SL.tz0.6a: Define the term personality.
17M.3.SL.tz0.6b: Explain the interactionist approach to personality.
17M.3.SL.tz0.8:
Discuss psychological skills training (PST).
16N.3.SL.tz0.6b: Explain the issues in personality research and sports performance of athletes and non-athletes.
17M.3.SL.tz0.5c:
By considering items 2 and 3, compare and contrast the mean scores of males and females.
17M.3.SL.tz0.7b:
Discuss the advantages of the Sport Competition Anxiety Test (SCAT).
17M.3.SL.tz0.5a: State the score in the table with the greatest spread of data.
17M.3.SL.tz0.5b: Calculate the difference between the lowest male and lowest female mean scores.
16N.3.SL.tz0.5a: Draw a graphical representation of the drive reduction theory.
16N.3.SL.tz0.5c: Outline how a golfer who is feeling stressed about an upcoming championship may feel physically.
16N.3.SL.tz0.5b:
Describe Atkinson’s model of Achievement Motivation.
18N.3.SL.tz0.6b: Discuss possible impacts of extrinsic rewards on intrinsic motivation in sport.
18N.3.HL:.tz0.7a: State an example of a performance goal in sport.
18N.3.SL.tz0.7a: Apply social learning theory to a novice who wants to learn from an experienced performer.
18N.3.SL.tz0.8b:
Evaluate possible emotions experienced by a soccer player preparing to take an important penalty kick.
18N.3.HL:.tz0.8c:
Discuss the impact of motivation on the planning and evaluation of self-regulated learning in athletes.
18N.3.HL:.tz0.8b:
Explain the evolution of talent for athlete development.
18N.3.SL.tz0.6a: Define motivation.
18N.3.SL.tz0.8a: Define anxiety.
18N.3.SL.tz0.7b: Describe issues associated with the measurement of personality through questionnaires.
18N.3.HL:.tz0.7b: Distinguish between cognitive and somatic anxiety.
18N.3.HL:.tz0.7c:
Outline two relaxation techniques used to reduce anxiety.
18N.3.HL:.tz0.8a: Distinguish between talent identification and multidimensional talent identification and...
19M.3.HL:.tz0.9b:
Discuss the four stages of development through which an athlete is likely to progress as their talent evolves.
19M.3.SL.tz0.5b:
Calculate the difference in prosocial behaviour between the task and ego groups.
19M.3.SL.tz0.8a:
Outline ethical issues associated with the measurement of personality.
19M.3.SL.tz0.6b:
Distinguish between intrinsic and extrinsic motivation in exercise.
19M.3.SL.tz0.8b:
Explain the interactionist approach to personality using a sporting example.
19M.3.SL.tz0.5a:
Identify the group that demonstrated the most antisocial behaviour.
19M.3.SL.tz0.7a:
Describe the relationship between arousal and sporting performance for a weightlifter according to the inverted-U hypothesis.
19M.3.HL:.tz0.9a:
Outline the two talent identification processes in sport.
19M.3.HL:.tz0.10a:
Describe the catastrophe theory of arousal.
19M.3.HL:.tz0.11b:
Analyse how motivation levels can influence an athlete’s engagement in a self-regulated learning programme.
19M.3.HL:.tz0.10b:
Discuss how positive emotions may influence an athlete’s performance.
19M.3.SL.tz0.5c:
Using the data, discuss the effect of the different motivating conditions on behaviour.
19M.3.SL.tz0.6a:
Define the term motivation.
19M.3.SL.tz0.6c:
Evaluate the effect of using extrinsic rewards to influence motivation.
19M.3.HL:.tz0.11a:
Outline self-regulated learning.
19M.3.SL.tz0.7b:
Discuss the effect of specific positive and negative emotions on a cyclist’s performance during an endurance race.
19N.3.SL.tz0.7a: Define social learning theory.
19N.3.SL.tz0.5a: State the motivational profile that resulted in the highest mean weekly engagement in physical...
19N.3.SL.tz0.7c: Identify two benefits of using mental imagery in psychological skills training.
19N.3.SL.tz0.5b: Calculate the difference, in minutes, between the mean weekly engagement in sports for Group 1...
19N.3.SL.tz0.5d: Explain the impact of the different types of motivation on physical activity.
19N.3.SL.tz0.9a: State the parent group with the largest percentage of girls who exercise.
19N.3.HL:.tz0.8b:
Outline traditional talent identification (TI) processes.
19N.3.HL:.tz0.8d: An athlete is in the mastery stage of their talent development. Discuss factors that affect their...
19N.3.SL.tz0.9b: Calculate the difference between the percentage of girls who exercise in Groups 1 and 3.
19N.3.SL.tz0.6a: Define personality.
19N.3.HL:.tz0.5d: Explain the impact of the different types of motivation on physical activity.
19N.3.SL.tz0.9c: Deduce the effect of parental exercise habits on the participation of girls in exercise.
19N.3.SL.tz0.5c: Deduce the relationship between motivational profile and engagement in physical activity.
19N.3.HL:.tz0.5b: Calculate the difference, in minutes, between the mean weekly engagement in sports for Group 1...
19N.3.SL.tz0.8a: List two theoretical approaches to arousal.
19N.3.SL.tz0.8b:
Discuss how trait anxiety and state anxiety are measured.
19N.3.HL:.tz0.6a: Define personality.
19N.3.HL:.tz0.7a: List two theoretical approaches to arousal.
19N.3.SL.tz0.6b: Discuss issues associated with studies on personality and sports performance.
19N.3.SL.tz0.7b: Outline the concept of SMARTER goals in goal setting.
19N.3.HL:.tz0.6b: Using an example, predict the effect of positive and negative emotions on performance.
19N.3.HL:.tz0.5a: State the motivational profile that resulted in the highest mean weekly engagement in physical...
19N.3.HL:.tz0.5e: Explain the benefits of the reflection phase of self-regulated learning on motivation.
19N.3.HL:.tz0.5c: Deduce the relationship between motivational profile and engagement in physical activity.
19N.3.HL:.tz0.8a: Define talent.
19N.3.HL:.tz0.8c: Identify reasons for an elite athlete to transfer to a second sport.
19N.3.HL:.tz0.7b:
Analyse two phases of the psychological skills training (PST) programme.

Sub sections and their related questions

B.1. Individual differences.

16M.3.SL.tz0.5a: Define the term personality.
16M.3.SL.tz0.5b: Outline two issues associated with the measurement of personality.
16M.3.SL.tz0.5c: Discuss how attitudes and behaviours in sport or exercise settings are linked to social learning...
17M.3.SL.tz0.6a: Define the term personality.
17M.3.SL.tz0.6b: Explain the interactionist approach to personality.
19M.3.SL.tz0.8a:
Outline ethical issues associated with the measurement of personality.
19M.3.SL.tz0.8b:
Explain the interactionist approach to personality using a sporting example.
16N.3.SL.tz0.6a: Discuss how social learning theory can help a sports coach promote physical activity in children.
16N.3.SL.tz0.6b: Explain the issues in personality research and sports performance of athletes and non-athletes.
17N.3.SL.tz0.7a: Outline ethical issues associated with the measurement of an athlete’s personality.
17N.3.SL.tz0.7b:
Explain the relationship between personality and success in sport.
18N.3.SL.tz0.7a: Apply social learning theory to a novice who wants to learn from an experienced performer.
18N.3.SL.tz0.7b: Describe issues associated with the measurement of personality through questionnaires.
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.tz0.7a: Define social learning theory.
19N.3.HL:.tz0.6a: Define personality.

B.2. Motivation.

17M.3.SL.tz0.5a: State the score in the table with the greatest spread of data.
17M.3.SL.tz0.5b: Calculate the difference between the lowest male and lowest female mean scores.
17M.3.SL.tz0.5c:
By considering items 2 and 3, compare and contrast the mean scores of males and females.
17M.3.SL.tz0.5d:
Outline extrinsic motivation used in sport.
19M.3.SL.tz0.5a:
Identify the group that demonstrated the most antisocial behaviour.
19M.3.SL.tz0.5b:
Calculate the difference in prosocial behaviour between the task and ego groups.
19M.3.SL.tz0.5c:
Using the data, discuss the effect of the different motivating conditions on behaviour.
19M.3.SL.tz0.6a:
Define the term motivation.
19M.3.SL.tz0.6b:
Distinguish between intrinsic and extrinsic motivation in exercise.
19M.3.SL.tz0.6c:
Evaluate the effect of using extrinsic rewards to influence motivation.
16N.3.SL.tz0.5b:
Describe Atkinson’s model of Achievement Motivation.
17N.3.SL.tz0.5c: Using the data, discuss the effect of the exercise class on intrinsic motivation.
17N.3.SL.tz0.6:
Describe locus of stability and locus of causality, using examples from a sport or exercise of your choice.
18N.3.SL.tz0.6a: Define motivation.
18N.3.SL.tz0.6b: Discuss possible impacts of extrinsic rewards on intrinsic motivation in sport.
19N.3.SL.tz0.5a: State the motivational profile that resulted in the highest mean weekly engagement in physical...
19N.3.SL.tz0.5b: Calculate the difference, in minutes, between the mean weekly engagement in sports for Group 1...
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.HL:.tz0.5a: State the motivational profile that resulted in the highest mean weekly engagement in physical...
19N.3.HL:.tz0.5b: Calculate the difference, in minutes, between the mean weekly engagement in sports for Group 1...
19N.3.HL:.tz0.5c: Deduce the relationship between motivational profile and engagement in physical activity.
19N.3.HL:.tz0.5d: Explain the impact of the different types of motivation on physical activity.
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.HL:.tz0.5a: Identify two examples of intrinsic motivation.

B.3. Mental preparation for sports

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.tz0.6b: Using an example from one sport of your choice, distinguish between cognitive and somatic anxiety.
17M.3.SL.tz0.7a: Describe the inverted-U hypothesis in terms of arousal and performance.
17M.3.SL.tz0.7b:
Discuss the advantages of the Sport Competition Anxiety Test (SCAT).
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.tz0.7b:
Discuss the effect of specific positive and negative emotions on a cyclist’s performance during an endurance race.
19M.3.HL:.tz0.10a:
Describe the catastrophe theory of arousal.
19M.3.HL:.tz0.10b:
Discuss how positive emotions may influence an athlete’s performance.
16N.3.SL.tz0.5a: Draw a graphical representation of the drive reduction theory.
16N.3.SL.tz0.5c: Outline how a golfer who is feeling stressed about an upcoming championship may feel physically.
17N.3.SL.tz0.8a: State one symptom of a sportsperson’s somatic anxiety.
17N.3.SL.tz0.8b: Discuss how emotions experienced during sports competition can influence performance.
18N.3.SL.tz0.8a: Define anxiety.
18N.3.SL.tz0.8b:
Evaluate possible emotions experienced by a soccer player preparing to take an important penalty kick.
18N.3.HL:.tz0.7b: Distinguish between cognitive and somatic anxiety.
19N.3.SL.tz0.8a: List two theoretical approaches to arousal.
19N.3.SL.tz0.8b:
Discuss how trait anxiety and state anxiety are measured.
19N.3.HL:.tz0.6b: Using an example, predict the effect of positive and negative emotions on performance.
19N.3.HL:.tz0.7a: List two theoretical approaches to arousal.
20N.3.SL.tz0.5a: Distinguish between state and trait anxiety.
20N.3.SL.tz0.5b: List two examples of somatic anxiety in sport.
20N.3.SL.tz0.5c:
Evaluate the Competitive State Anxiety Inventory-2.

B.4. Psychological skills training.

16M.3.SL.tz0.6c: Discuss the acquisition phase of psychological skills training for the purpose of enhancing...
17M.3.SL.tz0.8:
Discuss psychological skills training (PST).
17N.3.SL.tz0.9: Discuss three uses of mental imagery with examples from sport.
18N.3.HL:.tz0.7a: State an example of a performance goal in sport.
18N.3.HL:.tz0.7c:
Outline two relaxation techniques used to reduce anxiety.
19N.3.SL.tz0.7b: Outline the concept of SMARTER goals in goal setting.
19N.3.SL.tz0.7c: Identify two benefits of using mental imagery in psychological skills training.
19N.3.HL:.tz0.7b:
Analyse two phases of the psychological skills training (PST) programme.

B.5. Talent identification and development (HL only)

19M.3.HL:.tz0.9a:
Outline the two talent identification processes in sport.
19M.3.HL:.tz0.9b:
Discuss the four stages of development through which an athlete is likely to progress as their talent evolves.
18N.3.HL:.tz0.8a: Distinguish between talent identification and multidimensional talent identification and...
18N.3.HL:.tz0.8b:
Explain the evolution of talent for athlete development.
19N.3.HL:.tz0.8a: Define talent.
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.
19N.3.HL:.tz0.8d: An athlete is in the mastery stage of their talent development. Discuss factors that affect their...
20N.3.HL:.tz0.6a: Outline three psychological behaviours that support the evolution of talent.
20N.3.HL:.tz0.6b.i:
State the four stages of development in the evolution of athlete talent.
20N.3.HL:.tz0.6b.ii:
Discuss the factors an athlete encounters during the stages of talent evolution.

B.6. Self-determination theory and self-regulated learning (HL only)

19M.3.HL:.tz0.11a:
Outline self-regulated learning.
19M.3.HL:.tz0.11b:
Analyse how motivation levels can influence an athlete’s engagement in a self-regulated learning programme.
18N.3.HL:.tz0.8c:
Discuss the impact of motivation on the planning and evaluation of self-regulated learning in athletes.
19N.3.HL:.tz0.5e: Explain the benefits of the reflection phase of self-regulated learning on motivation.
20N.3.HL:.tz0.5b: Describe why a self-determined athlete is likely to be more satisfied with training.
20N.3.HL:.tz0.5c: Discuss the impact of self-determination on self-regulated learning.