The C.4.1 Arousal and anxiety question bank gives IB Sports, exercise and health science (SEHS - Old) students Standard Level (SL) and Higher Level (HL) authentic exam-style practice that mirrors IB Paper 1, 2, 3 structure and difficulty. Covering key syllabus areas such as core principles, advanced applications, and practical problem-solving, this resource builds confidence by training students in the same style of questions set by IB examiners. With instant solutions, detailed explanations, and syllabus-aligned practice, RevisionDojo helps students sharpen problem-solving skills and prepare effectively for mocks and final assessments. More than just practice, this question bank teaches students how to think the way IB examiners expect.
Define arousal in the context of sports performance.
Identify two physiological signs of somatic anxiety.
Outline how trait anxiety differs from state anxiety.
Explain how the inverted-U theory describes the relationship between arousal and performance.
Describe two cognitive coping strategies an athlete might use.
Discuss how deep breathing techniques can help reduce performance anxiety.
Identify two techniques for managing pre-competition anxiety.
Outline how performance routines assist in coping with stress.
Explain the role of attentional control in high-stakes environments.
Discuss the use of biofeedback in managing arousal levels.
Evaluate cognitive restructuring as a stress management strategy.
Define state anxiety.
Outline the difference between arousal and anxiety.
Explain how cognitive anxiety impacts performance in individual vs. team sports.
Discuss how goal setting can be used to manage arousal.
Evaluate the impact of over-arousal on motor skill performance.
Define somatic anxiety and provide one example.
Outline two causes of cognitive anxiety before competition.
Explain how arousal influences attentional focus in athletes.
Discuss the application of imagery and self-talk as coping strategies in sport.
Evaluate the effectiveness of relaxation techniques for reducing anxiety in performance settings.
Define trait anxiety and explain its influence on athletic performance.
Describe how attentional focus is affected by varying levels of arousal.
Discuss how the catastrophe theory explains the interaction of arousal and anxiety on performance.
Evaluate how different types of coping strategies (cognitive vs somatic) can be used by athletes in high-pressure situations.
Define coping in the context of sports performance.
Outline two different types of coping strategies.
Explain how social support can influence anxiety levels.
Discuss the role of self-efficacy in managing competitive stress.
Evaluate the relationship between anxiety and performance using catastrophe theory.
Define anxiety in sport.
Identify two common causes of pre-competition anxiety.
Outline the difference between cognitive and somatic anxiety.
Explain how goal setting can reduce performance-related anxiety.
Describe two somatic coping strategies used by athletes.
Discuss how a coach can help athletes manage stress before a competition.
Define cognitive anxiety and provide one way it can be measured.
Explain how goal orientation can influence anxiety responses in athletes.
Discuss the limitations of the inverted-U hypothesis in describing the relationship between arousal and performance.
Evaluate the use of biofeedback training and mental imagery as integrated tools for coping with anxiety in elite sport.
State one physiological and one psychological symptom of anxiety.
Outline the multidimensional anxiety theory.
Explain how attentional narrowing affects performance in high-pressure sports.
Discuss two somatic coping strategies used by athletes.
Evaluate the role of coaches in helping athletes manage anxiety.
Define arousal and explain how it differs from anxiety.
Outline two long-term and two short-term coping strategies
Explain how under-arousal can negatively affect athletic performance.
Discuss the interaction of personality and anxiety in performance.
Evaluate the use of imagery as a stress reduction tool.