Practice C.3—Motivation with authentic IB Sports, exercise and health science (SEHS) exam questions for both SL and HL students. This question bank mirrors Paper 1A, 1B, 2 structure, covering key topics like core principles, advanced applications, and practical problem-solving. Get instant solutions, detailed explanations, and build exam confidence with questions in the style of IB examiners.
Paper
Level
Question 1
SLPaper 2
1.[2]
Identify two basic psychological needs from the self-determination theory.
2.[2]
State two outcomes of an autonomy-supportive coaching style.
3.[3]
Describe how relatedness influences athlete motivation.
4.[4]
Explain the impact of extrinsic rewards on intrinsic motivation in sport.
5.[4]
Outline how a controlling motivational climate affects long-term athlete development.
6.[5]
Discuss the role of self-determined motivation in sustaining long-term athletic participation.
Question 2
SLPaper 2
1.[2]
State two effects of ego-oriented motivation.
2.[2]
State two coach behaviors that foster a task-oriented climate.
3.[3]
Describe how relatedness supports motivation in sport.
4.[4]
Explain how extrinsic motivation may negatively impact athlete behavior.
5.[4]
Outline how fear of failure influences performance.
6.[5]
Discuss how motivational climate can shape team dynamics.
Question 3
SLPaper 2
1.[4]
Outline how feedback contributes to competence development.
2.[5]
Explain how relatedness influences behavior in a team sport.
3.[6]
Discuss the negative effects of controlling coaching behavior on athlete motivation.
4.[5]
Describe how a supportive climate contributes to psychological well-being.
Question 4
SLPaper 2
1.[4]
Explain how fear of failure can undermine achievement motivation.
2.[5]
Describe how relatedness influences intrinsic motivation in a team setting.
3.[6]
Discuss the impact of extrinsic rewards on long-term athlete motivation using self-determination theory.
4.[5]
Evaluate how coaches can design training environments that promote self-determined motivation.
Question 5
SLPaper 2
1.[2]
Identify two features of a task-oriented athlete.
2.[2]
Identify two types of motivation in self-determination theory.
3.[3]
Describe how feedback can influence achievement motivation.
4.[4]
Explain the role of competence in enhancing motivation.
5.[4]
Outline how a coach can support autonomy in athletes.
6.[5]
Discuss how intrinsic motivation affects long-term participation in sport.
Question 6
SLPaper 2
1.[5]
Explain how task-oriented and ego-oriented athletes differ in their motivational approach.
2.[6]
Describe the role of the three basic psychological needs in self-determination theory.
3.[4]
Discuss how a motivational climate can influence athlete behavior and long-term participation.
4.[5]
Evaluate the effectiveness of autonomy-supportive coaching on athlete development.
Question 7
SLPaper 1A
| TARGET Element | Ego Climate Strategy |
|---|---|
| Task | A |
| Authority | Coach makes all decisions |
| Recognition | B |
| Grouping | Based on ability/competition level |
| Evaluation | Norm-referenced comparisons |
| Time | Results must be achieved within strict timeframes |
Which of the following best completes the blanks A and B?
Question 8
SLPaper 2
1.[2]
Identify two components of achievement motivation.
2.[2]
State two characteristics of athletes with high task orientation.
3.[3]
Describe how goal orientation influences behavior in training environments.
4.[4]
Explain how intrinsic and extrinsic motivation differ in their effect on performance.
5.[4]
Outline the consequences of low motivation in sport participation.
6.[5]
Discuss how coaches can foster a task-oriented climate to promote persistence in sport.
Question 9
SLPaper 2
1.[2]
Identify two sources of intrinsic motivation.
2.[2]
Identify two consequences of low self-determined motivation.
3.[3]
Describe the influence of autonomy on motivation.
4.[4]
Explain how competence contributes to the development of intrinsic motivation.
5.[4]
Outline how a coach's leadership style impacts motivational climate.
6.[5]
Discuss how self-determination theory can be used to design effective sport environments.
Question 10
SLPaper 1A
Based on the diagram, which athlete is most at risk of performance anxiety and early dropout under pressure?
