Practice IB Sports, exercise and health science (SEHS) Topic C.4.2 Coping with authentic exam-style questions for both SL and HL students. This question bank focuses on the exact syllabus content for C.4.2 Coping and mirrors Paper 1A, 1B, 2 style where relevant.
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Which of the following best describes the role of coping strategies in sport?
Why might relaxation techniques work for one athlete but not another?
If a coach frames an upcoming match as an opportunity to demonstrate progress, this is an example of a:
A sprinter is working with a psychologist on her self-talk. In a training study she performed a sprint-start task under three conditions: after negative self-talk, with no self-talk, and after positive self-talk. The figure shows her task performance in each condition.
Figure: Task performance under three self-talk conditions
Give one example each of positive and negative unintentional self-talk.
Using the figure, describe how self-talk affected the sprinter's performance across the three conditions.
The sprinter repeats 'drive, drive, drive' off the blocks. State whether this is instructional or motivational self-talk, and whether it is problem- or emotion-focused.
Before the race she tells herself 'I have trained for this'. Classify this self-talk in the same two ways.
Outline two practical mechanisms an athlete can use to develop helpful self-talk.
Explain why the same self-talk phrase might be problem-focused for one athlete but emotion-focused for another.
When a sprinter feels anxious because of unpredictable weather, this is best described as: