Practice C.4—Stress and coping 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]
Define arousal in the context of sports performance.
2.[2]
Identify two physiological signs of somatic anxiety.
3.[3]
Outline how trait anxiety differs from state anxiety.
4.[4]
Explain how the inverted-U theory describes the relationship between arousal and performance.
5.[4]
Describe two cognitive coping strategies an athlete might use.
6.[5]
Discuss how deep breathing techniques can help reduce performance anxiety.
Question 2
SLPaper 2
1.[2]
Identify two techniques for managing pre-competition anxiety.
2.[4]
Outline how performance routines assist in coping with stress.
3.[5]
Explain the role of attentional control in high-stakes environments.
4.[4]
Discuss the use of biofeedback in managing arousal levels.
5.[5]
Evaluate cognitive restructuring as a stress management strategy.
Question 3
SLPaper 1A
Refer to the graph provided. A high jumper performs best when their arousal level is moderate (x ≈ 5). Which scenario best explains why their performance might decline if arousal increases beyond this point?
Question 4
SLPaper 1A
A gymnast experiences elevated anxiety before a major final and fails to land her final tumbling pass. Based on the graph, which explanation best applies to this situation?
Question 5
SLPaper 2
1.[2]
Define state anxiety.
2.[3]
Outline the difference between arousal and anxiety.
3.[5]
Explain how cognitive anxiety impacts performance in individual vs. team sports.
4.[5]
Discuss how goal setting can be used to manage arousal.
5.[5]
Evaluate the impact of over-arousal on motor skill performance.
Question 6
SLPaper 2
1.[2]
Define somatic anxiety and provide one example.
2.[3]
Outline two causes of cognitive anxiety before competition.
3.[5]
Explain how arousal influences attentional focus in athletes.
4.[5]
Discuss the application of imagery and self-talk as coping strategies in sport.
5.[5]
Evaluate the effectiveness of relaxation techniques for reducing anxiety in performance settings.
Question 7
SLPaper 2
1.[4]
Define trait anxiety and explain its influence on athletic performance.
2.[5]
Describe how attentional focus is affected by varying levels of arousal.
3.[5]
Discuss how the catastrophe theory explains the interaction of arousal and anxiety on performance.
4.[6]
Evaluate how different types of coping strategies (cognitive vs somatic) can be used by athletes in high-pressure situations.
Question 8
SLPaper 2
1.[2]
Define coping in the context of sports performance.
2.[3]
Outline two different types of coping strategies.
3.[5]
Explain how social support can influence anxiety levels.
4.[5]
Discuss the role of self-efficacy in managing competitive stress.
5.[5]
Evaluate the relationship between anxiety and performance using catastrophe theory.
Question 9
SLPaper 2
1.[1]
Define anxiety in sport.
2.[2]
Identify two common causes of pre-competition anxiety.
3.[3]
Outline the difference between cognitive and somatic anxiety.
4.[4]
Explain how goal setting can reduce performance-related anxiety.
5.[4]
Describe two somatic coping strategies used by athletes.
6.[5]
Discuss how a coach can help athletes manage stress before a competition.
Question 10
SLPaper 2
1.[3]
Define cognitive anxiety and provide one way it can be measured.
2.[5]
Explain how goal orientation can influence anxiety responses in athletes.
3.[6]
Discuss the limitations of the inverted-U hypothesis in describing the relationship between arousal and performance.
4.[6]
Evaluate the use of biofeedback training and mental imagery as integrated tools for coping with anxiety in elite sport.