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.
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.
Which combination best illustrates low anxiety in an athlete?
Which of the following best describes the role of coping strategies in sport?
Which emotion is most likely when anxiety levels are low?
A footballer who fears being substituted during a game is likely experiencing:
A runner experiences worry and self-doubt before a race. This is an example of:
What is the relationship between high anxiety and performance?
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.
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.
Which combination best illustrates low anxiety in an athlete?
Which of the following best describes the role of coping strategies in sport?
Which emotion is most likely when anxiety levels are low?
A footballer who fears being substituted during a game is likely experiencing:
A runner experiences worry and self-doubt before a race. This is an example of:
What is the relationship between high anxiety and performance?