Practice C.5—Psychological skills 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 1A
According to the graph, which goal type appears to provide the most consistent and sustained improvement in athlete motivation across the 6-week period?
Question 2
SLPaper 1A
The table shows goal Statements from Four Athletes.
| Athlete | Goal Statement |
|---|---|
| A | Improve push-off speed by activating calves more during sprint start |
| B | Beat my 800m rival in the next track meet |
| C | Run 5 km in under 20 minutes by end of the season |
| D | Keep eyes on the target and follow through in all free throw attempts |
Which row below correctly matches each athlete's goal to the appropriate goal type?
| Athlete | Goal Type |
|---|---|
| A | Process |
| B | Outcome |
| C | Performance |
| D | Process |
Question 3
SLPaper 2
1.[4]
Compare internal and external imagery, and explain when each is most appropriate.
2.[5]
Explain how imagery can enhance performance under high-pressure conditions.
3.[6]
Discuss how the PETTLEP model can be used to structure imagery training for athletes returning from injury.
4.[5]
Evaluate the effectiveness of combining imagery with physical practice in elite athletes.
Question 4
HLPaper 2
A study examined the effect of imagery on free-throw accuracy in elite basketball players. Athletes were assigned to one of three groups:
Motivational General Mastery (MG-M) imagery group
Cognitive Specific (CS) imagery group
Control group with no imagery intervention
Each group followed a 3-week training protocol. Imagery sessions for both experimental groups followed the PETTLEP model, aiming to increase functional equivalence with real performance. The outcome was free-throw accuracy (% of successful shots) and self-rated imagery vividness on a 1–10 scale post-intervention.
Table 1: Free-Throw Accuracy (% ± SD)
| Group | Pre (%) | Post (%) |
|---|---|---|
| MG-M | 68.2 ± 6.1 | 78.5 ± 5.4 |
| CS | 69.0 ± 5.7 | 75.2 ± 6.0 |
| Control | 67.5 ± 6.4 | 67.9 ± 6.2 |
Figure 1: Imagery Vividness Rating (1–10 scale)
1.[1]
State the group that demonstrated the largest improvement in performance after the imagery intervention.
2.[1]
Describe the trend in performance for the control group.
3.[2]
Suggest two possible reasons why imagery may enhance free-throw performance.
4.[1]
Imagery vividness is considered a critical factor for effective mental rehearsal. Compare the vividness ratings between the CS and MG-M groups.
5.[2]
Explain how the PETTLEP model might contribute to the high vividness rating observed in the MG-M group.
6.[2]
Discuss how increasing vividness could impact neural or motor system activation.
7.[2]
Paivio’s framework categorizes imagery by function (motivational or cognitive) and type (general or specific). State the imagery used by each experimental group according to Paivio’s framework.
8.[2]
Using the results, evaluate whether motivational or cognitive imagery had a greater effect on performance in this study.
9.[2]
A coach wants to apply imagery more effectively in training. Suggest one strategy, based on the data, to increase the impact of imagery interventions. Justify your answer.
Question 5
SLPaper 2
1.[2]
Define imagery as a psychological skill
2.[2]
Identify two types of imagery used by athletes
3.[3]
Outline two benefits of imagery in sports performance
4.[4]
Explain how imagery can be used before a performance to prepare an athlete
5.[4]
Discuss how imagery enhances motor skill learning
6.[5]
Describe how an athlete can structure an imagery routine effectively
Question 6
HLPaper 1A
Which type of imagery appears to be the least emphasized by elite athletes, and what is a likely implication of this underuse in performance preparation?
Question 7
SLPaper 2
1.[2]
Define goal setting in the context of sports.
2.[2]
State two types of goals athletes may set.
3.[3]
Outline two reasons why goal setting can enhance motivation.
4.[4]
Explain how goal setting can influence an athlete’s confidence.
5.[4]
Discuss how SMART goals are used in training and performance.
6.[5]
Describe how a coach might help an athlete implement effective goal-setting strategies.
Question 8
SLPaper 2
1.[2]
Define goal setting in the context of sports
2.[2]
State two types of goals athletes may set
3.[3]
Outline two reasons why goal setting can enhance motivation
4.[4]
Explain how goal setting can influence an athlete’s confidence
5.[4]
Discuss how SMART goals are used in training and performance
6.[5]
Describe how a coach might help an athlete implement effective goal-setting strategies
Question 9
SLPaper 2
1.[2]
Define imagery as a psychological skill.
2.[2]
Identify two types of imagery used by athletes.
3.[3]
Outline two benefits of imagery in sports performance.
4.[4]
Explain how imagery can be used before a performance to prepare an athlete.
5.[4]
Discuss how imagery enhances motor skill learning.
6.[5]
Describe how an athlete can structure an imagery routine effectively.
Question 10
SLPaper 2
1.[4]
Distinguish between outcome, performance, and process goals in sport.
2.[5]
Explain how SMART principles can be adapted for team-based goal setting in elite sport.
3.[5]
Discuss the psychological risks associated with inappropriate goal setting in high-performance athletes.
4.[6]
Evaluate the effectiveness of combining long-term and short-term goals in managing motivation during rehabilitation from injury.