Mental Preparation for Performance Questions

Q1.

Which one of these is an example of intrinsic motivation?

A

Certificate

B

Medal

C

Pride

D

Trophy (Total 1 mark)

Q2.

Which one of the following activities would be most suitable for an introvert?

A

Hockey

B

Cross country running

C

Cheerleading

D

Volleyball (Total 1 mark)

Q3.

Which of the following activities would an introvert be most likely to participate in?

A

Football match

B

5 km run

C

Rugby match

D

Netball match (Total 1 mark)

Q4.

Which one of these is an example of intrinsic motivation when learning to swim?

A

Enjoying the swimming lessons

B

Moving on to the next swimming level

C

Receiving badges for distances swam

D

Receiving praise from the swimming teacher

Page 1 of 13

(Total 1 mark)

Q5.

Which one of these types of feedback should coaches avoid using with a beginner?

A

Extrinsic

B

Knowledge of results

C

Negative

D

Positive (Total 1 mark)

Q6.

Which one of the following activities would be most suitable for an extrovert?

A

Cheerleading

B

Archery

C

Cross country running

D

Fencing (Total 1 mark)

Q7.

What is meant by the term 'motivation'?

(Total 1 mark)

Q8.

What is meant by ‘intrinsic knowledge of performance’?

(Total 1 mark)

Q9.

Explain how motivation can be used to improve performance in a physical activity.

(Total 2 marks)

Q10. (a)

What is meant by the term ‘aggression’ in sport?

(1)

(b)

Explain how aggression can be used to improve performance in a named physical activity.

(1) (Total 2 marks)

Page 2 of 13

Q11.

Describe how indirect aggression may be used to improve performance.

Use an example in your answer.

(Total 2 marks)

Q12.

Describe how direct aggression may be used to improve performance.

Use an example in your answer.

(Total 2 marks)

Q13.

In 2015, Manchester City footballer, Jill Scott, was sent off for an aggressive act in a game against Arsenal ladies.

Explain the difference between direct aggression and indirect aggression in physical activity and sport.

(Total 2 marks)

Q14.

Explain what sports would suit the following personality types: • •

introvert extrovert.

(Total 2 marks)

Q15.

Name two stress management techniques that could be used to control arousal.

(Total 2 marks)

Q16.

The diagram shows the arousal level of three rugby players.

Analyse the information in the diagram above and suggest which player is most likely to

Page 3 of 13

successfully perform a rugby tackle. Justify your answer.

(Total 3 marks)

Q17.

The winners of the FA Women’s Super League win a trophy at the end of the season.

Evaluate the use of a trophy as a form of extrinsic motivation.

(Total 3 marks)

Q18. (a)

Define arousal.

(1)

(b)

Sketch a graph to show the shape of the inverted-U theory in relation to arousal (low to high) and performance (low to high).

(1)

(c)

Describe the relationship between arousal and performance as shown in the inverted-U theory.

(2) (Total 4 marks)

Q19.

A skilful performer needs to be in the correct physical and mental state when performing.

State and explain two ways in which a coach could help a performer to prepare mentally, Page 4 of 13

in order to meet the demands of a competition.

(Total 4 marks)

Q20.

Name two stress management techniques and explain how they could be used to control arousal in named sporting activities of your choice.

(Total 4 marks)

Q21.

Performers taking part in physical activity may have different personality types. (i)

What is an introvert?

(1)

(ii)

What is an extrovert?

(1)

(iii)

Describe how one of these personality types is particularly suited to a named physical activity.

(3) (Total 5 marks)

Page 5 of 13

Mark schemes Q1.

[AO1 = 1] C [1]

Q2.

Cross country running [1]

Q3.

5 km run [1]

Q4.

[AO2 = 1] A [1]

Q5.

[AO2 = 1] C [1]

Q6.

Cheerleading [1]

Q7.

[AO1 = 1] Award one mark for stating what motivation is. •

Motivation is the drive to succeed or the desire (want) to achieve something

Accept any other suitable response.

[1]

Q8.

[AO1 = 1] Award one mark for stating what is meant by intrinsic knowledge of performance. •

How well the player performed rather than the results or outcome of the performance (1) Page 6 of 13

•

The player can sense or feel that the movement is correct (1)

Accept any other suitable response.

[1]

Q9.

[AO2 = 2] Award one mark for each of the following points up to a maximum of two marks •

Focuses the performer or improves concentration (1)

•

Allows the performer to perform more accurately (1)

Accept any other suitable response.

[2]

Q10. (a)

[AO1 = 1] Award one mark for stating that the term aggression in sport is: • • • •

acting with intent to injure someone (outside the laws of the sport) (1) acting forcefully within the rules of the sport to achieve your aim (1) feelings of anger that may spill over into violent action / behaviour (1) a show of hostility to the opposition (1)

Accept any other suitable response.

1

(b)

[AO2 = 1] Award one mark for each of the following points up to a maximum of one mark.

• • • • • • •

A harder punch in boxingto knockout the opponent (1) Push the opposition backwards in a rugby scrum to win or retain the ball (1) Making a stronger tackle in football to win the ball (1) Making a stronger tackle in rugby to break down an attack (1) Hitting a golf ball harder to take fewer shots (1) Bowling faster in cricket increase chance of getting batsman out (1) A harder smash in badminton to win a point (1)

Accept any other suitable response.

1

[2]

Q11.

[AO2 = 2] Award one mark for each of the following points up to a maximum of two marks. Only one example of indirect aggression can be credited.

• •

Bowler in cricket bowling a bouncer (1) To intimidate batsman (1) Page 7 of 13

• •

Smashing a shuttlecock hard (1) To get it to the floor quicker / win the point (1)

Accept any other suitable example of how indirect aggression may be used to improve performance. Answers must directly relate indirect aggression to improvement in performance.

[2]

Q12.

[AO2 = 2] Award one mark for each of the following points up to a maximum of two marks. Only one example of direct aggression can be credited.

• • • •

Tackle in rugby (1) To stop the player from running with the ball (1) Tackle in football (1) To win the ball off the opposition (1)

Accept any other suitable example of how direct aggression may be used to improve performance. Answers must directly relate direct aggression to improvement in performance.

[2]

Q13.

[AO1 = 2] Award one mark for each of the following points up to a maximum of two marks.

• •

Direct aggression is aimed directly at other players / physical contact with others (1) Indirect aggression is aimed at an object to gain an advantage (1) [2]

Q14.

[AO2 = 2] Award one mark for each of the following points up to a maximum of two marks.

• •

Introverts tend to play sports that require concentration / precision (fine skill control) is required / low levels of arousal required, e.g. archery (or any other suitable example) (1) Extroverts tend to play / do sports that are fast paced / concentration may need to be low / gross skills are used, e.g. rugby league (or any other suitable example) (1)

Accept any other suitable explanation of what sports typical introvert and extrovert personality types would tend to suit. Answers must relate to a suitable sport for each personality type.

[2]

Q15.

[AO1 = 2] Award one mark for each of the following points up to a maximum of two marks.

• •

Deep breathing (1) Mental rehearsal (1) Page 8 of 13

• • •

Visualisation (1) Imagery (1) Positive self-talk (1)

Accept any other suitable named stress management techniques. Answers must relate to controlling arousal.

Max 2 marks

[2]

Q16.

[AO2 = 1

AO3 = 2]

Award one mark for each of the following points up to a maximum of three marks.

Answers must not relate to Player 3 being the most likely to be successful when performing a rugby tackle.

AO2 • Accept Player 1 if linked to controlled arousal and therefore controlled movement (1) • Accept Player 2 if linked to the high arousal required for large muscle movements (1) AO3 Player 1 • Linked to a different type of tackle, e.g. tap tackle / controlled arousal / not being over aroused (1) • Controlled arousal prevents a loss of performance as per inverted-U theory / mistimed / high tackle / equivalent (1) • Player 2 may be over-aroused and Player 3 may be under-aroused, therefore Player 1’s arousal level is best (1) Player 2 • Optimal level of arousal tends to be high when tackling / arousal to knock someone down (1) • Rugby tackling generally requires the creation of a large force as the opponent is often moving at speed, thus high arousal (1) • Has the highest level of arousal so is most likely to generate the power required (1) • Players 1 and 3 may be under-aroused (1) Accept any other suitable suggestion about which player is most likely to successfully perform a rugby tackle. Answers must be justified. Do not accept answers that relate to Player 3 being the most likely to successfully perform a rugby tackle.

Max 3 marks

[3]

Q17.

[AO3 = 3] Award one mark for each of the following points up to a maximum of three marks.

• • • • •

Trophy is given once per year so is not overused and therefore does not undermine intrinsic motivation (1) The feeling of pride / accomplishment over a long season to win the trophy may well be an effective motivator (1) The extrinsic reward of the trophy combined with intrinsic drive can work well together (1) The trophy on its own may not be a big enough motivator for some (1) Intrinsic motivation (drive) is generally deemed to be more powerful than extrinsic so Page 9 of 13

performers will still need intrinsic reasons (as well as the trophy) (1) Accept any other relevant evaluative point about the use of a trophy as a form of extrinsic motivation. Answers must relate to the worth of a trophy as a form of extrinsic motivation.

[3]

Q18.

[AO1 = 1] (a) Award one mark for each of the following points up to a maximum of one mark.

• •

A readiness / state of alertness (1) Physical and mental state varying from deep sleep to intense excitement (1)

Accept any other suitable definition of arousal.

1

[AO1 = 1] (b)

Award one mark for each of the following points up to a maximum of one mark.

•

Correct drawing of the inverted-U (1)

1

[AO1 = 2] (c)

Award one mark for each of the following points up to a maximum of two marks.

• • •

As arousal level increases, so does the level of performance (1) Until it reaches an optimum point at around moderate arousal level (1) Once past this optimum point, performance decreases as they have become over aroused and become too anxious (1) 2

[4]

Page 10 of 13

Q19.

[AO1 = 2

AO2 = 2]

Award one mark for each of the following points up to a maximum of four marks • •

(AO1) Mental rehearsal (1) (AO2) Going through an activity in the mind before the activity or to re-create this in actual performance (1)

• •

(AO1) Visualisation (1) (AO2) Create positive pictures of previous success during the activity or visualise successful outcome (1)

• •

(AO1) Relaxation techniques (1) (AO2) To clear mental tensions or reduce pressure or stress (1)

Accept any other suitable response.

[4]

Q20.

[AO1 = 2 AO2 = 2] Award one mark for each of the following points up to a maximum of four marks.

AO1 • • • • •

Deep breathing (1) Mental rehearsal (1) Visualisation (1) Imagery (1) Positive self-talk (1)

AO2 Technique must be explained in relation to a named sporting activity • Deep breathing to reduce heart rate / to reduce nervous feeling before hitting a golf ball off the tee (1) • Mental rehearsal to picture the perfect performance / feeling of how to kick a conversion in rugby (1) • Visualisation to picture an aspect of performance / focus on how that performance should look prior to facing a bowler in cricket (1) • Imagery to imagine oneself in a calm / relaxing place before attempting a putt in golf (1) • Positive self-talk to give yourself positive instructions allowing you to remain focused on the task / to motivate / to reassure before taking a penalty in football (1) Accept any other suitable stress management techniques and explanation of how it could be used to control arousal in order to optimise performance. Any explanation from a named sporting activity must directly relate to the named stress management technique.

[4]

Q21. (i)

Award one mark for: Introvert - quiet/and self centred/low in self confidence/not looking to lead 1

Page 11 of 13

(ii)

Award one mark for: Extrovert - confident/outgoing/high opinion of themselves/leader.

1

(iii)

Award 1 mark for a named physical activity which would suit the chosen personality type and up to two further marks for the explanation.

INTROVERT

EXTROVERT

Perform better at a

Lower level of arousal

Higher level of arousal

Type of activity favoured

Individual activities or ones requiring fine physical skills

Team games or ones involving the whole body

Reasons for preference

Ones with little variety and more certain outcomes/ such as cross country or distance swimming

Activities with varied outcomes and plenty of action/such as invasion games. Have been shown to have greater pain tolerance so are suited to any contact sport, or one which allows contact.

Accept the above and any other suitable responses.

3

[5]

Page 12 of 13

Examiner reports Q7.

This question was answered with a mixed degree of success. Successful students were able to state that motivation was the drive, desire or determination to succeed. However, far too many students referred to extrinsic and intrinsic motivation, and to others, such as the coach or crowd, motivating a team or performer.

Q8.

Most students were able to refer to the fact it was an internal feeling of performing a skill.

Many stated it was how well they thought they had played rather than the outcome or result.

Q9.

Once again too many students referred to extrinsic and intrinsic motivation, and to others, such as the coach or crowd, motivating a team or performer. Students who did gain marks identified that motivation would make a performer work harder but then failed to give the impact on performance. Far too many students repeated the phrase ‘improved performance’ from the question as the impact of motivation, which was not creditworthy.

Q10. (a)

Rather than stating what aggression is, students often referred to when aggression can be used or why it is used, particularly associating it with arousing players before a match. ‘Using strength’, ‘power’, ‘determination’ or ‘enthusiasm’ were also quoted without any further explanation. The majority of successful responses linked violence or force towards the opposition to gain the mark available.

(b)

Examples relating to boxing and rugby provided the most correct responses. A common successful response was that a player in rugby could tackle harder which may result in the opposition dropping/fumbling the ball. However, where students failed to gain full marks, they had referred to when aggression can be used, eg ‘when tackling’ or ‘in the scrum’ but these responses did not imply the use of more force. This lacked the concept of ‘how’, which was required by the question.

The most common mistake was when students linked aggression to arousal and referred to ‘becoming more motivated or confident before a game’, therefore having no reference to improved performance.

Q19.

As students could gain marks from a combination of bullet points, this question was well answered. Team talks, music, relaxation techniques and mental rehearsal were popular answers. A large proportion of students referred to ‘increasing motivation’ or ‘develop confidence’ but they failed to explain how these occurred.

Q21.

The better candidates answered this well with most able to identify an introvert and an extrovert but part (ii) proved more challenging as candidates were not always able to fully describe or develop the effect that personality could have within the identified activity.

Page 13 of 13