Practise explaining goal-setting, motivation theories, coaching and team cohesion in sport with IB Psychology HL questions and mark schemes.
Explain the role of goal-setting in the motivation of individuals engaged in sport.
Refer to the paper 2 assessment criteria when awarding marks.
The command term "explain" requires candidates to give a detailed account, including reasons or causes, related to the role of goal-setting in the motivation of individuals engaged in sport.
Relevant concepts, studies, and theories could include, but are not limited to:
- achievement goal theory (for example, Duda and Hall, 2001)
- the role of outcome, performance, and process goals (for example, Steinberg et al., 2000)
- Duda et al. (1998) on the relationship between goals and perception of success in children engaged in sport
- Smith (1994), SMART - components of effective goal setting
- Elliot and Dweck (1988) on ego orientation versus task orientation
- Locke and Latham (1981,2006) on the role of goal-setting in regulating performance and increasing self-efficacy.
Examples of how candidates may show evidence of critical thinking could include:
- analysis of the methodology and/or ethical considerations
- application of empirical support in relation to a given problem or issue
- using evidence from studies that support or disconfirm a theory, model or concept
- addressing the issue of universality versus cultural differences
- questioning the direction of cause and effect.
Candidates may explain theories and/or studies but they are not required to explain both a theory and a study related to goal-setting in the motivation of individuals engaged in sport.
Descriptions of research on goal-setting in motivation without a link to motivation in sport should be awarded up to a maximum of [4 marks] for criterion A, knowledge and understanding, up to a maximum of [3 marks] for criterion B, critical thinking, and up to a maximum of [2 marks] for criterion C, organization.