Build your IB Psychology HL understanding of Motivation by evaluating goal-setting, coaching, team cohesion and burnout through sport psychology research.
Compare and contrast two models of causes of burnout in sport.
Refer to the paper 2 assessment criteria when awarding marks.
The command term "compare and contrast" requires candidates to give an account of the similarities and differences between two models of causes of burnout in sport. Although a discussion of both the similarities and differences of models of burnout is required, it does not have to be evenly balanced to gain high marks.
Burnout can be defined as psychological, emotional, and even physical withdrawal from an activity that previously was enjoyable. Models of the causes of burnout include the cognitive stress model and self-determination theory, but candidates can also discuss the roles of coaches, parents and peers in causing burnout, intrinsic versus extrinsic motivation, the role of injury, challenges to identity, perfectionism and other psychological and physical factors in burnout.
If a candidate compares and contrasts more than two models, credit should be given only to the first two comparisons and contrasts.
Discussion of models of burnout prevention should not be awarded marks, unless the discussion is directly related to the causes of burnout.
If a candidate discusses only similarities or only differences, the response should be awarded up to a maximum of [5 marks] for critical thinking and up to a maximum of [2 marks] for organization. Up to full marks may be awarded for knowledge and comprehension.
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 research may include, but is not limited to:
- the role of intrinsic/extrinsic motivation (for example, Vallerand and Losier, 1999)
- achievement goal theory (for example, Duda and Hall, 2001)
- the relationship between goal-setting and performance (for example, Weinbert et al., 1994)
- the role of outcome, performance, and process goals (for example, Steinberg et al., 2000)
- the relationship between goals and perception of success in children engaged in sport (for example, Duda et al., 1998)
- SMART - components of effective goal setting (for example, Smith, 1994)
- ego orientation versus task orientation (for example, Elliot and Dweck, 1988)
- the role of goal-setting in regulating performance and increasing self-efficacy (for example, Locke and Latham, 1981; 2006)
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 the role of goal-setting
- using evidence from studies that support or disconfirm the importance of the role of goal-setting
- questioning the direction of cause and effect.
Descriptions of research on goal-setting in motivation without a link to motivation in sport should be awarded up to a maximum of [4] for criterion A, knowledge and understanding, up to a maximum of [5] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization.