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Question 1
A novice archer says, “Seeing my arrows land closer together makes me feel capable of improving further.” Which psychological need is most directly being satisfied?
A.
Autonomy
B.
Competence
C.
Relatedness
D.
Self-determination
Question 2
A rowing coach wants athletes to feel ownership of training and accepted within the squad. Which pair of actions most directly supports autonomy and relatedness, respectively?
Options are shown as: autonomy / relatedness.
A.
Offer a choice of suitable drills / Arrange supportive training partnerships
B.
Offer a choice of suitable drills / Show evidence of improved technique
C.
Show evidence of improved technique / Arrange supportive training partnerships
D.
Arrange supportive training partnerships / Offer a choice of suitable drills
Question 3
Three skaters describe why they attend additional practice. Which statements indicate intrinsic motivation?
I. “I enjoy discovering how different turning techniques work.”
II. “I find mastering a difficult sequence satisfying.”
III. “I attend to earn a discount on competition entry fees.”
A.
I and II only
B.
I and III only
C.
II and III only
D.
I, II and III
Question 4
A discus thrower stops practising and says, “Whatever effort I put in, it never changes the outcome, so there is no point trying.” Which interpretation best explains this response?
A.
Controlled motivation, because practice is being used to obtain a separate reward.
B.
Autonomous motivation, because the thrower has chosen whether to practise.
C.
Controlled motivation, because the thrower finds the activity rewarding in itself.
D.
Amotivation, because the thrower perceives no connection between effort and reward.
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Question 5
A climbing instructor lets a beginner choose between suitable routes and provides feedback showing steady improvement. The beginner nevertheless says, “Nobody here includes me, so I do not feel part of this group.” Which change most directly addresses the unmet psychological need?
A.
Provide a wider choice of routes at each session.
B.
Provide more detailed records of successful climbs.
C.
Arrange regular practice with a welcoming partner.
D.
Arrange easier routes to increase successful attempts.
Question 6
A community exercise programme compares participants whose main reason for attending is enjoyment with participants whose main reason is earning attendance rewards. The figure summarizes their questionnaire scores.
Which conclusion is supported by both the figure and the associations described in self-determination theory?
A.
Intrinsic motivation is associated with higher persistence and higher anxiety.
B.
Intrinsic motivation is associated with higher persistence and lower anxiety.
C.
Intrinsic motivation is associated with lower persistence and higher anxiety.
D.
Intrinsic motivation is associated with lower persistence and lower anxiety.
Question 7
Two recreational runners have equally supportive training partners and similar opportunities to choose their training. One pursues personal skill development, while the other pursues public recognition. Which mini-theory most directly predicts greater well-being from the first runner's goal?
A.
Relationships motivation theory
B.
Goal contents theory
C.
Cognitive evaluation theory
D.
Organismic integration theory
Question 8
Researchers investigated whether coaching that supports psychological needs increases participation in archery practice. Fifty adult beginners were randomly allocated to two equal groups for four weeks. Both groups received the same amount of instruction and used the same equipment.
In the need-supportive group, archers chose between suitable practice tasks, worked towards individually achievable targets and practised with supportive partners. In the comparison group, the coach selected tasks and targets, and archers practised individually.
Table 1 shows mean questionnaire scores before and after the programme. Each psychological need was scored from 1 to 7, with higher scores indicating greater satisfaction.
Table 1. Mean psychological-need satisfaction scores (1–7 scale; higher scores indicate greater satisfaction) before and after the four-week programme.
| Group | Psychological need | Baseline mean | Baseline SD | Final mean | Final SD | |
|---|---|---|---|---|---|---|
| Need-supportive | 25 | Autonomy | 4.0 | 0.8 | 5.8 | 0.7 |
| Need-supportive | 25 | Competence | 4.0 | 0.9 | 5.0 | 0.8 |
| Need-supportive | 25 | Relatedness | 4.1 | 0.8 | 5.5 | 0.7 |
| Comparison | 25 | Autonomy | 4.0 | 0.8 | 4.2 | 0.9 |
| Comparison | 25 | Competence | 4.1 | 0.8 | 4.3 | 0.8 |
| Comparison | 25 | Relatedness | 4.0 | 0.9 | 4.1 | 0.9 |
Figure 1 shows the percentage of each group attending an optional practice session each week.
I.
Using Table 1, calculate the percentage increase in the mean competence score of the need-supportive group.
[1]
II.
Interpret the changes in autonomy satisfaction shown in Table 1.
[2]
I.
Figure 1 shows participation in optional practice. Explain how achievable targets and supportive partners could each satisfy a psychological need in the need-supportive group.
[2]
II.
Discuss whether Figure 1 supports the claim that need-supportive coaching increases optional-practice attendance.
[3]
The questionnaires were completed anonymously, without the coaches present. Explain how this procedure could reduce bias in the questionnaire scores.
[2]
All archers completed the same questionnaire using identical instructions. No repeat questionnaire was administered at the final assessment. Evaluate the reliability of this measurement method.
[2]
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Question 9
A researcher followed 40 adults attending a community circuit-training programme. Before the programme, interviews identified 20 participants whose main reason for attending was enjoyment of the activity and 20 whose main reason was obtaining a participation reward. These were classified as autonomously motivated and controlled-motivation groups, respectively.
Participants could attend ten sessions. Attendance was recorded, and participants completed an exercise-anxiety questionnaire after the programme. Higher questionnaire scores indicated greater anxiety. The autonomously motivated group had more previous circuit-training experience; experience was not controlled.
Table 1 summarizes the results.
Table 1. Attendance and exercise-anxiety outcomes by motivation group; higher anxiety scores indicate greater anxiety.
| Motivation group | Mean attendance (out of 10) / sessions | SD of attendance / sessions | Mean anxiety score / points | SD of anxiety score / points | |
|---|---|---|---|---|---|
| Autonomously motivated | 20 | 8.4 | 1.3 | 2.8 | 0.9 |
| Controlled motivation | 20 | 6.2 | 1.8 | 4.6 | 1.4 |
Interpret the relationship between motivation type, attendance and anxiety shown in Table 1.
[3]
Explain how the uncontrolled difference in previous circuit-training experience could account for the difference in anxiety scores.
[2]
The researcher proposed an independent-samples t-test to compare mean anxiety scores. The distributions of the scores had not been examined. Evaluate this choice of statistical test.
[2]
Question 10
An archery coach uses a training application to collect athletes’ reasons for attending practice. Figure 1 shows three responses displayed on the coach’s tablet.
Describe how each athlete’s response in Figure 1 illustrates a different position on the motivation continuum.
[3]
Outline motivation to accomplish and motivation to experience stimulation, using an archery example for each.
[2]
The coach claims that giving every athlete an attendance voucher is the best way to sustain participation. Discuss this claim using Figure 1.
[3]
State one coaching action that could support autonomy and one that could support relatedness during archery practice.
[2]
Question 11
A trampoline gymnast initially practises extra routines for enjoyment. After the coach introduces tokens for every extra routine, the gymnast says, “Now I only do the extra routines to collect tokens.” Which interpretation is most consistent with cognitive evaluation theory?
A.
The tokens function as informational rewards, strengthening intrinsic motivation.
B.
The tokens remove the effort–reward connection, producing amotivation.
C.
The tokens produce an overjustification effect, making motivation more extrinsic.
D.
The tokens make practice an end in itself, strengthening autonomous motivation.
Question 12
A hockey player says, “Conditioning fits my personal commitment to being a dependable athlete. I do not enjoy the sessions themselves, and I continue because they help me secure selection.” Which subtype of extrinsic motivation best describes this statement?
A.
Extrinsic regulation
B.
Introjected regulation
C.
Identified regulation
D.
Integrated regulation
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Question 13
A climbing club monitors beginners during a six-week training programme. The coach assigns everyone the same difficult route, provides no feedback about individual progress and schedules climbers to practise alone. Figure 1 shows changes in the climbers’ reported satisfaction of three psychological needs.
I.
Explain the decline in satisfaction of each of the three psychological needs shown in Figure 1, with reference to the coach’s practices.
[3]
II.
Outline two changes to the programme that would address the trends in Figure 1. Link each change to a different psychological need.
[2]
The coach introduces a voucher awarded only when a climber completes the difficult route. Explain how this arrangement could lead to amotivation in some climbers and controlled motivation in others.
[4]
A club member proposes allowing beginners to choose all their practice activities without any coach guidance. Discuss this proposal in relation to psychological need satisfaction.
[3]
Outline two benefits for continued participation if the climbers develop intrinsic motivation.
[2]
Question 14
An indoor climbing club uses a digital training screen to support its members during practice. Figure 1 shows the screen viewed by a climber, Neri, after completing a route.
Outline how the features of the screen in Figure 1 support autonomy, competence and relatedness.
[3]
Compare the likely persistence and anxiety of climbers motivated by enjoyment of climbing with those motivated by obtaining an external reward.
[2]
Three club members give their reasons for attending practice:
- Pavi: “I have no choice: the coach requires me to attend to remain eligible for selection.”
- Lio: “I would feel guilty if I missed practice.”
- Sena: “Training fits my personal commitment to being a dependable athlete, although gaining selection remains my reason for attending.”
Using organismic integration theory, outline the subtype of extrinsic motivation illustrated by each member.
[3]
Outline three forms of intrinsic motivation, using a climbing example for each.
[3]
Another member says, “There is no point practising because my effort never makes any difference.” Suggest three coaching actions that could help this member become motivated to practise.
[3]
Using cognitive evaluation theory, explain how the personal-progress recognition in Figure 1 could support Neri's intrinsic motivation.
[2]
The club introduces a voucher awarded only when members complete every prescribed practice session. Neri previously practised for enjoyment but now says, “I only practise to earn the voucher.” Explain this change using the overjustification effect.
[2]
Question 15
Researchers investigated the effects of rewards on squash players who initially reported enjoying additional practice. Sixty players were randomly allocated to three equal groups for a four-week programme.
The informational-reward group received weekly certificates describing individual improvements in shot accuracy, without an attendance requirement. The controlling-reward group received vouchers only if they completed the required practice. The comparison group received no rewards. All groups received the same technical instruction and access to facilities.
Table 1 shows mean intrinsic-enjoyment scores at baseline and at the end of the reward programme. Scores ranged from 1 to 7, with higher scores indicating greater enjoyment of practice itself.
Mean intrinsic-enjoyment scores before and after the four-week programme.
| Group | Baseline mean score | Baseline SD | End-programme mean score | End-programme SD | |
|---|---|---|---|---|---|
| Informational rewards | 20 | 5.0 | 0.7 | 5.8 | 0.6 |
| Controlling rewards | 20 | 5.0 | 0.7 | 4.0 | 0.8 |
| No rewards | 20 | 5.0 | 0.6 | 5.0 | 0.7 |
At baseline, during the final week of the programme and one week after rewards ended, players were also given a free-choice period. They could practise squash or undertake a non-sporting leisure activity. Figure 1 shows mean voluntary squash-practice time during these periods.
I.
Using Table 1, calculate the percentage reduction in the controlling-reward group's mean intrinsic-enjoyment score from baseline to the end of the programme.
[1]
II.
Interpret the changes in intrinsic enjoyment across the three groups in Table 1.
[2]
I.
Figure 1 compares voluntary practice during the free-choice periods. Using cognitive evaluation theory, explain the different responses to informational and controlling rewards after the rewards ended.
[2]
II.
Discuss whether Figure 1 supports the claim that controlling rewards produce a lasting increase in intrinsic motivation.
[3]
Explain how random allocation of players to the three groups strengthens conclusions about the effects of reward type.
[2]
Voluntary practice was recorded by a fixed video camera covering the whole court. Two observers, unaware of group allocation, independently timed periods of active practice. Evaluate the reliability of this measurement method.
[2]
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