What the investigation does
The essay asks what motivational climate a coach should employ to achieve optimal performance in athletes. It defines task and ego climates, relates these to achievement goal theory and self-determination theory, and compares findings about perceived competence, intrinsic motivation, anxiety and coach–athlete relationships.
The later discussion examines circumstances in which competition may be constructive and considers age, personality, culture and level of participation. The conclusion recommends attention to individual needs while acknowledging that peers, parents and the broader environment also influence athletes.
Why this example is worth reading
The discussion distinguishes coaching climate, achievement goals and motivational needs rather than treating them as interchangeable concepts.
Potential benefits of competition complicate the initial task-versus-ego comparison and prevent a wholly one-sided argument.
The closing evaluation identifies limits involving culture, age, sport and the influence of people beyond the coach.
What to examine critically
Enjoyment, perceived competence and motivation are not identical to measured athletic performance; a conclusion about performance must match the outcomes of the cited studies.
Findings from particular populations should not become a universal coaching prescription, especially where the essay notes limited cultural coverage.
Apply it to your own work
Define related psychological constructs separately before comparing theories.
Use contrary findings to refine the conditions under which a conclusion applies.
Match the wording of a practical recommendation to the populations and outcomes actually studied.
Essay & assessment material
Read the original material alongside the breakdown, or download it to keep.
The examiner assessment form on PDF page 3 records 33/36. The supervisor report on page 2 is separate from examiner feedback. No substantive narrative examiner commentary accompanies this selection.
Source & assessment context
IB Psychology English exemplars, May 2013. The source PDFs retain their original attribution. The analysis on this page is AsterDraft’s independent teaching commentary.
Examiner mark: 33/36 (legacy criteria). The examiner assessment form on PDF page 3 records 33/36. The supervisor report on page 2 is separate from examiner feedback. No substantive narrative examiner commentary accompanies this selection.