Introduction

This guide is designed to help IB Sports, Exercise and Health Science (SEHS) educators and students harness the power of Generative AI. The 101 prompts below are engineered to be clear, actionable, and directly aligned with the latest SEHS curriculum (first assessment 2024). They can help with everything from lesson planning and assessment design to concept clarification and revision.

How to Use These Prompts:

Copy and Paste: Select a prompt that fits your goal.
Customize: Replace bracketed text [like this] with your specific topic, athlete, or data. The more specific your context, the better the AI’s response. For instance, instead of just “an athlete,” specify “a 17-year-old female Olympic weightlifter.”
Iterate: The first response is a starting point. Think of the AI as a collaborator. Ask follow-up questions to refine, simplify, or expand upon the AI-generated content. For example, use follow-up commands like:

“Explain that in simpler terms, suitable for an SL student who missed the last class.”
“Now, create a version of this explanation for an HL student, focusing on the biochemical processes.”
“Turn this explanation into a 10-question worksheet with an answer key.”
“Reformat this information into a two-column revision table.”

Section 1 – Educator Prompts (50)

Stage 1: Planning & Preparation

Syllabus Outline: “Act as an expert IB SEHS curriculum developer. Generate a semester-long pacing guide for the SL course, breaking down the core topics (Topics 1-4) into a week-by-week schedule. Format as a table with columns for ‘Week,’ ‘Topic/Subtopic,’ ‘Key Learning Objectives,’ ‘Suggested Activity (including a lab or practical),’ and a ‘TOK/Interdisciplinary Link’ column.”
Unit Plan: “Create a comprehensive unit plan for Topic 2: Exercise Physiology. The plan should cover 4 weeks and include: week-by-week learning objectives, essential questions, key vocabulary with definitions, suggested lab activities (including a VO2 max practical and a heart rate response lab), formative assessment ideas (like exit tickets and peer-teaching), and specific differentiation strategies for HL and SL students.”
Lesson Plan: “Design a detailed 60-minute 5E lesson plan (Engage, Explore, Explain, Elaborate, Evaluate) on the Sliding Filament Theory for an SL class. Include a ‘hook’ activity (e.g., a video of muscle contraction), direct instruction points with key diagrams, a modeling activity (using a physical analogy like interlocking fingers), a check-for-understanding quiz (using platforms like Kahoot), and a summary/exit ticket that asks students to apply the concept.”
HL Extension: “Outline the key differences and additional content for Topic 9: Fatigue (AHL) compared to the core concepts of energy systems. Suggest three specific learning activities that highlight these advanced concepts, such as a data analysis task on peripheral vs. central fatigue, a research project on the role of hydrogen ions, and a debate on the most significant factor causing fatigue in endurance events.”
IA Brainstorming: “Generate 10 potential Internal Assessment research questions related to Topic 4: Movement Analysis. For each, list the independent variable, dependent variable, a brief overview of a potential methodology, and a list of key confounding variables that would need to be controlled. Ensure they are simple, ethical, and can be conducted in a standard school setting.”
Resource Curation: “Identify and provide links to 5 high-quality online resources (simulations, interactive diagrams, or videos) that explain the process of glycolysis. For each resource, write a brief, 2-sentence summary of its strengths and suggest a specific question a teacher could ask students based on the resource.”
Command Term Focus: “Create a classroom poster that defines the IB command terms ‘Explain,’ ‘Analyze,’ ‘Evaluate,’ and ‘To what extent.’ For each term, provide a generic example, a specific example related to Topic 3: Energy Systems, and a sentence starter to help students structure their responses.”
Lab Safety Protocol: “Generate a comprehensive lab safety protocol and student-signed agreement for a practical investigation on the effects of caffeine on reaction time. The protocol should include sections on ethical considerations, informed consent, equipment handling, and specific procedures to follow in case of an adverse reaction.”
Connecting Concepts: “Design a detailed concept map that visually links the core topics of Anatomy, Exercise Physiology, and Energy Systems. Use different colors or line styles to show direct relationships, inverse relationships, and causal links. Add brief annotations on the connecting lines to explain the relationships.”
Case Study Development: “Create a detailed, multi-part case study of a fictional marathon runner named ‘Alex.’ Part 1 should detail their age, training history, diet, and a recent performance issue (e.g., ‘hitting the wall’ at km 30). Part 2 should provide their lab results (e.g., VO2 max, lactate threshold). This case study will be used for a unit on Topic 7: Nutrition for Sport and Topic 9: Fatigue.”

Stage 2: Lesson Delivery & Activities

Analogy Creation: “Explain the ATP-PC energy system using two different simple analogies that a 16-year-old can easily understand. One analogy should be sports-related (e.g., a relay race baton pass), and the other should be non-sports-related (e.g., a phone’s flash battery). Then, briefly explain the strengths and limitations of each analogy.”
Discussion Prompts: “Generate 5 thought-provoking, open-ended discussion questions about the ethical implications of gene doping in sports. The questions should encourage students to consider multiple perspectives, including those of the athlete, governing bodies, and society. Include a potential follow-up question for each.”
Data-Based Question (DBQ) Creation: “Create a Paper 2-style data-based question. Provide a graph showing the heart rate, stroke volume, and cardiac output of a trained vs. untrained individual at various exercise intensities. Then, write 4 questions that require students to describe, analyze, and explain the data, totaling 8 marks. One question must require linking the data to another topic, like energy systems. Include a detailed markscheme with acceptable answers.”
Worksheet Generator: “Generate a differentiated worksheet on joint and movement types. The worksheet should include three sections: 1) Labeling a diagram of the skeleton, 2) A matching exercise for joint types and their sporting examples, and 3) Short answer questions asking for an analysis of movements (e.g., ‘Analyze the movements at the hip, knee, and ankle during a soccer kick’). Include an extension task for HL students.”
Role-Play Scenario: “Create a role-play scenario where one student is a sports psychologist and the other is an athlete suffering from performance anxiety before a major competition. Provide a script outline, key talking points related to arousal, anxiety, and performance (Topic 6), and a ‘debrief’ worksheet for the observers to complete, focusing on the strategies used by the ‘psychologist’.”
Real-World Application: “Explain how the principles of skill acquisition (Topic 5), such as the types of practice (massed vs. distributed) and feedback (intrinsic vs. extrinsic), can be applied to learning a new, non-sporting skill like playing the guitar or learning to code. Provide specific, practical examples for each principle.”
Myth Buster: “Identify and debunk 3 common myths related to sports nutrition and hydration (e.g., ‘carbo-loading the night before is best,’ ‘sports drinks are always better than water’). For each myth, provide the scientific explanation that refutes it, citing concepts from Topic 7, and suggest what an athlete should do instead.”
Video Analysis Task: “Provide a step-by-step guide for students to analyze a slow-motion video of a [specify skill, e.g., basketball free throw]. The guide should direct them to identify the preparation, execution, and follow-through phases, and to annotate the video with key biomechanical principles at play (e.g., levers, projectile motion).”
Guest Speaker Questions: “Imagine we have a guest speaker who is a professional physiotherapist. Generate 10 insightful questions for the students to ask them about injury prevention and rehabilitation. The questions should range from foundational (e.g., ‘What is the most common injury you see in young athletes?’) to more advanced (e.g., ‘How has technology changed the way you approach rehabilitation?’).”
Differentiated Explanations: “Provide two explanations of oxygen deficit and EPOC. The first should be a simple, foundational explanation for SL students using a clear analogy. The second should be a more detailed explanation for HL students, incorporating the specific roles of the alactacid and lactacid components of EPOC and providing a labeled graph.”

Stage 3: Assessment & Feedback

Quiz Generator (MCQ): “Generate a 10-question multiple-choice quiz on Topic 1: The Skeleton and Anatomical Terminology. Ensure the questions test different cognitive levels (3 recall, 4 application, 3 analysis). Ensure there are plausible distractors for each question. Provide an answer key with a brief explanation for each correct answer.”
Short-Answer Question: “Create a 4-mark short-answer question for Paper 2 asking students to ‘Outline the role of feedback in the information processing model.’ Provide a detailed markscheme that shows the allocation of marks and includes examples of acceptable points.”
HL Exam Question: “Create a 6-mark ‘Explain’ question for HL Paper 3 on how environmental factors (heat, altitude) affect an athlete’s ability to regulate body temperature. Include a detailed markscheme that specifies what is required for partial and full marks.”
IA Marking Practice: “Here is a sample student introduction for an IA on reaction time: [Paste student text here]. Act as an IB examiner and provide feedback on this section based on the official IA criteria. Structure the feedback using the ‘praise, question, polish’ model, highlighting strengths, asking clarifying questions, and suggesting specific improvements.”
Rubric Creator: “Create a student-friendly, four-level rubric (e.g., Beginning, Developing, Proficient, Exemplary) for a presentation on a chosen ergogenic aid. The rubric should assess content accuracy (Topic 7), depth of analysis of pros and cons, clarity of explanation, and quality of visual aids.”
Peer-Assessment Form: “Design a peer-assessment feedback form for students to use after watching each other’s practical demonstrations of fitness tests (e.g., sit-and-reach, multistage fitness test). The form should include a checklist for correct procedure and a section for qualitative feedback using the ‘two stars and a wish’ format.”
Common Misconceptions: “Identify the top 5 most common student misconceptions related to the cardiovascular system’s response to exercise. For each, explain the misconception, explain the correct concept using an analogy, and create one multiple-choice question that would diagnose this misconception.”
Exemplar Answer: “Write an exemplar 8-mark ‘Evaluate’ answer to the question: ‘Evaluate the use of the Body Mass Index (BMI) as a measure of healthy body composition.’ The answer should demonstrate a balanced argument, considering both strengths and limitations, and include a concluding judgment.”
Marking a DBQ: “Here is a student’s answer to a data-based question: [Paste student answer]. The data showed [briefly describe data]. The question was [paste question]. Using the provided markscheme [paste markscheme], grade the student’s response, provide specific feedback for improvement, and suggest a follow-up question to check their understanding.”
Exit Ticket Questions: “Generate 3 quick exit ticket questions for the end of a lesson on Newton’s Laws of Motion in sport. One should be definitional (e.g., ‘Define Newton’s First Law’), one applicational (e.g., ‘Give a sporting example of Newton’s Third Law’), and one evaluative (e.g., ‘Which law is most important for a high jumper? Justify your answer.’).”

Stage 4: Enrichment & Extension

Career Connections: “Describe 5 different careers that directly use the knowledge from the IB SEHS course (e.g., Sports Dietitian, Biomechanist, Exercise Physiologist). For each, explain which topics are most relevant, what a day in that job might look like, and the typical educational pathway required.”
Interdisciplinary Link: “Design a mini-project that connects IB SEHS Topic 6: Psychology of Sport with IB Psychology. The project should require students to analyze a team’s performance (e.g., the ‘All Blacks’ rugby team) through the lens of motivation, group dynamics (e.g., Steiner’s model), and attribution theory.”
TOK Link: “Generate a TOK (Theory of Knowledge) prompt related to SEHS. For example: ‘To what extent can quantitative data (like VO2 max) truly capture the quality of an athletic performance? How do personal experience and emotion (Ways of Knowing) shape our understanding of ‘elite performance’ in the Human Sciences?’ Provide key points for discussion and a counter-argument.”
Athlete Case Study Analysis: “Analyze the career of [e.g., Michael Jordan] through the lens of SEHS. Discuss his biomechanics (e.g., jump technique), the psychological factors contributing to his success (e.g., motivation, managing anxiety), how his training would have managed fatigue, and the likely nutritional strategies he employed.”
Technology in Sport Debate: “Create a debate motion: ‘This house believes that technology (e.g., VAR, carbon-fibre shoes) is undermining the integrity of sport.’ Prepare 3 detailed arguments for the proposition and 3 for the opposition, each supported by a specific, real-world example.”
Future of Sport: “Write a short, speculative article for a sports science journal on what the future of sports training and nutrition might look like in 2050. Base the predictions on current scientific trends in areas like genomics, wearable technology, and personalized nutrition.”
Documentary Review: “Create a detailed worksheet for students to complete while watching the documentary ‘Icarus.’ The questions should guide them to connect the events in the film with Topic 7 (Ergogenic Aids), ethical considerations, and the role of international sports governing bodies.”
Practical Challenge: “Design a ‘Sports Science Fair’ project brief where students must invent and validate a new fitness test to measure a specific component of fitness not covered by standard tests (e.g., ‘athletic agility’ or ‘mental toughness’). The brief should require them to outline the test’s validity and reliability.”
Historical Perspective: “Compare and contrast the training methods of an athlete from the 1960s (e.g., a distance runner) with a modern athlete in the same sport. Focus on changes in understanding of nutrition, periodization (macrocycles vs. microcycles), and recovery techniques (e.g., ice baths vs. cryotherapy).”
Community Health Initiative: “Brainstorm a CAS (Creativity, Activity, Service) project idea where students use their SEHS knowledge to run a health and wellness workshop for younger students or a local community group. The plan should include a session outline, learning outcomes, and a method for gathering feedback from participants.”

Section 2 – Student Prompts (50)

Stage 1: Understanding Concepts

Simple Explanation: “Explain the sliding filament theory to me as if I am a 15-year-old. Use a simple analogy to help me remember the roles of actin, myosin, troponin, and tropomyosin. Then, ask me one question to check my understanding.”
Define Key Terms: “Define the following key terms from Topic 4: Movement Analysis: Angular Momentum, Center of Mass, and Projectile Motion. For each term, provide a definition, the formula (if applicable), and a clear sporting example with a simple diagram.”
Concept Summary: “Summarize the key functions of the cardiovascular system on a single page of notes. Use headings for the heart, blood vessels, and blood. Focus on their roles during exercise. Create a small table within the summary showing the heart’s response (HR, SV, Q) to increasing exercise intensity.”
Compare and Contrast: “Create a detailed table that compares and contrasts the three energy systems (ATP-PC, Anaerobic Glycolysis, Aerobic). The columns should be ‘Oxygen Required?’, ‘Speed of Energy Production,’ ‘ATP Yield,’ ‘Fuel Source,’ ‘By-products,’ ‘Duration of System,’ and ‘Sporting Example.'”
Process Breakdown: “Break down the process of information processing in sport into a simple, step-by-step flowchart using Welford’s model. For each stage (input, decision-making, output), provide a clear example from a fast-paced sport like badminton or table tennis.”
HL Explained Simply: “I’m an HL student. Explain the concept of the relative refractory period in nerve transmission. Why is it important for regulating the frequency of action potentials? Use an analogy to help explain it.”
“Why” Questions: “Why does an athlete’s heart rate increase during exercise? Explain the neural (sympathetic and parasympathetic) and hormonal (adrenaline) mechanisms involved in this response before and during physical activity.”
Visualizing Anatomy: “Describe the location and function of the rotator cuff muscles (supraspinatus, infraspinatus, teres minor, subscapularis). Which specific movements do they enable at the shoulder, and what is a common injury associated with them?”
Connecting Ideas: “How does the principle of overload relate to the physiological adaptations that occur from endurance training? Explain the chain of events from applying overload to achieving adaptations like cardiac hypertrophy and increased capillarization.”
Real-Life Relevance: “How can I use my knowledge of nutrition (Topic 7) to plan a healthy pre-game meal and a post-game recovery snack? What macronutrients and timings should I prioritize for each and why?”

Stage 2: Practicing & Applying

Flashcard Creation: “Generate a set of 15 flashcards for Topic 1: The Skeleton. The front should have the name of a bone (e.g., Femur, Humerus, Scapula). The back should have its location, its type (e.g., long, flat, irregular), and one key muscular attachment. Format this as a JSON object or a three-column table.”
Practice Quiz: “Give me 5 multiple-choice practice questions on Energy Systems (Topic 3). After I answer each one, tell me if I was right and provide a detailed explanation of why the correct answer is the best choice and why the other options are incorrect.”
Solve This Problem: “An athlete has a heart rate of 180 bpm and a stroke volume of 110 mL. Calculate their cardiac output (Q) in L/min. Show the formula, the steps for calculation, and explain what this value represents.”
Data Interpretation: “I’m looking at a graph that shows lactate threshold in a trained vs. untrained athlete. The trained athlete’s threshold occurs at a higher exercise intensity. What does this mean? Explain the physiological adaptations that cause this shift.”
Label a Diagram: “Provide me with a simplified, unlabeled diagram of the respiratory system. Then, give me a list of labels to place on it: Pharynx, Larynx, Trachea, Bronchi, Alveoli, Diaphragm. After I label it, ask me to describe the function of the alveoli.”
Apply a Theory: “Using Welford’s model of information processing, describe the detailed steps and decisions a tennis player goes through when attempting to return a serve. Break it down into sensory input, perception, decision-making, and motor output.”
Critique a Technique: “Describe the correct biomechanical technique for a [e.g., squat] in three phases: descent, pause, and ascent. Then, list 3 common errors people make and explain the potential injury risk for each error, linking it to a specific anatomical structure (e.g., lumbar spine, ACL).”
Design a Training Session: “Design a one-hour training session for a soccer player aimed at improving their aerobic capacity. Include a dynamic warm-up, a main activity using interval training (specify work/rest ratios and intensity using RPE), and a developmental cool-down with static stretches.”
Self-Correction: “I keep getting confused between intrinsic and extrinsic motivation. Can you create a simple scenario for each, explain how they can work together, and describe a situation where extrinsic motivation might undermine intrinsic motivation?”
What-If Scenario: “What would happen to a marathon runner’s performance if they did not properly replenish their glycogen stores after an intense workout? Explain the short-term effects on their next training session and the long-term effects on overtraining and immune function.”

Stage 3: Revising & Consolidating

One-Page Summary: “Create a one-page revision guide for Topic 2: Exercise Physiology. Use bullet points, bold keywords, and simple, annotated diagrams to summarize ventilation, gas exchange, cardiac output, and cardiovascular drift. Include a ‘Common Mistakes’ section.”
Mind Map Structure: “Give me a detailed mind map structure for revising Topic 5: Skill Acquisition. The central topic is ‘Skill Acquisition.’ The main branches should be ‘Types of Skill,’ ‘Information Processing,’ ‘Principles of Practice,’ and ‘Feedback.’ Pre-populate each branch with the key sub-topics.”
Acronyms and Mnemonics: “Create a memorable mnemonic or acronym to help me remember the different types of synovial joints (Hinge, Pivot, Ball & Socket, Saddle, Condyloid, Gliding). Also, create one for the functions of the skeleton.”
Key Study Summary: “Summarize the aims, methods, results, and conclusions of a key study related to arousal and performance (e.g., the Yerkes-Dodson Law or the Catastrophe Theory). Then, explain one strength and one limitation of the study.”
Topic Connections: “Explain the relationship between VO2 max (Topic 2) and the methods of training (Topic 5). How do specific training methods like continuous and interval training directly influence the physiological factors that determine VO2 max?”
Exam Question Deconstruction: “Here is an exam question: ‘Discuss the role of periodization in preventing overtraining for an elite athlete.’ Break this question down for me. What is the command term? What are the two sides of the ‘discussion’? What key concepts (e.g., macrocycle, microcycle, tapering) do I need to include?”
Top 5 Mistakes: “What are the top 5 mistakes students make when answering questions about biomechanics in exams? For each mistake, provide an example and explain how I can avoid it.”
Audio Script: “Write a 3-minute audio script that I can record and listen to, summarizing the entire ATP-PC system, including its fuel source, duration, recovery time, and two sporting examples. The tone should be clear and easy to follow.”
Concept Elimination Grid: “Create a 4×4 grid. In each square, put a key term from Topic 7: Nutrition (e.g., Glycemic Index, Saturated Fat, Dehydration, Protein, Amino Acids, etc.). I will try to explain the connection between them to a study partner. Provide some example connections below the grid.”
Self-Assessment Checklist: “Create a detailed checklist for me to self-assess my understanding of Topic 9: Fatigue (AHL). The checklist should be a series of ‘I can…’ statements, like ‘I can explain the difference between central and peripheral fatigue and provide a cause for each.'”

Stage 4: Preparing for Assessment

IA Idea Feedback: “My idea for an IA is to investigate the effect of different music tempos on 400m run times. Is this a good idea? What are the potential ethical issues and challenges? How could I control the variables, and what statistical test would be most appropriate to analyze the data?”
IA Introduction Help: “Help me write the introduction for my IA. It needs to explain the real-world context of my investigation into [my topic], provide a brief summary of relevant background theory, and state my research question and a clear, testable hypothesis.”
Data Analysis for IA: “I have collected the following data for my IA: [paste a small sample of your data in a table]. What is the most appropriate statistical test to use (e.g., t-test, correlation)? Explain why. Then, show me how to calculate the mean and standard deviation for each condition.”
Paper 1 Practice: “Give me 5 tricky Paper 1-style multiple-choice questions that require careful reading and data interpretation, focusing on the AHL topics (Topics 9-12). For each question, provide an answer and a detailed justification.”
Paper 2 DBQ Practice: “Act as an IB examiner. Give me a data table showing the effects of a 6-week plyometric training program on vertical jump height and 20m sprint time. Ask me to (a) calculate the percentage improvement for both variables, (b) outline the physiological reasons for the improvement in jump height, and (c) evaluate the effectiveness of this program for a games player.”
Paper 3 Question Practice: “Generate a sample question from Option A: Optimizing Physiological Performance. For example: ‘Explain how a triathlete could use both nutritional and psychological strategies to optimize their performance during a race.'”
Structuring an ‘Evaluate’ Answer: “Provide a template or structure for answering a 8-mark ‘Evaluate’ question. Use the question ‘Evaluate the use of plyometrics for a basketball player’ as an example. Include sentence starters for the introduction, arguments for, arguments against, and the final conclusion.”
Command Term Practice: “Give me the same core topic, ‘Levers in the human body,’ and ask me three different questions using the command terms ‘Outline,’ ‘Explain,’ and ‘Analyze.’ Then, provide a brief plan for how to answer each one differently.”
Mark My Answer: “I’m going to write an answer to this question: ‘Outline the functions of carbohydrates and fats in the body.’ Here is my answer: [paste your answer]. Please mark it out of 4, provide the specific markscheme points I missed, and rewrite my answer into an exemplar full-mark response.”
Pre-Exam Checklist: “Create a final, detailed checklist for me to review the night before my SEHS exam. It should include key formulas to remember, key diagrams to be able to draw from memory (e.g., a sarcomere, the heart, a motor unit), a list of the AHL topics to review, and three general exam strategy tips.”

Section 3 – Bonus Universal Prompt (1)

The Interdisciplinary Challenge: “Act as a panel of IB experts from SEHS, Business Management, and Design Technology. A startup company wants to launch a new wearable device that tracks hydration levels in real-time for athletes.

SEHS Expert: Explain the physiological principles behind dehydration and performance that the device must accurately measure (e.g., sweat rate, electrolyte loss, core temperature). Specify the acceptable range of error for the data to be meaningful.
Business Management Expert: Outline a marketing strategy for this product. Include a SWOT analysis, identify the target market (e.g., elite vs. amateur athletes), a unique selling proposition (USP), and a pricing strategy.
Design Technology Expert: Describe the key design considerations for the device. Focus on user-centered design, materials (biocompatibility, durability), ergonomics, battery life, and the user interface (UI/UX) of the companion app. Create a simple user journey map.

Present the final output as a cohesive business and product plan, with each expert’s contribution clearly labeled.”