Week 3

Question 1

What is meant by a motivational climate?

Answer 1

The way that an individual in a position of authority shapes and structures an achievement setting establishes a motivational climate that conveys certain goals.

It is the subjective meaning of the psychological environment and its influence on achievement motivation of athletes

Question 2

What are the two major motivational climates created by parents / coaches / teachers / peers?

Answer 2

Mastery (task)

Performance (ego)

Question 3

Summarise a mastery (task) climate

Answer 3

Performance structure supporting:
Effort 
Cooperation 
Emphasis on development 
Learning and mastery of tasks 

Coheres well with adaptive pattern:
Putting in effort 
Adherence to training 
Developing performance 
Wellbeing
Self regulation 
Confidence

Question 4

What does a mastery (task) climate reduce?

Answer 4

The likelihood of maladaptive outcomes (especially at high level) such as anxiety, stress, burnt and drop out

Question 5

Summarise a performance (ego) climate

Answer 5

Fostering normative comparison and intra team competition (coaches comparing team mates - evidently focusing attention on best)

Coaches more likely to punish mistake - not seen as a chance to learn

Question 6

What is the link from motivational goal orientation to motivational climate?

Answer 6

Orientation may bias climate perceptions (optimistic, pessimistic?)

Question 7

What is the link from motivational climate to motivational goal orientation?

Answer 7

Climate influences orientation over time

Question 8

What is the link from motivational goal orientation to goal involvement?

Answer 8

Orientation predisposes individuals to adopt certain goal-involvement states

Question 9

What is the link from goal involvement to motivational goal orientation?

Answer 9

Time spent in involvement state may influence / modify individual orientation

Question 10

What is the link from motivational climate to goal involvement?

Answer 10

Climate at time of activity influences which involvement state will adopt

Question 11

What is the link from goal involvement to motivational climate?

Answer 11

Goal involvement of individual and others around them may modify motivational climates or perceptions of it.

Question 12

What does research suggest about coach / teacher created motivational climate?

Answer 12

Mastery (task) climates are associated with a range of positive / adaptive outcomes

Performance (ego) climates are associated with (generally) negative / maladaptive outcomes

Question 13

What is TARGET?

Answer 13

Task - the type of task people are working on

Authority - how decisions are made abut a task

Recognition - procedures used to recognise performers accomplishments

Grouping - whether assigned divers ability groups or similar ability groups

Evaluation - how competence is evaluated and recognised

Timing - the demands in which he task must be completed

Question 14

Summarise task tasks

Answer 14

Self referenced
Meaningful
Moderately difficult tasks that emphasise individual challenge / cooperation
Goals may be multidimensional, varied and differentiated

Question 15

Summarise ego tasks

Answer 15

Goals may compare participants to others
Success is unidimensional and not differentiated
Tasks competitive with normative outcomes

Question 16

Summarise task authority

Answer 16

Participants given leadership responsibility and decision making opportunities

Participant perspective considered

Question 17

Summarise ego authority

Answer 17

Decisions made solely by coach

Little / no involvement in decision making

False involvement (this is an issues - lose trust)

Question 18

Summarise task recognition

Answer 18

Private recognition for; improvement, effort, accomplishments

Equal opportunities for rewards

Question 19

Summarise ego recognition

Answer 19

Public recognition - based on normative abilities and comparative performances

Rewards may be controlling

Question 20

Summarise task grouping

Answer 20

Mixed ability groups 
Varying sizes 
Frequent change 
Focus on cooperation 
Attention given to all groups

Question 21

Summarise ego grouping

Answer 21

Relatively fixed groups based on normative ability
Focus on competition
Attention paid to a particular group

Question 22

Summarise task evaluation

Answer 22

Private
Individual
Meaningful
Consistent

Criteria based self reference; effort, improvement, persistence, goal progress

Mistakes are part of learning

Question 23

Summarise ego evaluation

Answer 23

Public evaluation

Based on normative standards

Mistakes = low ability

Low performance = failure

Question 24

Summarise task timing

Answer 24

Time task completion is flexible and based on participants needs

Sufficient time before progression

Equal time among participants

Question 25

Summarise ego timing

Answer 25

Inflexible - everyone complete in a given time

More time spent with certain participants

Question 26

Why is it important to build appropriate environments using the target framework?

Answer 26

So participants;
Keep participating 
Feel capable 
Have positive affect 
Decreased risk of burnout 
Preform

Question 27

What did the results of Wadsworth et al (2013) suggest about mastery (task) climates and adoptive outcomes?

Answer 27

MVPA found to be higher in the mastery (task) vs performance (ego) climate

Results indicate that a mastery approach, which allows children the opportunity to drive their own PA, elicits higher step counts and more time spent in MVPA compared with a performance orientated approach.