Feedback, reinforcement, and intrinsic motivation

Question 1

Reinforcement

Answer 1

Use of rewards and punishments that increase of decrease the likelihood of a similar response occurring in the future

Question 2

Skinner’s Rats and Pigeon

Answer 2

Rooted in theories of behaviour modification and operant conditioning

Question 3

Positive reinforcement

Answer 3

If doing something–good consequences–people will tend
to try to repeat the behavior to receive additional positive consequences give Appetitive stimulus

giving something positive

Question 4

Negative reinforcement

Answer 4

Removing something Aversive stimulus, negative

still part positive approach

Question 5

Problem with reinforcement

Answer 5

Reinforcers can affect two people differently
What if i dont know what caused the positive reinforcement
(people cannot always repeat the reinforced behaviour)
Must consider all the reinforcements available to the individual and how they are valued( different motivation drive, reinforcement must touch new motive)

Question 6

Approaches for influencing behaviour

Answer 6

Positive approach

negative approach

Question 7

Positive Approach:

Answer 7

BOTH negative and positive reinforcement are positive approach because they increase the behaviour
Rewarding appropriate behaviour
– INCREASE likelihood of desirable responses occurring in the
future
• Motivating participants to perform behaviour’s by
rewards to perform behavior

Question 8

Negative approach

Answer 8

Punishing undesirable behaviour
• Decrease likelihood of inappropriate behaviours in the
future
• Focuses on errors and thus attempts to eliminate unwanted behaviours through punishment & criticism

less playing time

Question 9

Guidlines for positive reinforcement

Answer 9

1) Reinforcers must be effective
2) Appropriate timing and scheduling of reinforcers
3) Choose the right behaviors to reward
4) Provide performance feedback

Question 10

1)Reinforcers must be effective

Answer 10

Must meet the needs of the receiver … what works well for them?
• Social reinforcers-allow you to spend time with people you want to
• Material reinforcers-giving you something you value
• Activity reinforcers-letting you do something you want to do
• Special outings-do something and we will go somewhere special
Extrinsic rewards
Intrinsic rewards- enjoy the feeling ( let you have the feeling if you do this)

Question 11

2) Appropriate timing and scheduling of reinforcers

Answer 11

Dependsonthestageoflearning/skilldevelopment
• Initial Stages: Often reinforce desirable responses – almost continuously… motivator and learning (reinforces that the motor programming is the right motor programming)

• Skill/behaviour mastered or occurring: Schedule gradually reduced to intermittent
Intermittent - give reward after specific amount or amount of time, if they do not know when the reward is coming they need to do it all the time, if they know its every 4, they will only do appropriate behaviour close to appropriate behaviour, knowing reward will come, behaviour will become more stable , downside is its harder to change inappropriate behaviour

Question 12

3) Choose the right behaviors to reward

Answer 12

Reward most appropriate and important behaviors (desired behaviour)
A) Reward successful approximations – shaping new/complex skills… motivates and directs performance( at what point you want to start rewarding)
B) Reward performance, not only outcome – outcomes are
out of control… use previous success/levels to guide
feedback
C) Reward effort - not everyone can be successful but
everyone can try hard
D) Reward emotional and social skills – what are you teaching as a coach?

Question 13

4) Provide performance feedback

Answer 13

Accuracyandsuccessoftheirmovements
• After completion of a response
• Knowledge of results helps people improve performance by providing specific feedback regarding correctness of their response and by enhancing their motivation
• Needs to be sincere and contingent on some behaviour
• Need feedback on performance to improve performance ( to move from learning to performance)

Allow athlete to evaluate themselves, then give feedback, if you don’t, they don’t learn intrinsic piece- 30seconds to a min

Question 14

What is the difference between learning and performance?

Answer 14

performance is usually a demonstration of skill where learning is a process of developing skill
• Performance variation may be a result of lack of motivation and effort put in.
cant punish someone who is mastered the skill but cannot perform the skill

Question 15

Timing reinforcement

Answer 15

• Continuous
• Intermittent
• Ratio – Fixed or Variable (by number successful actions )
• Interval – Fixed or Variable (by time)
• Extinction-gradually decrease frequency of the reward, bigger time gab. move from external to intrinsic reward

Fixed tend to see slacking off until they know when the reward is coming
better to use intermittent variable schedule

Question 16

Benefits of feedback

1)Motivational Feedback

Answer 16

– Enhancing confidence, inspiring greater effort and energy
expenditure and creating positive mood
– Reinforcement to the performer… stimulate positive and
negative feelings
– Goal-setting programs… objective info/knowledge of results

About process based on rewarding of skill not outcome
reinforcement tools using a positive approach

Question 17

Benefits of feedback

2) Instructional Feedback

Answer 17

– Informationon specific behaviours that should be performed
– Levels of proficiency that should be achieved
–Performer’s current level of proficiency in the desired skills/activities
– Especially important during highly complex skills
• Break down into component parts

Question 18

instructional Feedback

what is a balk movement and how do you deal with it

Answer 18

balk - hesitant in movement- when they re not ready to move forward in progression. feedback will help determine if they are ready or not

Question 19

Punishment

Answer 19

decrease behaviour

it typically involves the presentation of an aversive stimulus.

Question 20

Pros of using punishment

Answer 20

1) Can be successful – control and change negative behaviours
2) Expectation of cooperation and animosity toward wrongdoers
3) Cheating should be punished because of the consequences of
others
4) Cheaters will not have benefit in the long-run
5) Assures others that wrongdoers are held accountable
6) Signal to violators there are consequences to actions

Question 21

Cons of punishment

Answer 21

1. Lack of support and relates to negative behaviours (sometimes you cant stop them)
2. Degrading or shame producing –linked to failure or weakness (you should feel shame for failing ?)
3. Fear of failure – motivation – avoid messing up… multiple
   consequences (Hot potato effect because no one wants to be in trouble )
4. Create an unpleasant learning environment – only suppressing behaviour not actually removing it
   (Under stress the athlete will show the learned behaviour )

Question 22

Making punishment effective

Answer 22

if you have to use it… think!
– Consistent punishments for same mistakes
– Punish behavior not the person
– Athletes have input into punishments (More likely to follow system)
– DON’T USE PHYSICAL ACTIVITY
– Mustn’t be seen as a reward or attention (Low competence low ability , avoiding - punishment is actually a reward)
– Don’t punish for making errors while playing
– Don’t embarrass individuals
– Use it sparingly and enforce when use it
– Don’t punish others for individual’s mistakes
– Age appropriate
– Understand reason for punishment

Question 23

How should coaches apply behaviour modification.

Structure the environment

Answer 23

Structure the environment through the systematic use of reinforcement, especially during practice… Coaching!
• Used to help individuals stay task orientated and motivated through a training period

Question 24

systematic reinforcement techniques can effectively modify behaviours

Answer 24

• Specific performance skills
• Coaching and teaching behaviours
• Reduce errors ( if not every attempt is about everything coming together


Question 25

chaining

Answer 25

chaining- linking behaviours when b happens c follows- reward when b and c happening together. Good way to introduce new skill. Illustrate proper modification

Question 26

Shaping

Answer 26

shaping - different components of one skill and linking it together- preparation, transfer body wait, hands on floor….mater criterial of the skill

shaping - different components of one skill and linking it together- preparation, transfer body wait, hands on floor….mater criterial of the skill

Question 27

Creating effective behavioural programs

Answer 27

1) Emphasize specific, detailed and frequent measurement of performance and behavior (Try to keep in more achievement motivation based)
– use these measures to evaluate the effectiveness of the program (Especially important in chaining)
2) Recognize the distinction between developing new behaviour and maintaining existing behaviour at acceptable levels
– Offer positive procedures for accomplishing both
3) Encourage participants to improve against their own previous level of performance
• Don’t compare to people they can’t be compared to
4) Emphasize behavioural procedures that have been demonstrated by research to be effective
5) Encourage the leader to get feedback from participants regarding the effectiveness of various aspects of the behavioural intervention

Question 28

Appropriate Behavioural Change

Techniques

Answer 28

• TARGET THE BEHAVIOURS
• DEFINE TARGETED BEHAVIOURS…(Baseline measure)
• RECORD THE BEHAVIOURS
• PROVIDE MEANINGFUL FEEDBACK
• STATE THE OUTCOMES CLEARLY(Showing body position, put them in the position)
• TAILOR THE REWARD SYSTEM
(Goal is to move to intrinsic behaviour )

Question 29

intrinsic motivation

Answer 29

All are designed to bring you from external to internal motivation
• People who have intrinsic motivation strive inwardly to be competent and self-determining in their quest to master the task at hand.
• They enjoy competition, like the action and excitement, focus on having fun, and want to learn skills to the best of their ability.

Question 30

Self determination theory

Answer 30

• Developed by Deci & Ryan over 3 decades
• A metatheory comprised of 4 minitheories – Cognitiveevaluationtheory
– Organismic integration theory
– Causality orientation theory
– Basic needs theory
Self-determination continuum attracts most attention (All are designed to bring you from external to internal motivation)

Question 31

Fundamental Assumptions

Answer 31

1) All people have an innate tendency towards psychological growth, integration of the self, and behavioral self-regulation
2) Social-contextual factors can either support or hinder the growth process
3) Three basic needs are essential for optimal functioning

Question 32

1)

All people have an innate tendency towards psychological growth, integration of the self, and behavioral self-regulation

Answer 32

– Active and growth oriented
– Seek optimal challenges
– Extend themselves (See what we can do )
– Strive to learn and master new skills

Question 33

2) Social-contextual factors can either support or hinder the growth process

Answer 33

– Environment will influence human nature

– Interactional perspective on motivation

Question 34

Three basic needs are essential for optimal functioning

Answer 34

Phycological needs
functioning optimally is during intrinsic motivation

• Competence: Need to perceive behaviour and interactions are effective
• Autonomy: Need to perceive behaviours and thoughts as freely chosen. We are origins of own
actions
• Relatedness: Need to perceive that we are connected to those around us and that we experience a sense of belongingness

Question 35

Types of regulation

Answer 35

Intrinsic Motivation
Extrinsic Motivation
Amotivation

Question 36

Intrinsic Motivation

Answer 36

• Toward knowledge
• Toward accomplishment
• Toward experiencing stimulation

i love the rush I feel when I’m running down the field - intrinsic

Question 37

Extrinsic Motivation

Answer 37

• Integrated regulation
• Identified regulation
• Introjected regulation
• External regulation

my parents are making me - external regulation , constraint

Question 38

Amotivation

Answer 38

No reason to do behaviour
nothing will get you to do that task

I have nothing better to do - a motivated

Question 39

Help confirm identity as an athlete

Answer 39

integrated

Question 40

I don’t want to let others down

Answer 40

interjected

Question 41

Extrinsic rewards

Answer 41

rewards increase motivation, enhance learning, and increase desire to continue participation

Question 42

What are the negative consequences of extrinsic rewards?

Answer 42

Being paid (external reward) for working on an intrinsically interesting activity can decrease a person’s intrinsic motivation for the activity.

REMOVE MOTIVATION after being paid

Question 43

Cognitive Evaluation Theory

Answer 43

Explains the effect of social context on people’s intrinsic motivation
– Intrinsically motivated: people will freely engage in an activity and experience sense of enjoyment (Influence depends on the meaning attached to the event by the individual)
– Any event that facilitates or undermines autonomy or competence influences IM.

Autonomy and confidence always over ride relativeness

judging own ability can help intrinsic if we dem it with confidence

Question 44

Controlling aspects of rewards

Answer 44

• Perceived locus of causality is influenced by the reward
• Reward seen as controlling one’s behavior (Behaviour resides outside the individual)
• Decrease intrinsic motivation
• Conflict between reward and self- determined behaviour

Question 45

Informational aspect of reward

Answer 45

Alters how competent someone feels

decreasing competence levels, decreasing intrinsic motivation
– MVP, positive information about competence
– Need to be specific to levels of performance or
behaviour
– Negative information will decrease perceived
competence and intrinsic motivation
– Striving for an award and not receiving it will decrease
feelings of competence and lower intrinsic motivation • Feel that they were unsuccessful

Question 46

Extrinsic rewards

Answer 46

1) scholarships- informational v controlling aspect
2) competition - need to win for motivation
3) Feedback- presence of positive/ negative comments
4) type of coach- autonomous versus controlling- too controlling view all feedback as negative
5) types of competition - recreational v league- lead to significants of the event, don’t care about the event- you are les likely to see it as high or ow
6) Perception of competence - high v low- - low perceived ability- will question positive feedback
7) Perception of control- by choice or because told to - less feeling of choice affect autonomy, less choice see more as negative

Question 47

Increasing intrinsic motivation

Answer 47

1) Provide for successful experiences
2) Give rewards contingent on performance
3) Use verbal and nonverbal praise
4) Varying content and sequence of practice drills
5) Involve participants in decision making
( autonomy increases when they are involved in decisions which leads to intrinsic motivation )
6) Set realistic performance goals

Question 48

SMS

Answer 48

Sport motivation scale

why do you participate in sport in general

Includes 3 types of Intrinsic, Extrinsic and Amotivation

Adapted to Coaching Motivation Scale, Global Motivation Scale, and Situational Motivation Scale

prestige is extrinsic motivation

Question 49

SDS

Answer 49

Self determination scale

• Each item has two statements; choose which
statement is the most true for you.
• The statements are opposing ends of a scale: if they both seem true then a response of 3 is chosen.