Theories of Motivation Flashcards
(13 cards)
Nach
Athletes tend to strive for success, keep trying when things go wrong and feel a sense of pride in accomplishment.
Naf
When you have a ‘need to avoid failure’.
Achievement goal theory (AGT)
Suggests that three factors - achievement goals, perceived ability and achievement behaviours - interact to produce an athletes level of motivation.
- outcome-orientated goals = use external references like comparing with others, beating an opponent and placing emphasis on winning prizes.
- task-orientated goals = focus on comparing own performance to previous performance and emphasis personal improvements. They increase levels of effort and persistence, reduce levels of disappointment and frustration.
Self- determination theory
Is a meta theory designed by two psychologists, Edward Deci and Richard Ryan. It has helped sports psychologists understand exercise adherence. The most popular of the of the sub-theories is the Basic Psychologist Needs Theory (BPNT) - argues that we have three basic needs which must be satisfied to be motivated.
- competence = our perception that we can successfully complete a task to the required quality
- autonomy = our perception that we have a choice or control over events happening in our lives
- relatedness = our perception of connectedness or belonging to others
Weiner’s Attribution theory
How people explain success or failure.
- stability = is the reason stable or unstable?
- causality = does the reason come from an external or internal factor?
- control = is the reason under the participants control or not?
Mastery climate
Sometimes called task-oriented climate. It helps motivate through importing attitude, effort and learning techniques. It will have an increased intrinsic motivation, increased information processing, decreased stress and anxiety and increased overall psychological wellbeing.
- tasks = a range of tasks requiring the athlete to actively participate in learning and decision making
- authority = athletes have authority over monitoring and evaluating their learning and decision making
- reward = using rewards focused on individual improvement rather than comparison of other athletes
- grouping = giving athletes the opportunity to work in group to develop skills in group-based environments
- evaluation = focusing on an individual’s effort and improvement
- timing = timing activities effectively so that all of the above conditions can interact effectively
Competitive climate
- outcome oriented climate
- highest ability receives attention
- athletes may feel they will be punished for mistakes
- often leads to less effort and persistence from athletes
- failure is often attributed to a lack a ability
Influencers of family and peers
Parent’s = can affect motivation by helping support coaching, athletes relationships, providing social support and having conversations with athletes about their sport. Parent’s feedback can be the most influential factor affecting motivation.
Peers
- competition = peers can influence an athletes motivation positively or negatively by being competitive
- collaborative = peers can affect motivation by agreeing to meet up for extra practice, training or recreational play.
- evaluative comments = provide feedback that evaluates performance, sometimes athletes feel happier to discuss with their friends, it can embrace motivation
- social relationships = create a support network for athletes, important for injury periods
Influencers of personality
- trait = centred view on motivation suggests someone is motivated because they have certain personality traits
- highly motivated = success in sport
Social learning
Bandura’s social learning theory suggests personality is not a stable characteristic but constantly changing as a result of experiences.
- modelling = occurs when individuals try to emulate the behaviour of other athletes
- reinforcement = an individuals behaviour is reinforced as rewarded it is likely that an athlete will repeat it
4 main stages of observational learning
- attention = to learn through observation, must have respect and admiration for the model your observing. The amount of respect depends on the models status p.
- retention = for modelling to be effective you must retain the observed skill or behaviour in your memory to be recalled when needed.
- motivational response = unless you are motivated you will not go through the stages of modelling.
- motor reproduction = you must be physically able to perform the task you are observing. You need time to practise the skills and learn how it’s performed.
Influence of physical environment
- the quality of facilities and equipment in sporting environments can enhance motivation
- more important to developing athletes
- the equipments provides is likely to affect how you preform
- anecdotal plain environments with minimal equipment
Over motivation
Some instances when motivation levels can be determined for an individuals health.
- over-training = when training loads exceeds capacity to recover. Results in decreased performance, strength, endurance and become more irritable.
- training addiction = a preoccupation with training at the expense of other aspects of you life to detriment your health
- social withdraw = withdrawing from some, most or all normal social situations
Effects of over motivation
- over confidence
- decrement in performance
- burnout
- injury
