chapter 8: motivation in sport and exercise - welcome to mohd rizal...

CHAPTER 8: MOTIVATION IN SPORT AND EXERCISE

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Motivation can be defined simply as the direction

and intensity of one’s effort.

The direction of effort refers to whether an

individual seeks out, approaches, or is attracted

to certain situations

Intensity of effort refers to how much effort a

person puts forth in a particular situation




Sport and exercise psychologist view motivation

from several vantage points, including:

Achievement motivation

Motivation in the form of competitive stress

Intrinsic and extrinsic motivation




Approaches to Motivation

Trait-centered view

Also called the participant-centered view

Motivated behavior is primarily a function of

individual characteristics

The personality, needs and goals of a student are

the primary determinants of motivated behavior




Situation-centered view

Motivation level is determined primarily by situation

Example: one might be motivated in her aerobic

exercise class but unmotivated in a competitive sport

situation

Interactional view

Motivation results neither solely from participant

factors, such as personality, needs, interests and

goals, nor solely from situational factors




The best way to understand motivation is to

consider both the person and the situation and

how the two interact




Building Motivation with Five Guidelines

Guideline 1: Consider both situations and traits in

motivating people

Low student motivation usually results from a

combination of personal and situational factors

To enhance motivation, analyze and respond not

only to one’s personality but also to the interaction

of personal and situational characteristics




Guideline 2: Understand people’s multiple motives for involvement

Identify why people participate in physical activity

Self-determination theory contends that all people are motivated to satisfy three general needs

These are the need to feel competent, autonomous, and social connectedness or belonging

How these motives are fulfilled leads to a continuum of motivation ranging from amotivation (no motivation) to extrinsic to intrinsic motivation




The more you can provide for these needs, the

greater a participant’s motivation will be

Observe participants and continue to monitor

motives

Motives change over time

Because people have such a diverse range of

motives, teacher need to be aware of students’

motives for involvement




Guidelines to improve awareness:

Observe the participants and see what they like

and do not like about the activity

Informally talk to others (e.g., teachers,

friends, and family members) who know the

student, and solicit information about the

person’s motives for participation

Periodically ask the participants to write out or

tell you their reasons for participation




Guideline 3: Change the environment to enhance the

motivation

Use what you learn about the students to structure the

sport and exercise environment to meet their needs

Provide both competition and recreation

Provide multiple opportunities

Structuring a situation to enhance motivation may

mean constructing an environment to meet multiple

needs




Adjust to individuals within groups

The most important component of structuring

sport and exercise is individualizing coaching and

teaching

Student has her unique motives for participation,

teacher must provide an environment to meet these

diverse needs

Physical educators must be both imaginative and

realistic in individualizing their environment




Guideline 4: Influence motivation

The critical role for a teacher is in influencing student motivation

The teacher and their actions consider to be very important motivational factors for their student

Sometimes you may need to act more upbeat than you feel

If that’s not possible, inform your students that you quite not yourself, so they don’t misinterpret your behavior




Guideline 5: Use behavior modification to change

undesirable participant motives

Behavior modification techniques to alter

undesirable participant motives are certainly

appropriate in some settings




Two related motives that influence performance and

participation in sport are achievement motivation and

competitiveness

Achievement motivation refers to a person’s

orientation to strive for task success, persist in the face

of failure, and experience pride in accomplishment

Competitiveness is defined as a disposition to strive

for satisfaction when making comparisons with some

standard of excellent in the present of evaluative others




Theories of achievement motivation

Need achievement theory

Is an interactional view that considers both personal

and situational factors as important predictors of

behavior

Five components make up this theory:

Personality factors

Each of us has two underlying achievement

motives: to achieve success and to avoid failure




Behavior is influenced by the balance of

these motives

Situational factors

Two primary considerations: the probability

of success in the situation or task and the

incentive value of success

Probability of success depends on whom you

compete against and the difficulty of task




Resultant tendencies

Derived by considering an individual’s achievement motive levels in relation to situational factors

The theory is best at predicting situations in which there is 50-50 chance of success

High achievers seek out challenges in this situation

Low achievers avoid such challenges – they fear the negative evaluation associated with failure




Emotional reactions

Specifically how much pride and shame she

experiences

Both high and low achievers want to experience

pride and minimize shame but their personality

characteristics interact differently with the

situation to cause them to focus more on either

pride or shame




Achievement behavior

Indicates how the four other components interact

to influence behavior

High achievers select more challenging tasks,

prefer intermediate risks, and perform better in

evaluative situation

Low achievers avoid intermediate risk, perform

worse in evaluative situations, and avoid

challenging tasks




Attribution theory

Focuses on how people explain their success and failures

Basic attribution categories:

Stability (a factor to which one attributes success or failure is either fairly or permanent)

Locus of causality (a factor is either external or internal to the individual)

Locus of control (a factor is or is not under our control)




Attributions as causes of success and failure

Example of attribution of success:

o Stability

• Stable – talent or good ability

• Unstable – good luck

o Locus of causality

• Internal – tremendous effort

• External – an easy field of competitors




o Locus of control

• Control - plan

• Out of control – opponents’ lack of

physical conditioning

Example of attribution of failure:

o Stability

• Stable – lack of talent

• Unstable – terrible instructor




o Locus of causality

• Internal – bad luck

• External – the exercise facility’s being

too far from your home

o Locus of control

• Control – lack of effort

• Out of control – the cost of the program




The importance of attributions

Attributions affect expectations of future

success or failure and emotional reactions

How performers explain or attribute their

performance affects their expectations and

emotional reactions which in turn influence

future achievement motivation




Attributions and achievement motivation

Attributions Psychological result

Stability factors • Stable • Unstable

Expectancy of future success • Increased expectation of success • Decreased expectation of success

Causality factors • Internal cause • External cause

Emotional influences • Increased pride or shame • Decreased pride or shame

Control factors • In one’s control • Out of one’s control

Emotional influences • Increased motivation • Decreased motivation




Egocentrism in Attribution

Egocentrism in attribution suggest that the

athletes gives self-serving internal attribution

for success and self-serving external

attribution for failure

While it is true that some athletes to adopt an

egocentric approach to attribution, most take

a more logical approach to attribution




Achievement goal theory

Three factors interact to determine a person’s

motivation: achievement goals, perceived

ability, and achievement behavior




Achievement goals • Outcome-oriented

goals • Task-oriented goals

Perceived ability • High perceived ability

or competence • Low perceived ability

or competent

Achievement behavior

• Performance • Effort • Persistence • Task choice • Realistic tasks or

opponents • Unrealistic tasks or

opponents




Competence motivation theory

People are motivated to feel worthy or competent and

moreover that such feelings are the primary determinants

of motivation

Students’ perceptions of control work along with self-

worth and competence evaluations to influence their

motivation

Feelings do not influence motivation directly but they

influence affective or emotional states that in turn

influence motivation




Developing achievement motivation and

competitiveness

Develop in three stages:

Autonomous competence stage

Focus on mastering their environment on self-

testing

Social comparison stage

Focus on directly comparing his performance

with that of others




Integrated stage

Involves both social comparison and

autonomous achievement strategies

Importance of distinguishing between stages

An integrated achievement orientation, must

ultimately be developed and it is important to

teach student when it is appropriate or

inappropriate to compete and compare

themselves socially




Influencing stages of achievement motivation

The social environment in which a person

functions has important implications for

achievement motivation and competitiveness

Teachers directly and indirectly create

motivational climates




chapter 8: motivation in sport and exercise - welcome to mohd rizal...

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