Motivation

Learning objectivesBy the end of the session all learners will have:

Identified at least 2 motives specific to them Considered key evidence to support motives and developed evaluation points Applied theory of SDT to real life situations Developed evaluation to the Achievement Motive (McClelland et al) Considered how to measure motivation in sports setting (Gill & Deeter ) Challenged peers application of the Techniques in Motivation theory (Deci and

Ryan) Developed plans for essays for exam

Some learners will have: Lead discussions Contributed to class discussions Started to write an answer to 10/15 mark questions

Starter activityWhat motivates you?

In pairs identify at least 2 things that motivate you to do things…Your work!Your hobbiesSports

Where have these motives come from?

Intrinsic vs Extrinsic Card sort in pairs

Intrinsic

Intrinsic

Makes you feel good

comes from the heart

Want to achieve/prove a point

gain knowledge/fitne

ssChallenge

Cooperation

Recognition

Extrinsic

Extrinsic

Money

Trophies

Qualifications

Rewards

Achievement motivationAchievement motivation is “an individual’s motivation to

strive for success”Can be instinctive – Always want to competeCan be nurtured – Through experienceIt is the extent to which we approach challenge and

competition, or avoid competitive situations.

McClelland et al ~ the Achievement MotiveContent analysis based on previous work carried out by Murray (1938)Male ~ numerous imagery responses to TAT analysed ~ sampling

peoples thinking ~ interesting sampling population noted by researcher

6 experimental conditions:RelaxedNeutral Achievement orientatedSuccessFailureSuccess-failure

each preceded the measure of motivation

Shown pictures and asked to write their own stories based on:What is happening? Who are the persons?What has led up to this situation? That is what has happened in the past?What is being thought? That is wanted? By whom?What will happen? What will be done?

Deprived of food for 1, 4, 16 hrsHigh need for achievement (nAch) = excel and avoid low risk and high risk

situationsAchievement motivated individuals avoid both low risk (easily accomplished)

and high risk (outcome is due to chance rather than own effort)High nAch prefer 50/50 situations of successAchievement motivated need regular feedback to monitor own success ~

work alone or others similar

McClelland et al ~ the Achievement Motive

Reliable?Researchers claimed high reliability and validity

Associations reflected in the stories were sig influenced by events occurring before they were sampledCounted the number of diff references to achievement

appearing in storiesachievement orientated experiences sig increased the

amount of achievement imagery in written stories

McClelland et al ~ the Achievement Motive

Strive to be the best

Will not stop until they

have achieved what they

want.

Take the challenging

route in what they

do.

Complete tasks/goals properly

Seek independence

Find it rewarding

to be challenged

nAch Need to Achieve

Need to Achieve characteristics

Need to Avoid failure characteristics

Not the best at

what they do

RelaxedTake

everything easy

Easy route

Avoid responsibility

Do not like being

assessed

nAfNeed to Avoid

failure

Evaluation Ethnocentrism?Validity?Subjective tests?

McClelland et al ~ the Achievement Motive

Sports specific achievement motivation Read Gill & Deeter ~ SOQ

SOQ is a measure of sport-specific motivation. Psychometric test that uses 25 questions to score respondents on three traits:

Competitiveness: how much do you enjoy competition and strive to succeed? A competitive person loves to compete and seeks out competitions to take part in.

Win Orientation: how important is winning to you? Win-orientated people compare their performance with other people, rather than setting personal standards.

Goal Orientation: how important is your own personal performance? Goal-orientated people are "competing against themselves" rather than trying to beat other people.

Items were developed from reviewing sports psychology publications, consulting other psychologists and open-ended interviews with sports players.

The items on the questionnaire include: "I look forward to competing" (Competitiveness) "I hate to lose" (Win-orientation) "Performing to the best of my ability is very important to me" (Goal-orientation)

EvaluationGender differences? Reliability ~ test retest?Validity ~ construct validity? Ecological valid?Application ~ can it be used again?

Sports specific achievement motivation

Further findings…. Interesting individual differences ~

Males score high for Competitiveness and Win-orientationFemales score higher for Goal-orientation. Athletes generally score higher than non-athletes on all

three scales, but especially Competitiveness. Athletes vary a lot among themselves, of course, but in

general Goal-orientation is higher for them than Win-orientation.

Techniques in Motivation Read Deci and Ryan paper

3 main areas that you need to be aware ofThe nature of motivation Intrinsic motivationSelf regulatory extrinsic motivation

Consider the types of motivation with their regulatory styles, loci of causality and corresponding processes using the self determining contimum

TaskIndividually develop a detailed coaching plan that would

encourage team members to enhance integration, responsibility and performance

When complete, read a peers coaching plan and question one element of it ~ use handout to support your points

Essay questionsDevelop a plan for an exam answer

Describe one theory of motivation in sport. [10]Compare theories of motivation in sport. [15]

Describe how sport-specific motivation is measured. [10] Evaluate the reliability and validity of measuring

motivation in sport. [15]

Learning objectivesToday all learners have:

Identified at least 2 motives specific to them Considered key evidence to support motives and developed evaluation points Developed evaluation to the Achievement Motive (McClelland et al) Considered how to measure motivation in sports setting (Gill & Deeter ) Applied theory of SDT to real life situations Challenged peers application of the Techniques in Motivation theory (Deci and

Ryan) Developed plans for essays for exam

Some learners have: Lead discussions Contributed to class discussions Started to write an answer to 10/15 mark questions