Chapter 16 Lesson 2 Vocab/Coaches Corner Flashcards
Self-Determination Theory (SDT)
A motivational theory that describes individuals psychological needs for growth – self-determination theory also describes different types of motivational regulation and considers these regulations anywhere on a continuum of motivation.
Amotivation
A state in which a person is not motivated to behave.
Extrinsic Motivation
When a behavior is done for any reason outside of inherent pleasure.
Intrinsic Motivation
Behavior that is directed by personal (internal) satisfaction such as personal enjoyment as well as striving for self-determination and competence.
Controlled Motives
Those with motives who feel outside or internal pressure to do certain behaviors.
Autonomous Motives
Behaviors that are enacted with a sense of volition and choice – autonomously motivated people want to do the behavior.
External Regulation
Behavior performed to achieve some external reward or to avoid punishment – it is reflective of complying with other people’s demands.
Introjected Regulation
Behavior performed to avoid negative feelings (i.e., shame or guilt) or to enhance positive feelings (i.e., ego).
Identified Regulation
Behavior performed because it is valued and personally important.
Integrated Regulation
Behavior performed because it is fully congruent with a person’s values and needs.
Unconditional Positive Regard (UPR)
The support of a client regardless of what they say or do – it is the belief that the client is trying their best despite perceived destructive behaviors.
Autonomy
Autonomy
The feeling of freedom from external influences or control – the individual is perceived to be the source of their own behavior.
Change Talk
When the client voices the benefits of change and disadvantages of staying the same.
Self-Regulation
An individual’s ability to modify their behavior.
Value Exploration
Clients discover why the goal is important to them. They then create specific behavior-oriented goals based on what their values are.
Value Prioritization
When values are prioritized, behaviors are linked with the client’s personal sense of a desired identity.
Try This 1
Reflective listening involves careful attention to what the client is saying and paraphrasing it back so that the client understands that the coach understands. Successful reflective listening occurs when a Nutrition Coach can find the true meaning behind what a client is saying. This can help encourage change talk and also confirms to the client that the coach understands them.
Try This 2
A value exploration gives meaning to behavior. When a client eats spinach to lose weight, this may be perceived as a negative experience if it does not have meaning. But, ask the client why they want to lose weight. Maybe in college they were very fit and always saw that as a part of their identity. After they got a job, they gained 30 pounds in a year. Losing weight will help the client be the person that they truly see themselves as. When they make healthy decisions to replace unhealthy ones, they are living up to their values and the struggle of behavior change now has meaning.
Food for Thought
If values can be made crystal-clear, even low-order behaviors, such as eating vegetables with dinner, can have meaning. While not diet-related, hall-of-fame pitcher Tom Seaver describes this perfectly as it related to his value of being the best pitcher:
Pitching… determines what I eat, when I go to bed; what I do when I’m awake. It determines how I spend my life when I’m not pitching. If it means I have to come to Florida and can’t get tanned because I might get a burn that would keep me from throwing for a few days, then I never go shirtless in the sun… If it means I have to remind myself to pet dogs with my left hand or throw logs on the fire with my left hand, then I do that too. If it means in the winter I eat cottage cheese instead of chocolate chip cookies in order to keep my weight down, then I eat cottage cheese (Extracted from Grit by Angela Duckworth).
