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KIN 303: Sport Psychology > Chapter 2: Motivation > Flashcards

Chapter 2: Motivation Flashcards

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1
Q

Behavioural approach

A
  • An approach to understanding motivated behavior that focuses on conditioning, or learning from the environment.
  • founders are Watson and Skinner ( learning from the environment influenced people’s actions)
  • 3 basic features : operant conditioning , vicarious conditioning, operant strategies
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2
Q

positive reinforcement

A

increasing behaviors by presenting positive reinforcers. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response.

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3
Q

vicarious conditioning

A
  • learning the consequences of an action by watching others being rewarded or punished for performing the action
  • powerful source of motivation
  • ex. watching role models and wanting to work hard like them
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4
Q

Cognitive Approach

A
  • An approach to understanding motivated behavior that emphasizes the role of thought patterns and cognitive habits
  • interpretation of environment NOT environment itself
  • Founder: Aaron Beck
  • the belief that automatic though processes, cognitive errors, and core beliefs can be altered with continued persistence
  • teaches people to use rational though, logic, and science to reform thought patterns = changed behavior
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5
Q

cognitive-behavioral approaches

A
  • understanding motivated behavior that outline the reciprocal influence between cognitions and behavior
  • Founder: Donald Meichenbaum
  • central tenets
    1. cognitions influence our emotions and behavior, restructuring/ changing the way you think
    2. our behavior can affect our thought patterns and emotions, changing common patterns can be frustrating to athletes
  • most common approach by AASP consultants
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6
Q

what do the motivational models help to do ?

A
  • predicting physical activity
  • describing the thoughts and feelings of people who have engaged in routine behaviors
  • developing interventions
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7
Q

transtheoretical model

A
  • Factor influencing an individuals decision to become more physically active at each stage
  • self-efficacy will decrease later and increase later with activity
  • understand how individuals initiate and maintain or terminate regular physical activity
  • 5 stages
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8
Q

trait

A
  • a relatively stable characteristic or quality that may represent a portion of one’s personality
  • a quality used to explain an individual’s behavior across time
  • unchanging
  • prevalent in every situation
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9
Q

state

A
  • a less stable condition that is context dependent
  • experienced at moments in time
  • changes from time - time
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10
Q

motivation

A
  • the internal processes such as your needs, thoughts, and emotions, that give your behavior energy and direction
  • why you do what you do
  • cultural, neurological, etc.
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11
Q

operant conditioning

A
  • athlete associates behaviors with consequences that are learned through reinforcement or punishment
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12
Q

negative reinforcement

A

taking away an undesirable stimulus to increase a behavior

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13
Q

positive punishment

A

the administration of a stimulus to decrease the probability of a behavior’s recurring

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14
Q

negative punishment

A

the removal of a pleasant stimulus to decrease the probability of a behavior’s recurring

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15
Q

precontemplation stage

A
  • Person does not think about changing his or her behavior in the next 6 months
  • increase awareness of a need for change
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16
Q

contemplation stage

A
  • stage of change in which people are seriously considering changing behavior in the next 6 months
  • motivate, encourage making specific plans
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17
Q

preparation stage

A
  • stage of change in which people are getting ready to make a change within the coming month
  • small steps to activity
  • assist with goal development and progression to achieve targeted behaviour
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18
Q

action stage

A
  • stage of change in the transtheoretical model in which the individual is actively changing a negative behavior or adopting a new, healthy behaviour
  • begun exercise in the past 6 months
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19
Q

maintenance stage

A
  • sustained change over time; begins 6 months after action has started and continues indefinitely
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20
Q

Theory of Planned Behavior

A
  • highlights the role of personal and social factors in influencing intention to engage in behaviour
  • INTENTION
  • readiness to perform
  • no intention = no participation
  • can be applied to activity in general
  • intervention strategies need to focus on enhancing an individuals intention to exercise but it doesn’t automatically make them exercise
  • intention behavior gap ( gap btw intended vs. actual)
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21
Q

personal and social effects on our behavior
(theory of planned behavior)

A
  • attitudes
  • subjective norms
  • perceived behavioral control
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22
Q

attitudes

A

the positive or negative evaluations of engaging in a behavior
- guided by affective and instrumental behavioral beliefs

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23
Q

subjective norms

A
  • reflects perceived social pressures to perform a behavior from personal or environmental sources like social media
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24
Q

normative beliefs

A
  • reflect perceptions of significant others ( coaches, family), and the value they place on physical activity behavior
  • maturation to comply
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25
Q

perceived behavioral control

A

behavior is volitional done at your own will

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26
Q

control beliefs

A
  • perceived barriers and facilitators of engaging in a behavior, things we cannot control
  • directly influences our behavior and intention
  • lack of time, lack of energy, age, weather
  • whether a person believes he or she has the capacity to engage in the behavior
27
Q

action and coping plans

A

designed to help people implement their actions

28
Q

action plans

A

Specify when, where, and how to implement an intended behaviour.

29
Q

coping plans

A

Help people anticipate difficulties that might derail physical activity and generate behavioural (or cognitive) responses to overcome them. (self-regulations strategies)

30
Q

social cognitive theory

A
  • developed by bandura
  • motivation is viewed as a product of a dynamic interplay btw personal (expectations and values) , behavioral (effort and choice) , and environmental (social pressures, physical space, opportunities) factors
    -central tenet is reciprocal determinism
31
Q

reciprocal determinism

A

the interacting influences of behavior, personal , and environmental factors

32
Q

self-efficacy

A

a situation specific form of self-confidence that focuses on the extent to which individuals feel they will be successful in producing a specific outcome given their skills and the situation

33
Q

4 main ways to change self-efficacy beliefs

A
  1. mastery experience
  2. vicarious experience
  3. social persuasion
  4. physiological and affective states
34
Q

mastery experiences

A

-direct success increases efficacy; failure lowers it
-strongest source in adults
- based on past performances

35
Q

vicarious experience

A

Modelled behaviors are associated with the development and change in self-efficacy

36
Q

social persuasion

A

a “pep talk” or specific performance feedback - one source of self-efficacy
- can be verbal or non-verbal

37
Q

physiological and affective states

A

Physical and emotional cues associated with performance and behaviour

38
Q

self-determination theory

A
  • made up of a bunch of mini theories
  • a global theory of human motivation and development
  • focus is on extent to which behaviors are done voluntarily
  • people are naturally endowed with innate tendencies for personal growth and development
  • people flourish when environment provides optimal conditions
39
Q

3 main psychological needs

A

competence
autonomy
relatedness

40
Q

competence

A
  • feeling effective and capable when undertaking challenging tasks
  • feel competence to make changes
41
Q

autonomy

A
  • feeling ownership over behavior
  • perceived choice
  • make own decisions
42
Q

Relatedness

A
  • feeling connected to others, both personally and in your community
  • feeling cared for in your environment
43
Q

supportive interactional styles

A

autonomy support
structure
involvement

44
Q

autonomy support

A

provision of choice, options, to reduce pressure

45
Q

structure

A

appropriate feedback and clarifications of expectations

46
Q

involvement

A

others invested in health and well-being

47
Q

Achievement Goal Theory

A
  • two perceptions of competence
  • focuses on differences in how individuals evaluate competence and define success and failure
  • task and ego goal orientation
  • task vs. ego involvement may be dependent on development and situational factors
  • coaches can structure the environment to emphasize various achievement goals
48
Q

task goal orientation

A
  • improving relative to one’s own past performances
  • sports are opportunities for personal growth + mastery
  • success = hard work + collaboration
  • sportsmanlike behaviors
49
Q

ego goal orientation

A

orientation
- Performance evaluations are based on comparisons with others as the determinant of competence
- sport = social status and wealth
- success = being better than others
- unsportsmanlike behaviors (self-sabotage, lack of empathy, wanting to be the best and doing whatever it takes)

50
Q

goal profiling

A

reflects the relative tendencies of task and ego involvement in combination with socialization
high task/high ego
high task/low ego
low task/low ego
low task/low ego
(most likely associated with harmonious passion)

51
Q

dual-process model

A
  • behavior is governed both by conscious and non-conscious processes
  • when they activate together people work efficiently
  • once conscious processes are linked with a behavior , non-conscious processing will emerge
  • 2 interventions can facilitate this transaction ; cue and training
52
Q

concious processing

A
  • processes are deliberate, slow, guided by beliefs and values, require cognitive processes, and are of limited capacity like planning
53
Q

non-concious processes

A

processes
- operate quickly, without awareness, are based on feelings, and require minimal cognitive resources like habits or autopilot activities

54
Q

cue interventions

A

changes the environment and connects with values

55
Q

training interventions

A

train cognitive structures like learning how to be judgmental

56
Q

Need Achievement Theory

A
  • interactional view that considers both personal and situational factors as important predictors of behavior
  • 5 main components : personality, situational, resultant, emotional, achievement-related behaviors
57
Q

personality factors

A
  • 2 underlying achievement motives
    -to achieve success: capacity to experience pride in accomplishments
  • to avoid failure: capacity to experience shame in failure
  • behavior influenced by a balance
58
Q

situational factors

A
  • probability of success : depends on who you compete against + difficulty of the task
  • incentive value of success: value you place on success
59
Q

Resultant Tendencies

A
  • derived by considering an individual’s achievement motive levels in relation to situational factors
  • influenced by personality + situational
60
Q

emotional reactions

A

how much pride and shame in an experience

61
Q

acheivement behavior

A

how the other 4 components interact to influence behavior

62
Q

High Acheivers

A
  • evaluate their abilities and are not preoccupied with thoughts of failure ( personality )
  • like 50-50 situations (situational)
  • seek out challenges and seek to compete with others with equal ability ( resultant )
  • experience pride (emotional)
63
Q

a low achiever

A
  • motive to avoid failure ( personality )
  • do not like 50-50 situations
  • avoid challenges, seek out unrealistically hard tasks that guarantee failure , no one is expecting them to win = no shame in losing ( resultant )
  • experience shame (emotional )
64
Q

attribution theory

A

focuses on how people explain their successes and failures
- stability: a factor that is permanent or unstable
- locus of causality: external or internal
- locus of control: under or not under your control

KIN 303: Sport Psychology (6 decks)

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