Chapter 2: Motivation Flashcards
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
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.
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
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
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
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
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
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
9
Q
state
A
- a less stable condition that is context dependent
- experienced at moments in time
- changes from time - time
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.
11
Q
operant conditioning
A
- athlete associates behaviors with consequences that are learned through reinforcement or punishment
12
Q
negative reinforcement
A
taking away an undesirable stimulus to increase a behavior
13
Q
positive punishment
A
the administration of a stimulus to decrease the probability of a behavior’s recurring
14
Q
negative punishment
A
the removal of a pleasant stimulus to decrease the probability of a behavior’s recurring
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
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
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
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
19
Q
maintenance stage
A
- sustained change over time; begins 6 months after action has started and continues indefinitely
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)
21
Q
personal and social effects on our behavior
(theory of planned behavior)
A
- attitudes
- subjective norms
- perceived behavioral control
22
Q
attitudes
A
the positive or negative evaluations of engaging in a behavior
- guided by affective and instrumental behavioral beliefs
23
Q
subjective norms
A
- reflects perceived social pressures to perform a behavior from personal or environmental sources like social media
24
Q
normative beliefs
A
- reflect perceptions of significant others ( coaches, family), and the value they place on physical activity behavior
- maturation to comply
25
perceived behavioral control
behavior is volitional done at your own will
26
control beliefs
- 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
action and coping plans
designed to help people implement their actions
28
action plans
Specify when, where, and how to implement an intended behaviour.
29
coping plans
Help people anticipate difficulties that might derail physical activity and generate behavioural (or cognitive) responses to overcome them. (self-regulations strategies)
30
social cognitive theory
- 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
reciprocal determinism
the interacting influences of behavior, personal , and environmental factors
32
self-efficacy
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
4 main ways to change self-efficacy beliefs
1. mastery experience
2. vicarious experience
3. social persuasion
4. physiological and affective states
34
mastery experiences
-direct success increases efficacy; failure lowers it
-strongest source in adults
- based on past performances
35
vicarious experience
Modelled behaviors are associated with the development and change in self-efficacy
36
social persuasion
a "pep talk" or specific performance feedback - one source of self-efficacy
- can be verbal or non-verbal
37
physiological and affective states
Physical and emotional cues associated with performance and behaviour
38
self-determination theory
- 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
3 main psychological needs
competence
autonomy
relatedness
40
competence
- feeling effective and capable when undertaking challenging tasks
- feel competence to make changes
41
autonomy
- feeling ownership over behavior
- perceived choice
- make own decisions
42
Relatedness
- feeling connected to others, both personally and in your community
- feeling cared for in your environment
43
supportive interactional styles
autonomy support
structure
involvement
44
autonomy support
provision of choice, options, to reduce pressure
45
structure
appropriate feedback and clarifications of expectations
46
involvement
others invested in health and well-being
47
Achievement Goal Theory
- 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
task goal orientation
- improving relative to one's own past performances
- sports are opportunities for personal growth + mastery
- success = hard work + collaboration
- sportsmanlike behaviors
49
ego goal orientation
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
goal profiling
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
dual-process model
- 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
concious processing
- processes are deliberate, slow, guided by beliefs and values, require cognitive processes, and are of limited capacity like planning
53
non-concious processes
processes
- operate quickly, without awareness, are based on feelings, and require minimal cognitive resources like habits or autopilot activities
54
cue interventions
changes the environment and connects with values
55
training interventions
train cognitive structures like learning how to be judgmental
56
Need Achievement Theory
- 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
personality factors
- 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
situational factors
- probability of success : depends on who you compete against + difficulty of the task
- incentive value of success: value you place on success
59
Resultant Tendencies
- derived by considering an individual's achievement motive levels in relation to situational factors
- influenced by personality + situational
60
emotional reactions
how much pride and shame in an experience
61
acheivement behavior
how the other 4 components interact to influence behavior
62
High Acheivers
- 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
a low achiever
- 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
attribution theory
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
