Chapter 3 Flashcards
motivation is
an internal process (needs, thoughts, emotions) that gives you behavior energy direction
motivation is influenced by
- personal
- cognitive
- environmental factors
operant conditioning
-learning tat occurs through behavior being reinforced or punished
positive reinforcement
-any factor that increases the likelihood of a behavior
negative reinforcement
-any factor that, through its removal, increases the likelihood of a behavior
punishment
-any factor that decreases the likelihood of a behavior
vacarious conditioning
-motivation that comes from observing the outcomes of others behavior
cognitive behavioral approaches
- our cognition’s influence our emotions and behavior
- our behavior can influence our thought and emotions
- reciprocal relationship between cognitions/emotions and behavior
theory of planned behavior
- widely used theory
- highlights the personal and social influences on behavior
- first used to study voting behavior
intention
-readiness to change a behavior
attitudes
-positive or negative evaluation of engaging in a behavior
behavioral beliefs
-consideration of the effective and instrumental consequences of engaging in a behavior and the evaluation of those consequences
subjective norms
-perceived social pressures to preform a behavior from person and or environmental sources
normative beliefs
-perceptions of the values and importance that significant others place on the behavior
descriptive norms
whether significant others engage in the behavior
injunction norms
whether one believes that significant others think they should engage in the behavior
control beliefs
perceived barriers and facilitators of behavior
perceived behavioral control
the extent to which one is free to do the behavior
-PBC influences behavior directly and indirectly
self efficacy
perception of your abilities to do something
- not self confidence
- belief in ones capabilities to organize and execute the course of action required to produce an outcome/ goal
- core construct within social cognitive theory
- foundation for human motivation, well-being and personal accomplishment
vicarious experience more likely
the more similar that person is to you the more likely you are to do the activity yourself
cognitive approaches
emphasize the role of cognition’s and beliefs (thoughts) in motivation
- individual interpretation of their environment that influences why people do things
- thought patterns can be altered to change behavior
TPB: research
- TPB has been widely applied in sport and exercise contexts review studies support the relationships outline in this theory
- attitudes subjective norms and perceived behavioral about exercise control are predictions of intentions
- subjective norms are the weakest of these 3 predictors of intention
- intention to engage in physical activity predicts activity behavior approx 1/3 times (intention-behavior gap)
- support for theory in a variety of populations
social cognitive theory
- albert bandura
- another widely known and used theory to understand motivation
- motivation is the product of an interplay between the person, behavior, and the environment: reciprocal determinism
- many constructs embedded within this theory: goals, self-regulation, self-efficacy
goals
ambitions that direct peoples behaviors
self regulation
behavior is self directed in that is initiated, monitored, and evaluated by the individual in a way that is consistent with accomplishing goals
sources of self efficacy
- past performance: when coaches start off easy, help you do well so you know you will be able to do it
- varcarious experiences: seeing other people do it makes you think you can do it, more closely related the person is to you the more likely you are to do it
- social persuasion: people telling you that you can do it, they believe it
- physiological states: when physiological info tells you, you can/cant do something ex) sweaty, sore, hurt
- affective: run feels good so you do it again
support for social cognitive theory self efficacy variable
- self-efficacy is reliably related to behavior outcomes such as
- sport performance
- exercise adherence
- physical activity among children
self-determination theory
- deci and ryan
- theory of human motivation and development
- main focus: extent to which behavior is undertaken for reasons that come from within versus outside a person
- made up of 5 sub-theories: we will focus on two
organismic integration theory
- deals with different types of motivation: views motivation as occurring on a continuum from external to internal (self-determined) sources
- types of motivation
three types of intrinsic motivation
- motivation to learn a new skill
- motivation to accomplish
- motivation due to sensory pleasure
four types of extrinsic motivation
- external regulation
- introjected regulation
- identified regulation
- intergrated regulation
external regulation
behaviors that are pursued solely for reward or to avoid punishment, controlled by external contingencies
“i exercise because others think i should”
introjected regulation
behavior that is pursued due to internal prods and pressures; feeling that one should do something or to avoid guilt “i exercise because i feel guilty if i dont”
indentified regulation
behavior is personally valuable, though it may not be enjoyable
“i exercise because it is good for my health “
intergrated regulation
through external motivation still occurs, the behavior is now accepted as valuable and congruent with ones personal value system
“i exercise because i am healthy individual”
why should we care about different type of motivation/ regulations
- as motivation becomes more self-determined, positive outcomes are likely to occur:
- improved well-being (ex: vitailty, less illness, less depression)
- improved physical health (ex: reduced chronic diseases; more adherence to health behaviors, including exercise)
SDT: basic psychological needs theory
- all humans have three basic psychological needs
- the satisfaction of these needs encourages more self-determined motivation
- autonomy, competence, relatedness
autonomy
feeling that one has a choice and is in control of ones behavior (ex: would you rather run this route vs this route, giving choice)
competence
feeling effective and capable when undertaking challenges (ex: similar to self-efficacy, realistic goals)
relatedness
feeling meaningful connections with others in environments such as exercise (ex: breaking team into groups outside of sport, team rules)
research on SDT in sport and exercise
- increased effort in physical education and classes and intention to be physically active
- increased exercise intensity
- less burnout among elite athletes
- the fulfillment of the needs leads to more self-determined motivation
what is stress
stress is a response to heavy demands placed on an individual
stress is an experience that is produced through an interplay between a persons thoughts and behaviors with an environment that is an individual perceives as challenging or exceeding one’s resources
-the same situation may be stressful for one person but not for another
-physiological, cognitive, affective, behavior
what is a stressor
- external events, forces and situations that have the potential to be interpreted as stressful
- each athlete or exerciser may interpret the same stressor in different ways
stress, emotion and appraisal
- stress is more general concept than emotion
- emotions have their own relational theme
emotions can tell us more than stress about
- what an individual is experiencing
- what a situation means to an individual
- how an individual is likely to respond
primary appraisals
- an evaluation of what is at stake for a person in a situation
primary appraisals influenced by
- how personally relevant the situation is to the persons goals
- whether the person sees the situation as benefical or harmful
secondary appraisals
-an evolution of what can be done in a situation
secondary appraisal influenced by
- available resources
- level of perceived control (self-efficacy)
- expectations regarding what is likely to occur in the future
primary and secondary appraisal processes are
- equally important
- happen rapidly
- happen at the same time
harm/loss appraisals
psychological damage is done, loss is irreversible
threat appraisals
anticipation that harm might occur or is likely to occur
challenge appraisals
threats are acknowledged but viewed as challenges to be overcome
-more adaptive
outcomes of the cognitive apprasials process
- harm/loss
- threat
- challenge
what leads to challenge appraisals
- challenge appraisals are likely to happen when:
- high level of self-efficacy/ perceived control
- an approach achievement goal orientation
- a focus an approaching positive outcomes ex) (succeeding) versus avoiding negative outcomes (failure)
types of stressors
how long they last
-chronic: occur over a long period of time
-acute: occur over a short period of time; sudden
whether they suprise us or not
-expected: that can be planned for
-unexpected: unanticipated stressors
whether they involve competition or not
-competitive: stressors experienced prior to/during/ right after competition/performance
-non-competitive: not directly part of competition performance
coping
-cognitive and behavioral efforts to manage specific external or internal demands (and conflicts between them) that are appraised as taxing or exceeding the resources of the person
what do cognitive efforts to cope look a like
efforts to control thoughts to manage the situation
what do behavioral efforts to cope look like
engaging in behaviors to manage the situation
coping skills versus management skills
coping is direct response to a stressor whereas management involves routine behaviors ( more like prevention)
