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Sports Psychology > Chapter 6: Reward, reinforcement & intrinsic/extrinsic motivation > Flashcards

Chapter 6: Reward, reinforcement & intrinsic/extrinsic motivation Flashcards

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1
Q

define contingency managment

A

relationship between a behaviour and consquences (what you need to do in order to get the reward)

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2
Q

define managment

A

the regulation of behaviour by use of tokens to influence or alter outcomes

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3
Q

examples of token rwards

A

money, media, medal, freedom, trophies, love

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4
Q

token rewards can be used to (2)

A
  1. eliminate undesirable behaviour (attendance boards, inter-squad competition)
  2. disireable behaviours can be enhanced through the use of token rewards (ie. BB team rewarding postive comments)
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5
Q

token rewards have what spill off effect on non-target behaviour (6)

A
  1. satisfaction and enjoyment
  2. attendance and promptness
  3. interest and attitudes
  4. conformance to rules
  5. social interaction (coach and athlete)
  6. statements of approval (less complaining)
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6
Q

Guidlines for token rewards(8)

A
  1. target only a few behaviours/ skills/ tasks and explain, dont manipulate
  2. state contingancy / outcomes
  3. monitor and remain constant
  4. provide meaningful public feedback that focuses on self improvement not social comparison
  5. use simple rewards
  6. start small
  7. consider idvidual differences when applying the system
  8. work to eliminate the system as desirable behaviours become habits
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7
Q

define reinforcment

A

any personal interaction (evaluative comment or reaction) that will increase the occurance or strength of behaviour or performance

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8
Q

define positve reinforcment

A

intoduction of something positive that increases the occurance or strength of behaviour or performance

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9
Q

define negative reinforcment

A

removal of something noxious that increases or maintains a response (ie. work hard no wind sprints)

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10
Q

define punishment

A

any interaction that decreases the strength of behaviour

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11
Q

how to maximize the use of punishment (9)

*too often we teach to avoid punishment but not the correct alternative behaviour

A
  1. consistantly punish everyone for the same misdemenor
  2. punish the behaviour not the person
  3. allow input for what the punishment is
  4. dont use physical activity as a punishment
  5. impose punishment impersonally
  6. make sure the punishment isnt percieved as a reward (ie. attension)
  7. dont punish errors during play
  8. dont embaress players infornt of group
  9. use sparingly but enforce it when it is used
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12
Q

define social reinforcement

A

non tangable, positve or negative evaluative comments or reactions made by others

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13
Q

ways to prescent social reinforcement (2)

A
  1. vebal- praise, critism, sarcasum

2. non verbal- expression, gestures

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14
Q

when does social reinforcement work? (6)

A
  1. young people
  2. infrequently
  3. used to convay information about compitance
  4. administered by significant people of the opposite sex
  5. when it is given by unknown or disliked others
  6. the task being reinforced is, simple, well learned, or boring
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15
Q

implications of social reinforcement (3)

A
  1. children recieving continuous postive reinforcement gain better self esteem and positive preception of their coach or team
  2. a judicious use of postive social reinforcement is important in the developement and mainenance of positive coach/ athlete interaction
  3. decied motive (skill improvement, enviorment, both)
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16
Q

any social reinforcment should include (7)

A
  1. meaningful and important
  2. contigent on some performance criteria
  3. administered immediately and consistantly amoung all partispiants
  4. be given demonstrating good effort toward target behaviour or performance of skill
  5. allow for mistakes in overall performance
  6. reward appropriate social and emotional responses\
  7. used to maintain already developed skills
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17
Q

how should reinforcement and punishment be distributed?

A
  • 50% positive
  • 45% isgnore bad behaviour while suggesting good behaviour
  • 5% punishment
18
Q

the three different procedures for developing and maintaining specific performances or behaviours (3)

A
  1. shaping
  2. chaining
  3. whole- part - whole
19
Q

define shaping

A

reinforcement of successively closer approximations of the terminal (final) perforamce or behaviour

20
Q

important components of shaping (7)

A
  1. determine the present ability level
    2 determine steps
  2. indetify appropriate reinforecment
  3. identify terminals of skill
  4. start with the most important stages that can be accomplished successfully and provied appropriate positve reiforcement
  5. increasing simular to terminal
  6. fill in missing parts to overall skill
21
Q

define the chaing approach

A

successive reinforcement of components of parts or segments of skill or behaviour

22
Q

how to chain (4)

A
  1. break down the skill into linked segments (backward or forwards)
  2. teach and reinforce each segment in tern
  3. work on segments until it is at or near terminal exicution
  4. start from one end or the other
23
Q

types of reinforcement scheduals (2)

A
  1. constant (every desired behaviour)
  2. intermittent
    - ratio ie. every third rep
    - interval ie. after a specific amount of time has elapsed
    - durration ie, given during a certain period of time (only during certain drills or portions of practice)
24
Q

define extrinsic motivation

A

behaviour ingaged in for reasons other than the activity its self, external to the reward (can change behaviour and influence motivation)

25
Q

how extrinsic motivation can have positive and negative influences

A

negative- becomes a means to an end- a way to get external reward or to comply with the demands of others
positive- produces a feeling of control resulting in compliance or defiance and is maintained by feelings of pressure, tension or apprehension

26
Q

how are external rewards influenced by intrensic interest, the two studies

A 
1. nursery study- felt tip drawings
three groups of kids
-expected rewards
-no reward
-unexpected reward
*it was found that the extrinsic reward decreased the intrinsic motivation
2. cognative evaluation theory
-evaluates how a person precieves the impact of external rewards and therefore the effect this perception has on their intrinsic motivation
27
Q

self determination theory focuses on the three basic psycological needs:

A
  1. effectance
  2. relatedness
  3. autonomy
    * reward can be precieved as controling or informing
28
Q

cognative evaluation theory

A
  • explain vaiability in intrinsic motivation

- focus on the factors that facilitate or undermine the development of intrinsic motivation

29
Q

the CET states that there are functional components effecting intrinsic motivation

A
  1. a controling aspect
  2. information aspect
    * both can increase or decrease intrinisic motivation depending on how they effect one’s compitence and self determination
30
Q

the controling aspect of rewards and how it relates to individuals is known as:

A

locus of causality

31
Q

describe the locus of causality

A

if a reward is seen as controling one’s behaviour, then people believe that the cause of one’s behaviour resides outside of themselves, and thus intrinsic motivation decreases

32
Q

define salience

A

the importance attributed to a reward will determine how it is precieved by the recipiant

33
Q

how does a person’s preception influence the effect of the reward?

A
  • rewards that people precieve to be controling their behaviour or suggesting they are not compitant will decrease intrinsic motivation
  • rewards that emphasize imformation and provide positive feedback about compitance increase motivation
34
Q

athletic scolarships and motivation

A

-athletic scolarships can either decrease or increase athele’s levels of intrinsic motivation, depending on which is more emphasised- the controling or informational aspect

35
Q

define flow

A

peak performance

-an autocratic feeling where partisipants feel totally involved in the activity (doing the activity for enjoying it)

36
Q

the essential elements of flow state (8)

A
  1. balance of challenge and skill- equal match of physical, technical and menal skill
  2. complete absorption of activity- nothing else seems to matter
  3. sense of control over one’s actions and environment
  4. attention is centered and focused on only a few important details
  5. loss of ego (loss of concern for adequacy)
  6. the demands/ goals of the task are clear and the feedback is accurate and specific to the task
  7. time is transformed- seems to speed up
  8. effortless movement- auto pilot
37
Q

flow is achieved when _____ and ______ are high

A

challenge and skill (capabilities)

38
Q

How to achieve Flow (8)

A
  1. motivation to perform
  2. optimal level of arousal
  3. maintain focus on key elements
  4. pre-competive and competitive plans and preparation
  5. physical preparation and readiness
  6. confidence and positvie mental attitude
  7. trust and shared sense of purpose with team mates
  8. feeling good about performance
39
Q

four things to keep in mind in regards to extrensic motivation

A
  1. extrinsic rewards do not nessisarily undermine or enhance intrinsic interest in an activity
  2. it is up to the indiviual interpretation of reward(salence) that is critical
  3. it is not a question of whether or not to use extrinsic reward but how much
  4. the controling and infromational aspect of rewards
40
Q

in regards to rewards a leader should keep in mind : ((5)

A
  1. provide an optimally challenging enviroment
  2. provide a reward for compitance
  3. use small rewards that are not controlling (dont have to be the only reason)
  4. provide oppertunity for self determination (input resulting in responsibility) inevaluating and administering rewards
  5. be interpersonally supportive

Sports Psychology (11 decks)

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