CHAPTER 7 – Motivation and Athletic Performance Flashcards
How do many people conceptualize motivation? Illustrate with a sport example that is not in this chapter.
Many people conceptualize motivation as some “thing” within us that causes our actions.
e.g., Ricky comes to practice early, listens to coach well, and finishes the practice on his own, Ricky’s coach thinks Ricky works hard because he’s highly motivated. On the other hand, Ryan is always late for practice, play around during practice, etc., Ryan’s coach thinks Ryan is lacking motivation.
List two practical limitations to conceptualizing motivation as an internal cause of behavior.
First, the suggestion that the causes of behavior lie within us might influence some coaches to blame athletes for inferior athletic performances, rather than examining the principles and procedures for changing behavior and the enormous amount of data demonstrating that application of those principles can effectively modify behavior.
Second, it may influence some athletes to blame themselves for inferior athletic performances, rather than examining potential self-management strategies for improving their performance.
What is a general meaning of the verb “to motivate” as used in sports? What is an implication of this approach?
“To motivate” means, to influence individuals to behave in various ways. An implication of this perspective is that motivational strategies are to be found in environmental contingencies concerning behavior, and those contingencies can be arranged by the individual to be motivated and/or by others, such as coaches.
List seven types of antecedents that can be used to motivate athletic behavior.
Goals (goals commit an athlete to the work, time, pain, and the dedication that is necessary to achieve success), models (encouraging a young athlete to imitate a skilled model can be an effective motivational strategy), imagery (use imagery to create pressure games), self-talk, picture prompts (posted pictures of past success can often be used to motivate desired behaviors), announcements of friendly competitions, and schedule cross training for variety (instead of same training routine, schedule different kinds of exercise).
Describe an example that is not in this chapter to illustrate how an athlete might use imagery to motivate practice performance.
A basketball player frequently imagines that there are 3 players blocking him from throwing a ball and he practices as many moves as possible so that it helps him in real play.
List seven categories of consequences that can motivate participation in sports and improved practice and competitive sport performance.
Reinforcers for performing well and winning, coach’s praise, self-improvement, stimulation of the senses, posted records of progress, enjoying competing, peer approval, use fun practice activities as reinforcers for improvement, escape from peer and/or parental pressure.
Is deliberate use of reinforcement by coaches bribery? Defend your position.
The deliberate use of reinforcement by coaches is not bribery. Because it is the use of a rule about a reinforcement program to strengthen desirable rule-governed behavior, not to commit an illegal or immoral act.
What does it mean to suggest that extrinsic reinforcement undermines intrinsic motivation? Illustrate with an example.
The use of extrinsic reinforcer to increase a behavior may undermine intrinsic motivation to perform that behavior.
e.g., coach awards his team for their performance on certain practice skills, and for being good team players, the points were extrinsic reinforcers.
What is a CMO? Illustrate with an example.
CMO is a motivating operation that alters the effectiveness of conditioned reinforcers or punishers because of prior learning.
e.g., a golfer uses imagery to create a pressure game by imagining himself competing in the Masters, her is administering a CMO to himself. The pressure game increased the reinforcing value of making a putt as a conditioned reinforcer, and increased the likelihood of focusing appropriately to make the putt.
How does a CMO differ from an SD? Illustrate with examples that are not in this chapter.
CMO temporarily changes what you want, and tells you how to get it meanwhile, SD is a cue that tells you what to do to get what you already want.
e.g., A marathon runner has been practicing on a hot sunny day, and telling him/her to get water from the table is SD. Points program in Coach Dawson’s is example of CMO
Summarize, from a behavioral perspective, four steps that a coach might follow to motivate athletes.
Arrange antecedents to prompt motivated behavior
Manipulate MOs to maximize the effectiveness of reinforcers for motivated behavior
Describe the environmental arrangements in appropriately stated rules prior to practices and competitions
Provide reinforcers following motivated behavior.
