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PEDS 303 > Feedback, Rienforcement and Intrinsic Motivation > Flashcards

Feedback, Rienforcement and Intrinsic Motivation Flashcards

1
Q

What is a reinforcement?

A

Use of reward and punishment that increase or decrease the likelihood of a similar response occurring on the future
-Rooted in the theories of behavior modification and operant conditioning

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2
Q

How to Provide Feedback/Reinforcement

A

Provision of constructive feedback requires an understanding of the principles of reinforcement
2 Principles
- if doing something - good consequence - people will tend to try to repeat the behavior so they receive additional positive consequence
-if they are doing something -negative consequences- people will tend to try not to repeat behavior so they can avoid the negative consequence

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3
Q

What are the complexities of consequences?

A

-Reinforcements can affect two people differently
-People cannot always repeat the reinforced behavior
-Must consider all the reinforcements available to the individual and how they are valued
>Think about this in the same way as competing motivation

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4
Q

What is the positive approach to influencing behavior?

A

Rewarding appropriate behavior
Increase likelihood of desirable responses occurring in the future
Motivating participants to perform behaviors by rewards to perform behavior

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5
Q

What is the the negative approach to influencing behavior?

A

Punishing undesirable behavior
Decrease likelihood of inappropriate behaviors in the future
Focuses on errors and thus attempts to eliminate unwanted behaviors through punishment and criticism

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6
Q

What are guidelines for positive reinforcement?

A

1) Reinforcement must be effective (meets the receivers needs - social, material, activity, special outings)
2) Appropriate timing and scheduling of reinforcers
- depends on stage of learning skill
- Initial stages: often reinforce desirable response almost continuously
- skill/behavior mastered or occurring: schedule gradually reduced to intermittent
3) Choose the right behavior to reward
4) Provide performance feedback

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7
Q

What are the timing reinforcements?

A 
Continuous
Intermittent
-Ratio -> fixed or variable
-Interval -> fixed or variable
Extinction
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8
Q

How do you choose the right behavior to reward?

A

Reward the most appropriate and important
A) Reward successful approximations - shaping new/complex skills
B) Reward performance, not the outcome (outcomes are out of control… use previous success to guide feedback
C) Reward effort- not everyone can be successful but everyone can try
D) Reward emotional and social skills

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9
Q

How do you provide performance feedback?

A

-Accuracy and success of their movement
~ after completion of a response
~knowledge of results helps improve performance by providing specific feedback response regarding correctness of their response by enhancing motivation
~Needs to be sincere and contingent on some behavior
~Need feedback on performance to improve performance

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10
Q

What are the benefits of motivational feedback?

A
  • Enhancing confidence, inspiring greater effort and energy expenditure and creating positive mood
  • Reinforcement to the performer.. stimulate positive and negative feelings
  • Goal-setting programs… objective info/knowledge of results
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11
Q

What are the benefits of Instructional feedback?

A

-Information on specific behaviors that should be performed
-Levels of proficiency that should be achieved
-Performer’s current level of proficiency in the desired skill/activities
-Especially important during highly complex skills
> breakdown into component parts

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12
Q

What is punishment?

A

Can occur when a response leads to the removal of a rewarding stimulus.
Typically involves the presentation of an aversive stimulus
Punishment and negative reinforcement have different effects on behavior

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13
Q

What are six pros of using punishment?

A

1) Can be successful - control and change behavior
2) Expectation of cooperation and animosity to wrongdoers
3) Cheating should be punished because of the consequences of others
4) Cheaters will not have benefits in the long run
5) Assures other that wrongdoers will be held accountable
6) Signals to violators there are consequences to actions

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14
Q

What are the cons of using punishment?

A

1) Lack of support and relates to negative behavior
2) Degrading or shame producing - linked to failure or weakness
3) Fear of failure- motivation- avoid messing up
4) Creates an unpleasant learning environment- only suppressing behavior not actually removing

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15
Q

How do you make punishment effective?

A
  • Consistent punishments for the same mistakes
  • Punish behavior not the person
  • Athletes have input into punishment
  • DO NOT USE PHYSICAL ACTIVITY
  • Can’t be seen as a reward
  • Don’t embarrass individuals
  • Don’t punish others for individual mistakes
  • Age appropriate
  • Understand reason for punishment
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16
Q

How do you modify behaviors in sports?

A

-Structure the environment through systematic use of reinforcement, especially during practice
>used to keep individuals task orientated
-Systematic reinforcement techniques can effectively modify behavior
>Specific performance skills
>Coaching and teaching behaviors
>Reduce errors

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17
Q

How do you create an effective behavioral program?

A

1) Emphasize specific, detailed measurement of performance and behavior (use these to evaluate effectiveness of program)
2) Recognize the distinction between developing new behavior and maintaining existing behavior at acceptable levels
3) Encourage participants to improve against their own previous level of performance
4) Emphasize behavioral procedures that have been demonstrated
5) Encourage the leader to get feedback from participants regarding the effectiveness of various aspects of the behavioral intervention

18
Q

What is the appropriate behavioral change techniques?

A
  • Target the behaviors
  • define targeted behaviors
  • record the behaviors
  • provide meaningful feedback
  • state the outcomes clearly
  • tailor the reward system
19
Q

What is intrinsic motivation?

A

Strive, inwardly to be competent and self-determining in their quest to master the task at hand
Enjoy competition, like the action and excitement, focus on having fun and want to learn new skills

20
Q

What is Self Determination Theory?

A

Developed by Deci and Ryan
A meta theory comprised of 4 mini theories
-Cognitive evaluation theory
-Organismic Integration theory
- Causality orientation theory
-Basic needs theory
Self determination continuum attracts most attention

21
Q

What is the first fundamental assumptions?

A

1) all people have an innate tendency towards psychological growth integration of the self and behavioral self-regulation
- active and growth oriented
- seek optimal challenges
- extend themselves (out of comfort zone)
- strives to learn and master new skills

22
Q

What is the second fundamental assumption?

A

2) Social contextual factors can either support or hinder the growth process
- environment will influence human nature
- interactional perspective on motivation

23
Q

What is the fundamental assumption?

A

3) Three basic needs are essential for optimal functioning
- Competence: Need to perceive behavior and interactions are effective
- Autonomy: need to perceive behaviors and thoughts as freely chosen (we are the origins of out own actions)
- Relatedness: Need to percieve that we are connected to those around us and that we experience a sense of belongingness

24
Q

What are types of regulation?

A 
Intrinsic motivation
-Toward knowledge
-toward accomplishment
-toward experiencing stimulation
Extrinsic motivation
-integrated regulation
-identified regulation
-introjected regulation
-external regulation
Amotivation
25
Q

What is intrinsic motivation and extrinsic rewards?

A

Extrinsic rewards= rewards increased motivation, enhance learning and increase desire to continue participation
Extrinsic reward = move toward extrinsic motivation

26
Q

What are the consequences of extrinsic reward?

A 
Not practical to reward every behavior 
Loss of intrinsic motivation
Being paid to work on an intrinsically interesting activity can decrease a person's intrinsic motivation in these activities
Deci- SOMA puzzle
Lepper and Greene nursery school
Additive principle
Overjustification hypothesis
27
Q

What is the cognitive evaluation theory?

A

Explains the effects of social context on people’s intrinsic motivation

  • intrinsically motivated: people will freely engage in an activity and experience sense of enjoyment
  • any event that facilitates or undermines autonomy or competence influences IM
28
Q

What does the CET look like in practice?

A
  • Influence of rewards and feedback on motivation
  • Influence of self-reward or self-imposed pressure
  • Influences depends on the meaning attached to the event by the individual
29
Q

What are controlling aspects of rewards?

A

Perceived locus of causality is influenced by reward
Reward seen as controlling one’s behavior (behavior resides outside the individual)
-Decrease intrinsic motivation
-Conflict between reward and self determined behavior

30
Q

What are controlling behaviors?

A

1) tangible rewards (reward if they engage in certain behavior)
2) controlling feedback (only comment on negative aspects of behavior)
3) Excessive personal control (authoritative behaviors)
4) Intimidation behaviors (threat of punishment)
5) Promoting ego-involvement (evaluative performance in front of others)
6) Conditional regard (make athlete feel guilty)

31
Q

What is informational aspect of reward?

A

Alters how competent someone feels
-MVP, positive info about competence
-Need to be specific to levels of performance or behavior
-Negative info will decrease perceived competence and intrinsic motivation
-Striving for an award and not receiving it will decrease feelings of competence and lower intrinsic motivation
(feel unsuccessful)

32
Q

What is functional significance of the event?

A

Every reward could be controlling and informational

  • depends on how recipient perceives it
  • must be clear about what the rewards are given for
33
Q

What are extrinsic rewards in sport?

A

1) Scholarships (Informational vs controlling aspect)
2) Competition (Need to win?)
3) Feedback (Presence of positive/negative comments)
4) Type of coach (Autonomous vs controlling)
5) Types of competition (Recreational vs league)
6) Perception of competence (High vs low)
7) Perception of control (by choice or because told to)

34
Q

How do you increase intrinsic motivation?

A

1) Provide for successful experiences
2) Give rewards contingent on performance
3) Use verbal and non verbal praise
4) Varying content and sequences of practice drills
5) Involve participants in decision making
6) Set realistic performance goals

35
Q

How can you measure motivation?

A

Sport motivation scale (SMS)

  • 7 sub scales and 4 items each
  • includes 3 types of intrinsic , extrinsic and amotivation
  • Ask: why do you practice your sport?
  • Adapted to coaching motivation scale, global motivation scale, and situational motivation
36
Q

What is the self determination scale?

A

Each item has two statements: chose which statement is most true for you
The statements are opposing ends of a scales: if they both seem true then a response of 3 is chosen

37
Q

What is flow?

A

Holistic, intrinsically motivation sensation that people feel when they are totally involved in an activity or are on automatic pilot
A flow describes essential elements of flow

38
Q

What is a flow model?

A

Essential elements of flow:

  • balance of challenges and skills
  • complete absorption in the activity
  • clear goals
  • merging of action and awareness
  • total concentration on the task
  • loss of self consciousness
  • a sense of control
  • no goals or rewards external to the activity
  • transformation of time
  • effortless movement
39
Q

How does one control flow states?

A

Research states that you cannot control flow states

Athletes do report that they can increase the probability of flow occurring

40
Q

How do you achieve flow?

A
  • Be motivated to perform (maintain balance between goals and skills)
  • Achieve optimal arousal
  • Maintain an appropriate focus (stay in the present and focus on key points)
  • Use precompetitive and competitive plans and preparation
  • Achieve optimal physical preparation and readiness
  • Experience optimal environmental and situational conditions
  • Exhibit confidence and positive mental attitude
  • Have positive team play and interaction
  • Feel good about performance
41
Q

What are factors that can prevent flow?

A
  • Non optimal physical preparation and readiness (injury, fatigue, illness)
  • Problems with pre competitive preparation (poor precomp prep, distraction, interruptions)
  • Lack of confidence or a negative mental state (negative thinking, self-doubt, no control of mental state)
  • Inappropriate focus (thinking too much, worrying about others, frustration about competitors ability, day dreaming, loss of concentration)
  • Lack of motivation to perform (no goals, lack of challenge, low arousal or motivation)
  • Non optimal arousal level before competition (not feeling relaxed, feeling too relaxed)
  • Non optimal environmental and situational influences
  • Doubting self and too much pressure
  • Performance going poorly
  • Problems with team performance or interactions
42
Q

What is the negative side to flow?

A
  • Potential negative consequences might be that of contributing to dependence on an activity once associated with flow
  • Some surfers were found to be addicted to the euphoric feelings they experienced and were willing to continue to surf despite family commitment, injury or potential death

PEDS 303 (10 decks)

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