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Sports and performance psychology > Lecture 2: Attributions, Motivation, Goals > Flashcards

Lecture 2: Attributions, Motivation, Goals Flashcards

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1
Q

What are the mental psychological factors involved?

A

Self
confidence
Concentration
Motivation
Performance anxiety
Mental toughness
Team work
Leadership
Discipline
Flow
Emotions
Conflict
Game insight

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2
Q

How can performers regulate these factors?

A

Goal setting
Self-talk
Relaxation
Imagery

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3
Q

What are the 3 types of goals?

A
  1. Outcome goals: performing better than someone else (or demonstrating ability)
  2. Performance goals: reaching an objective standard or improving your personal best
  3. Process goals: technique focused, qualitative
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4
Q

How does goal setting work?

A

A goal can lead to performance through various mechanisms:
- focusing attention
- regulating effort
- affecting persistence
- affecting creativity

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5
Q

Self-confidence

A

Distinction between global self-confidence and situation specific self-confidence

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6
Q

How is self-confidence related to performance

A

Moderate effect found, works through functional coping and lower anxiety and better working memory

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7
Q

Self-efficacy

A

The belief that individuals have in their capacity to perform a
particular task at a certain level which can be general or more specific. If really specific a microanalytic approach can be used but too laborious and never used. Can also be task or situation-specific

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8
Q

Where does self efficacy come from?

A
  • performance accomplishments
  • vicarious experience through modelling
  • verbal persuasion (feedback)
  • physiological state (emotional arousal
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9
Q

What is the sports confidence model (Vealey)?

A

Described as a more sport specific version of Bandura’s self-efficacy, based on interviews with athletes and little quant studies looking at it. Three types of sports confidence:
- physical skills and training
- cognitive efficiency
- resilience
9 sources of sports confidence in:
- self-regulation
- achievement
- social climate

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10
Q

Achievement

A

Mastery
Demonstration of ability

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11
Q

Self-regulation

A

Physical preparation
Physical self-presentation

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12
Q

Social climate

A

Social support
Coaches’ leadership
Vicarious experience
Environmental comfort
Situational favorableness

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13
Q

Physical skills/training

A

Skill execution
Training

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14
Q

Cognitive efficiency

A

Decision-making
Thought management
Maintaining focus

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15
Q

Resilience

A

Overcoming obstacles
Overcoming setbacks
Overcoming doubts
Refocusing after errors

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16
Q

What else can affect performance?

A

Affect/behaviour/cognition interacts with performance, and physical skills, uncontrollable external factors affect it.

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17
Q

Competence motivation theory (Harter)

A

Argues that people have an innate drive to be competent, and once people are successful in attempts their motivation increases. If people fail their motivation decreases

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18
Q

Motivation

A

Force that determines the direction, intensity and persistence of behaviour. There are different types of motivation and some are better than others

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19
Q

Self-determination theory

A

Types of motivation are on a continuum from extrinsic to intrinsic and the more intrinsic the motivation, the better

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20
Q

Types of extrinsic motivation

A
  • amotivation is I don’t know why
  • external regulation is reward/punishment
  • introjected involves guilt/shame
  • identified regulation is a means to an end
  • integrated regulation is that I am this kind of person
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21
Q

Threshold of autonomy

A

The balance between extrinsic motivation and intrinsic motivation

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22
Q

Intrinsic motivation

A

I do it because I enjoy it

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23
Q

How to create intrinsic motivation?

A

Through CAR:
competence (believing you can do it) -> competence motivation theory
autonomy (feeling like it is your choice)
relatedness (feeling connected to coach and peers through attachment)

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24
Q

Mastery orientation

A

Involves improving skill level. These kinds of people try to:
- develop themselves
- learn new things
- grow and improve
- success for them is improving themselves

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25
Q

Performance orientation

A

Goal is being better than others. They try to:
- outperform others
- demonstrate their ability
- also known as ego orientation
- success for them is winning

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26
Q

What is achievement goal theory argue?

A

Mastery goals correlate positively with self-confidence, intrinsic motivation and persistence, but negatively with anxiety, cheating/doping, and drop out. The other way round for performance goals

27
Q

How do achievement goals manifest on 3 levels?

A
  1. situational level is the achievement goal
  2. disposition to pursue a type of goal is the goal orientation
  3. characteristic of the environment is the motivational climate ( coach-initiated, parent-initiated, peer-initiated)
28
Q

What are the characteristics of the mastery climate?

A
  • rewards for effort
  • hard work is the way to success
  • focus on learning and mastery
  • valued cooperation
29
Q

What are the characteristics of the performance climate?

A
  • competition is encouraged
  • mistakes are punished
  • rewards are for winners
  • winning above all mentality
  • comparison with others to evaluate performance
30
Q

How to create a mastery climate?

A

Won’t be asked on the exam but:
*Task: Focus on learning and task involvement (play down social
-Authority : Allow students to participate in decision making
*Reward: Reward for improvement, not social comparison
*Grouping: create cooperative learning climates within groups (have athletes work together, rather than compete
against each other)
*Evaluation: Have numerous evaluations focusing on personal development
*Timing: Use proper timing for all these conditions (provide feedback as immediately as possible )’

31
Q

What is the 2* 2 model?

A

There can be a performance/mastery and approach/avoidance orientation:
- mastery approach
- performance approach
- mastery avoidance
- performance avoidance

32
Q

Why are people approach or avoidance oriented?

A

*Feeling competent -> approach
*Feeling incompetent->avoidance
* And also: personality, past experiences, situational characteristics

33
Q

What is the achievement goal profile of surfers/snowboarders?

A

Mostly mastery approach-goals but less performance-approach goals, mastery-avoidance goals and performance- avoidance goals

34
Q

What is the achievement goal profile of elite athletes?

A

Mostly mastery-approach goals and performance approach goals with less mastery-avoidance goals and performance-avoidance goals

35
Q

What is the achievement goal profile of anxious people and those worried about performance?

A

Mostly mastery-avoidance goals and performance-avoidance goals with less mastery-approach goals and less performance-approach goals

36
Q

What is the profile of no achievement motivation?

A

Low in all areas

37
Q

What are attributions?

A

Explanations for what happened after failure. Subjective but can feel like a truth. A pessimistic style after failure is linked to:
- lower performance
- lower self-confidence
- dysfunctional coping

38
Q

Self-serving bias

A

Internal stable explanations for success but external/unstable explanations for failure. But can be problematic to have this bias.

39
Q

Attributional re-training

A

–Helping athletes change from a pessimistic to an optimistic explanatory style
–Improves expectation of future success, emotions, persistence, self-efficacy
- Lots of support

40
Q

What are the definitions of self-confidence?

A

Self-confidence generally refers to an individual’s belief in their ability to succeed or perform in specific situations. Several definitions highlight different nuances:
Trait self-confidence: A stable personality characteristic that reflects how confident a person typically feels across various situations.
State self-confidence: A temporary feeling of confidence that can fluctuate based on the situation and environment.
Bandura’s Self-Efficacy: Defined as the belief in one’s ability to organize and execute actions required to manage prospective situations. While similar to self-confidence, self-efficacy is more task-specific.

41
Q

What are the origins of self-confidence based on different theories?

A
  • Bandura’s Social Cognitive Theory: Self-confidence, or self-efficacy, develops through mastery experiences, vicarious experiences (observing others succeed), verbal persuasion (encouragement from others), and emotional and physiological states (interpreting physical or emotional cues).
  • Trait Theories: These suggest that self-confidence is part of one’s inherent personality and is relatively stable over time.
  • Cognitive Behavioral Theories: Focus on how thought patterns and beliefs shape self-confidence, emphasizing that positive self-talk and constructive thinking lead to increased confidence.
42
Q

How to increase self-confidence based on these theories?

A

Mastery Experiences: Achieving success in tasks builds a strong sense of competence, boosting self-confidence. Setting achievable goals and experiencing small wins contribute to confidence.
Vicarious Experiences: Watching others succeed in tasks similar to those you face can increase self-confidence by providing a model for success.
Verbal Persuasion: Encouragement and positive feedback from coaches, peers, or mentors can strengthen self-confidence by reinforcing belief in one’s abilities.
Emotional Regulation: Managing stress and anxiety through techniques like relaxation, mindfulness, and positive reframing can improve confidence in high-pressure situations.
Each theory provides a framework for improving self-confidence by focusing on experience, observation, verbal reinforcement, and mental/emotional regulation.

43
Q

Motivation

A

Described as dealing with the direction, persistence and intensity of goal-directed behavior

44
Q

How are performance and mastery related?

A

independent (orthogonal) which means that performers can be high on both orientations

45
Q

Direction

A

Direction refers to where effort is focused. In the context of motivation, this is about choosing between multiple potential goals or activities. For instance, an athlete may direct their energy toward improving speed or mastering a specific skill.

46
Q

Persistence

A

Persistence is the duration of effort. It reflects how long someone continues working toward a goal despite challenges or setbacks. For example, persistence in training even after experiencing fatigue or failure.

47
Q

Intensity

A

Refers to how much effort an individual puts into achieving their goal. This encompasses both the mental focus and physical exertion involved in pursuing a goal​

48
Q

What are key incentives for engaging in physical exercise?

A

Health and fitness (e.g., maintaining physical well-being)
Well-being (e.g., fun, relaxation, counteracting stress)
Appearance (e.g., weight loss, having an athletic figure)
Performance (e.g., training and competition)
Kinesthetic experiences (e.g., the enjoyment of movement)
Social experiences (e.g., bonding with others)
Aesthetic experiences (e.g., enjoying the beauty of movement)
Self-presentation (e.g., projecting an athletic image)​

49
Q

What are volitional processes?

A

refer to the psychological mechanisms that allow individuals to implement and maintain their intentions even in the face of obstacles. These processes help bridge the gap between forming intentions (motivation) and acting on them. They include self-regulation strategies, which are crucial in maintaining persistence, especially during long-term or difficult goals

50
Q

What are the interactions between individual differences in needs/motives and situations?

A

Motivation is shaped by an interaction between personal characteristics (e.g., needs, motives, goals) and situational factors (e.g., environmental incentives). Different individuals are motivated by different rewards—some by achievement (pride from success), others by social rewards (team spirit). This means that similar situations will incentivize people differently based on their individual traits​

51
Q

Expectancy-value models

A

Expectancy-value models suggest that individuals choose goals based on a combination of two factors:
The value or attractiveness of the goal (e.g., achieving success in a task).
The expectancy or perceived likelihood of achieving the goal. High-value goals with a high expectation of success are most likely to motivate action​

52
Q

Atkinson’s model of achievement motivation

A

Proposes that an individual’s behavior is driven by the desire to succeed and the fear of failure. Individuals with high achievement motivation tend to pursue tasks that offer a moderate probability of success, where their efforts can be seen as contributing to their achievement​

53
Q

Self-concordance model

A

people are more likely to choose and pursue goals that are self-concordant, i.e., that align with people’s interests, desires
and needs.

54
Q

Regulatory fit

A

Regulatory fit refers to the alignment between an individual’s regulatory focus (promotion or prevention) and the demands of a specific situation. It enhances performance and motivation by making people feel “right” about their actions. For example, athletes with a promotion focus aim for success and achievements, while those with a prevention focus try to avoid failure. If their focus aligns with the situation’s demands, performance improves. For instance, penalty takers in football who experience regulatory fit perform better

55
Q

What is the TEOSQ and SOQ questionnaires?

A

TEOSQ measures athletes’ preferences toward task orientation (focusing on self-improvement and mastery) and ego orientation (focusing on outperforming others). It contains two subscales:
Task Orientation (7 items)
Ego Orientation (6 items)
SOQ assesses three motivational orientations:

Competitiveness: Desire to compete (6 items)
Win Orientation: Desire to win in competitive situations (13 items)
Goal Orientation: Desire to achieve personal goals in sports (6 items)​

56
Q

How does this questionnaire align with the 2*2 model?

A

The 2x2 Achievement Goal Framework separates goals into four categories: Mastery Approach, Mastery Avoidance, Performance Approach, and Performance Avoidance. The TEOSQ’s task and ego orientations align with mastery and performance goals:
Task Orientation corresponds to mastery approach (e.g., improving personal skills).
Ego Orientation aligns with performance approach (e.g., outperforming others).
The SOQ also aligns well with this framework. Competitiveness and win orientation relate to performance approach goals, while goal orientation could be aligned with both mastery and performance approach goals, depending on how athletes define their personal achievements​

57
Q

How are the six aspects of TARGET related to motivational climate?

A

Task: Tasks should be varied, novel, challenging, and meaningful to promote a task-oriented climate that encourages personal mastery rather than competition.
Authority: Involving athletes in the decision-making process fosters a sense of autonomy, which can enhance intrinsic motivation.
Reward/Recognition: Emphasizing individual effort and persistence over performance comparison can help develop a mastery-oriented climate.
Grouping: Using flexible and inclusive grouping strategies promotes cooperation and reduces rivalry.
Evaluation: Evaluating performance based on individual improvement rather than comparison with others promotes a mastery approach.
Time: Allowing enough time for task completion and reflection helps athletes focus on self-improvement

58
Q

Why is involuntary termination likely to lead to more negative effects than voluntary?

A

Involuntary career termination often occurs unexpectedly due to factors like injury, deselection, or forced retirement, which can lead to significant emotional and psychological distress. Athletes may struggle with identity loss, decreased self-confidence, and a sense of lack of control over their future. Voluntary retirement, on the other hand, is typically planned and allows athletes to mentally prepare for the transition, reducing negative outcomes

59
Q

Basic aspects of self-determination theory

A

Self-Determination Theory (SDT) posits that the quality of motivation matters more than the quantity. It distinguishes between autonomous motivation (driven by personal interest) and controlled motivation (driven by external pressure). SDT is based on three basic psychological needs:
Autonomy: Feeling in control of one’s actions.
Competence: Feeling effective in interactions with the environment.
Relatedness: Feeling connected to others.

59
Q

Recommendations for practice

A

Set the right goals: Goals should satisfy basic psychological needs (autonomy, competence, relatedness). Coaches should encourage athletes to pursue autonomous and meaningful goals.
Set SMART goals: Goals should be specific, measurable, adaptive, realistic, and time-based.
Use implementation intentions: Help athletes create concrete action plans to achieve their goals by specifying when, where, and how they will act.
Focus on positive attributions: Encourage athletes to attribute failures to controllable factors, which can help foster a positive learning environment

60
Q

Sub-theories of SDT

A

Cognitive Evaluation Theory (CET): Focuses on how external events like rewards and feedback can enhance or undermine intrinsic motivation.
Organismic Integration Theory (OIT): Describes how external motivation can be internalized into self-determined behavior.
Basic Psychological Needs Theory (BPNT): Emphasizes the importance of satisfying the three basic needs to foster optimal motivation and well-being​

61
Q

What is flow state and what promotes it?

A

The flow state is a psychological state where individuals are fully absorbed in an activity, losing track of time and self-consciousness. It’s characterized by:
Deep involvement in the activity.
A sense of control over the situation.
The merging of action and awareness.
A distorted perception of time.
Factors that promote flow include:
Challenge-skill balance: Tasks need to match an individual’s skill level.
Clear goals: Setting specific objectives helps maintain focus.
Immediate feedback: Providing consistent, constructive feedback helps athletes adjust their performance.
Positive team climate and optimal motivation are also essential​

62
Q

Recommendations to improve motivation

A

Providing autonomy: Let athletes have a say in decisions to promote intrinsic motivation.
Enhancing competence: Set challenges that match athletes’ skill levels to foster a sense of mastery.
Promoting relatedness: Building strong social connections within teams can increase motivation.
Giving feedback: Use informational feedback rather than controlling feedback to support intrinsic motivation.
Goal setting: Help athletes set realistic, achievable goals to increase their sense of accomplishment​

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