Lecture 5 - BNT Flashcards
What are the 3 BPN’s?
- this is a theory of motivation
- Describing the theory
- Autonomy
- need to feel in control of own behaviours and goals
- have ownership/ decisions over something - Competence
- need to gain mastery of tasks and learn different skills
- mastered skills and can learn more - Relatedness
- need to experience a sense of belonging and attachment to other people- belong to groups/ form attachments with people
Deci & Ryan:- when people experience these needs, they become more self-determined and intrinsically motivated
Outline Amotivation
- describing the theory
•Refers to a Lack of motivation
- Might be because the feel incompetent, or because it does not lead to desired outcome
•The activity has no value
•Amotivation is associated with negative consequences, outcomes and experiences
Perhaps if needs are met
- part of this theory
Outline Basic Needs theory: Self-determination Theory & facilitating Social environment
- Deci & Ryan (1985, 2000, 2008)
- Environmental factors
- social & relational contexts
V - Psychological needs
- Autonomy
- Competence
- Relatedness
V - Self-determined motivation
- Intrinsic
- Extrinsic
- Amotivation
V - Psychological Well Being
- +/- Affect
- Anxiety
- Depression
- Satisfaction
Unclear if Environmental factors immediately go to step 3, or if they go through step 2
What is involved in the social/ coaching environment
- describing/ background to the model
- Rewards
- Performance Related feedback
- Structure/ organize environment
- How Decision making will happen
- Punishment, or not – ignore or provide instruction
- Create a task or an ego driven climate
These coaching behaviours can influence directly/ indirectly motivation, but how?
Outline research into the debate about whether environmental factors immediately influence motivation, or if this is mediated via BNT’s
This debate lies between Autonomy-Supportive and controlling coach behaviours
- Actions that positively affect perceptions of autonomy, competence & relatedness – would facilitate self-determined motivation
- if a coach is doing these behaviours – this is called Coach Autonomy Supportive Behaviours (Mageau & Vallerance, 2003) - Actions that thwart/ inhibit satisfaction have the opposite effect
- if a coach inhibits or thwarts us fulfilling BNT- this is called Coach Controlling Behaviours (Bartholomew et al, 2010)
BNT mediate impact between environmental factors (Coach behaviours) and motivation
Outline what is meant by Autonomy-Supportive behaviours
- Coaches take athletes perspective
- See them as a human individual
- Acknowledge their thoughts and feelings
- Provides rules and opportunites for choice and getting involved in decision making
•Allows athletes to:
- take initiatives
- encourage choice
- Independent problem solving
- Participation in decision making
Outline what is meant by Coach controlling behaviours
- Controlling use of rewards
- Pressure athletes to think, feel or behave in specific ways- ignoring needs/ feelings
- Power techniques to get others to comply
- Treat them not as individuals with thoughts and feelings, but as objects to be controlled to obtain certain outcomes (e.g. winnings)
- They are there just to do what the coach says – to achieve certain outcomes, ignore feelings and thoughts
Is there a correlation between Autonomy-supportive & coach-controlling
•Are you either autonomy supportive or controlling? Or both
• Well, like the required behaviours in congruence hypothesis, you have to be controlling in some situations, but can be autonomy supportive in others
•They are 2 separate constructs, but there is a moderate correlation between them (.38)
•Slight overlap: coaches may be autonomy supportive most of the time, but need controlling behaviours e.g. in a final
- might be vice versa
What are the 2 studies into intrinsic motivation
- and what can influence this
Amorose & Horn (2000) – Athletes with Higher IM: perceived coaches as more democratic, and less autocratic
Amorose & horn (2001) – Over seasons, high IM: perceived less autocratic behaviours and social support
Why didnt Amorose & Horn (2001) find social support to benefit?
- You would think it would help the Basic Needs Theory– relatedness especially, and to some extent autonomy
- But Amorose & Horn (2001) says the opposite
- Higher levels of social support will decrease IM
- If athlete starts to think: this coach has done so much for us and me, we have to do it for the coach, we cant let them down – this is not self-determined motivation
- Social Support may be more about quality, not quantity
- Doesn’t want to let them down
Outline Hollembeak & Amorose (2005)
- investigated if the link between coach leadership behaviours and motivation was mediated by the 3 needs
- Investigated whether the link between perceived coach leadership behaviors and athletes motivation can be mediated by 3 needs
- Tested elite athletes: Gave them LSS, 3 needs questionnaire, and tested Intrinsic motivation
Found:
- The link between coach leadership behaviours and intrinsic motivation WAS mediated by the 3 BNTHOWEVER:
•Only 2 behaviors (out of the 5 from the LSS) were significantly related to intrinsic motivation and the 3 needs:
1. Autocratic Behaviour – Lowered Autonomy and relatedness
- autonomy and relatedness were weakly associated with IM
- someone else is making all the decisions so autonomy goes down
- if they are controlling, might not relate to them as much
- weakens the link between needs and IM
- Democratic Behaviour – High autonomy
- high autonomy strongly linked to IM
- best if coaches allow athletes to make some decisions
- Given some choice – more autonomy, and might relate to them more – relatedness
•Letting athletes have an input will help their BNT and intrinsic motivation
Outline Riley & Smith (2011)
- investigated if the 3 needs mediated the association between social relationship constructs and self-determined motivations
Methods:
•Looked at motivation and the coach-athlete relationship
•How does coach-athlete relationship perceptions link to self-determined motivation
•Do the 3 needs mediate the associated of social relationship constructs with self-determined motivation
Findings:
Found that: Yes, psychological needs do explain the relationship- they found each one contributed to explaining how coach-athlete relationship impacts self-determined motivation
Shows:
its not just coaches behaviours, but the coach athlete relationship that can influence self-determined motivation- via the 3 BNT
Outline Jowett (2007) definition of Coach-Athlete relationship
The Situation where a coach and an athletes feelings, thoughts and behaviours are mutually and casually interdependent
Outline Balageur et al (2012) - investigating if coach behaviours, and the mediation of the 3 needs can influence anything other than the motivation
Methods:
- Looked at soccer players, and the associations between autonomy supportive coaches, controlling coaches: and burnout or vitality
- Looked at illness vs wellness – vitality vs burnout
Findings:
1. Autonomy support positively related to need satisfaction, which was positively related to subjective vitality- so Autonomy support, though basic psychological needs, positively influenced subjective vitality
- Controlling style was positively associated with need thwarting, and this was positively correlated with burnout
Conclusions:
Autonomy support -> need satisfaction -> VitalityControlling Style -> need thwarting -> Burnout
Also found - the vice versa’s (or one of them at least)
3. Autonomy support was negatively correlated with need thwarting, and need satisfaction was negatively correlated with burnout
- Predicted that controlling style would be negatively correlated with need satisfaction, and need thwarting negatively correlated with vitality, but this wasn’t the case
How does these findings help coaches
- implications
√ encourage engaging in autonomy supportive behaviours
- helps BNT satisfaction, motivation, persistance
- acknowledge feelings
- understanding athletes – likes dislikes etc
√ - Coaches can allow athletes to:
- take initiative
- choose activities, task & exercises
- solve problems related to their own performance (skill development)
- Decide how, when, what to do
Can still be instance of controlling behaviour – some situations require it
