Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Sport Psych > Lecture 7 - Motivation > Flashcards

Lecture 7 - Motivation Flashcards

You may prefer our related Brainscape-certified flashcards:
Sports Trivia flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

What did Deci & Ryan (1985) say about motivation?

A

Concertns the ‘why’ question in behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Define motivation

A

“direction & INtentisy of ones efforts”
•Direction of effort
- seek out, attracted to certain situations
• Intensity of effort - how much effort put into to seeking out a certain situation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What are the 2 approaches to motivationa?

A
  1. Trait
    - personality
    - needs, interests, goals
  2. State
    - env
    - coaching style
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What did Deciy & Ryan (1985,2000) come up with?

A

Self-determination theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Outline Self-determination theory

A

Motivated to satisfy 3 basic pscychological needs
1. Autonomy (need to feel in control of behaviour, not just following orders)

  1. Competence (need to gain mastery/ ability to do something)
  2. Relatedness (want belonging/ attachment to others)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Define the 3 types of motivation

A
  1. Intrinisc = get pleasure out of participating/ desire to improve
  2. Extrinsic = driven by tophies, money, recognition
  3. Amotivation = i have nothing bettter to do
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are the 4 types of extrinisic motivation?

A
  1. Integrated regulation = engage out of choice, but related to another aspect of self/identity (marathon)
  2. Identified regulation = unpleasant but valued
  3. Introjected regulation (feel guilty otherwise)
  4. External regulation = standard extrinisc
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Outline the self-determined continuum (Hagger & Chartzisarantis, 2007)

A

Intrinsic, extrinsic and amotivation are on spectrum from high autonomous (lots of choice) to high controlling (no choice)

Integrated and identified still have some instrinsic, not so much after that

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What effect does intrinisic motivation have?

A
  1. attendance
  2. lower burnout
  3. concentration
  4. goal attainment
  5. less stress/ anxiety
  6. Better performance
    etc etc
    - vice versa with extrinsic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What are the conclusions about Self-determination theory?

A

Want to:

  • feel connected to others
  • function effectively in the environment
  • feel sense of personal intiative in doing so
  • Opportunities that satisfy these maximise performance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Outline Cognitive evaluation theory

A

Looks at the causes of these motivations

  • Factors like rewards, feedback, communication
  • How they affect movitvation by affecting competence/ self-determination
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What are the 2 aspects of Cognitive evaluation theory?

A
  1. Controlling aspects of rewards
    - may undermine autonomy
    - rewards individual related to locus of causality
    - external locus of causality = behaviour is uncontrolled
    - internal = up to me, facilitates autonomy and intrinsic motivation
  2. Informational aspects of rewards
    - affects feelings of competence
    - events with positive info about ability support intrinsic motivation
    - event with negiate info about ability reduces intrinisic motivation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

OUtline the tree diagram in CET

A
  • Controlling aspect - leads to either external LOC which decreases intrinisic motivation, or internal LOC, which increase intrinsic motivation
  • Informational aspect either causes increased competence, increases intrinisic, or decreases competence - decreasing intrinisic motivation
  • It either increases or decreases competence dependent on if its positive/ negative info on performance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What did Ryan (1977, 1980)

A
  • Scholarship athletes less intrinsically motivated than non-scholarship athletes
    why?
  • scholarship will be revoked if they dont perform
  • controlling behaviours (Controlling aspect)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What did Deaux (1985) do?

A

Success & failure effect

  • Hihger intrinsic after success than failure
  • males were more threatened by losing
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What did Vallerand (1983) and Vallarand & reid (1984) do?

A

Feedback

  • varying amount of feedback increases levels of perceived competence
  • positive feedback better for IM than negative/ none
17
Q

What implications are there for IM and self-determination?

A
  • rewards (info, not control)
  • positive feedback
  • supportive coaching
  • challenging but achieveable goals
  • Encourage social support and team cohesion
18
Q

What are the 2 achievement goal orientationas?

A
  1. Task-mastery orientation = take pride in improving, compare themselves to previous performance
  2. Ego oreintationa - superiority to others
19
Q

Outline task-mastery orientation

A
  • ability and effort are not seperate
  • focus on improving ability over time
  • Current ability is less important
  • Process
  • high preception of competence/ ability
20
Q

OUtline ego orientation

A
  • ability and effort are seperate
  • Focus on beating others
  • or performing same with less effort
  • look at results
  • doesnt help perceptions of competence/ ability
21
Q

What are the 2 core theoretical predictions?

A
  1. Task involvement

2. Ego involvement

22
Q

Outline task involvement

A

positive involvement = positive cognitive, affective and behavioural responses

  • effort
  • persistance
  • challenges
  • IM
  • performance
23
Q

Outline ego involvement

A
  • External source of control
  • Low perceived ability = maladaptive responses:
  • Less effort
  • low persistance
  • avoid challenes
  • stress/ anxiety
  • cheat
24
Q

What did Duda & Nichollas (1992) do?

A

Task & Ego Goal oreintation in sport questionnaire

25
Q

Outline the Task & Ego Goal oreintation in sport questionnaire

A

Assesses task and ego centred beliefs, indicates what disposition they should have
Four combinations:
1. High Task, low ego (dont care if i win)
2. high task, High ego (its about performing to your best, learning why you have won/lost)
3. Low task, high ego (just about winning)
4. Low Task, Low Ego (dont reall care how i look or win/lose)

26
Q

Outline developing task/ ego orientation

A

Children below 11/12 cant distinguish between ability and effort = task orientation - not interested in showing superiority with less effort
At age of 11/12 can now distinguish = could lead to ego

27
Q

Who came up with attribution theory?

A

Weiner (1985/1986)

28
Q

Outline Weiner (1985/1986)

A

Attribution = perceived causes used to epxplain behaviour, not necessarily actual

  • how athlete attributes sucess/ failure is important
  • Coaches and parents importtant here
29
Q

What are the 3 attribution categories?

A
  1. Stability (stable/ unstable)
  2. Locus of causality (internal/ external)
  3. Locus of control (in our control, out of our control)
30
Q

Outline Weiners (1986) 2X2 attributinon model

A 
Internal, external along one side
Stable, unstable on other side
Stable means it will happen the same next time
In positive event:
Internal, stable = i have the talent

External, stable = this is hard

Internal, unstable = i worked hard

External, unstable = i got lucky

These would be reversed in negative event

31
Q

What are the consequences of success attributions?

A
  1. Functional attributions of success
    - internal and stable things
    - increased certainty about future outcomes
  2. Dysfunctional attributions of failure
    - internal/ external, uncontrollable, stable = negative motiational consequences
32
Q

Define motivational climate

A

Motivational influence exerted by key social agents

  • situational factors iportant in adopting a goal/ engaging in particular behaviours
  • Individuals motivation influenced by others
33
Q

What did ARmes (1992) do?

A

Wrote about the difference betwee:
• Mastery (task) climate = focus on improvement, effort, co-operative learning
• Performance (ego) climate = competitiong, outperforming others, mistakes = failures, success with little effort

34
Q

Outline mastery climate

A
  • Discover new learning strategies
  • students involved in decision making
  • recognise effort/ improvement
  • Groupings not based on ability
  • Success based on effort and improvement
  • Variable time limits
35
Q

Outline performance climate

A
  • learn through comparing to others
  • students not involved in decision
  • recognise superior performance
  • groupings based on ability
  • compared to others
  • inflexible time limits
36
Q

Outline Epstein (1989)

A 
6 achievement structures that organise classroom dynamics to promote either these environments:
- Task
- Authority (decision making)
- Recognition (rewards)
- Grouping
- Evaluation
- Time
TARGET - contribute to which env it is
37
Q

Outline Harwood & Swain (2002)

A

Season long intervention with coaches, parents, elite junior tennis plaers
- 2 X 90 educational sessinos to parents, and tasks to have post match dicussions
- educating parent benefitted child
- Showed positive changes in:
•Cognitive appraisals
•Task involvement
• self-regulation

38
Q

How can parents/ coaches effect motivational climate

A

Cant decrease ego involvement, but can increase task involvement

Sport Psych (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions