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Sport Psych > Lecture 7 - Motivation > Flashcards

Lecture 7 - Motivation Flashcards

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1
Q

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

A

Concertns the ‘why’ question in behaviour

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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

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3
Q

What are the 2 approaches to motivationa?

A
  1. Trait
    - personality
    - needs, interests, goals
  2. State
    - env
    - coaching style
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4
Q

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

A

Self-determination theory

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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)
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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
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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
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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

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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
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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
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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
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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
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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
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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)
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15
Q

What did Deaux (1985) do?

A

Success & failure effect

  • Hihger intrinsic after success than failure
  • males were more threatened by losing
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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)

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