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KIN 115 > Motivation > Flashcards

Motivation Flashcards

1
Q

State Orientation

A

Individuals focus on their current emotional state and ruminate on difficulties.

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2
Q

Action Orientation

A

Individuals focus on the actions needed to overcome obstacles and achieve goals.

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3
Q

Action-oriented
Impact in Sport

A

Action-oriented athletes are better at translating intentions into actions, particularly under pressure.

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4
Q

Implementation Intentions

A

Pre-planning specific responses to potential challenges increases the likelihood of following through with goals.

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5
Q

Self-Monitoring:

A

Regularly tracking progress helps athletes stay focused and adjust their actions when necessary.

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6
Q

Goal Shielding:

A

Focusing solely on goal-relevant actions while ignoring distractions helps maintain progress.

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7
Q

Shielding

A

The process of staying focused on a goal by blocking out distractions.

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8
Q

Interruption

A

The ability to remain flexible and adapt to changing circumstances.

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9
Q

Dilemma

A

Athletes must balance between goal focus (shielding) and adapting when the situation demands (interruption).

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10
Q

Key Componentsof Motivation:

A

Choice: Direction of effort.
Effort: Intensity of effort.
Persistence: Maintenance of effort over time.

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11
Q

Motives:

A

The reasons behind people’s choices.
Youth often cite: Improving skills, having fun, being with friends.
Adults focus on: Health, fitness, self-challenge.
Motives Change Over Time:
People may start an exercise routine for health reasons but continue for social benefits.

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12
Q

Trait-Centered View

A

Motivation is driven by individual characteristics like personality and needs.
Example: “Born winners.”

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13
Q

Situation-Centered View

A

Motivation is influenced by the environment or situation.
Example: Motivation in exercise class vs. lack of motivation in competitive sports.

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14
Q

Interactional View

A

The best way to understand motivation is through the interaction of personality and situation.
Motivation = Traits + Environment
Example: An extroverted athlete may thrive in a competitive team environment but struggle in solitary training.

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15
Q

Behavioral Approach

A

Focus on conditioning and learning from the environment.

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16
Q

Operant Conditioning

A

Behavior is shaped by rewards and punishment.

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17
Q

Vicarious Conditioning

A

Learning through observation.

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18
Q

Cognitive Approach

A

Emphasizes the role of thought patterns and cognitive habits.
Focus oninterpretation of the environment.
Automatic thoughts, cognitive errors, and beliefs can be changed to improve motivation.

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19
Q

Cognitive-Behavioral Approach:

A

Thoughts, emotions, and behaviors all interact.
Cognitions influence emotions, and behaviors influence thought patterns.

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20
Q

Theories of Motivation: Transtheoretical Model (TTM)

A

Precontemplation: No intention to change.
Contemplation: Considering change.
Preparation: Taking small steps.
Action: Engaged in behavior change.
Maintenance: Sustained change.

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21
Q

Theory of Planned Behavior (TPB)

A

Intention: Readiness to perform a behavior.
Attitude: Evaluation of behavior (positive or negative).
Subjective Norms: Perceived social pressure.
Perceived Behavioral Control: Degree to which the behavior is seen as within the person’s control.

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22
Q

Social Cognitive Theory (SCT):

A

Observational Learning: Learning through observing others.
Reinforcement: Behavior that is rewarded is more likely to be repeated.
Self-Efficacy: Belief in one’s ability to succeed in a specific task.

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23
Q

Self-Determination Theory (SDT):

A

Focuses on intrinsic vs. extrinsic motivation.
Three basic psychological needs:
Autonomy: The need for self-control and choice.
Competence: The need to feel effective and capable.
Relatedness: The need to connect with others and feel a sense of belonging.

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24
Q

Organismic Integration Theory(OIT)

A

explains different types of motivation on a continuum.
Continuum: Frommotivation(absence of motivation) tointrinsic motivation(self-determined behavior).

Amotivation: No motivation or interest.
External regulation: Behavior driven by external rewards (trophies, approval).
Introjected regulation: Behavior driven by guilt or obligation.
Identified regulation: Behavior aligned with personal values and goals.
Integrated regulation: Behavior becomes part of one’s identity.
Intrinsic motivation: Behavior done for personal enjoyment and satisfaction.

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25
Q

Cognitive Evaluation Theory (CET):

A

Focuses on how rewards affect intrinsic motivation.
Informational rewards: Reinforce competence and can increase intrinsic motivation.
Controlling rewards: Perceived as controlling behavior, reducing intrinsic motivation.
Example: Scholarships can be seen as either reinforcing competence or as controlling behavior.

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26
Q

Causality Orientations Theory(COT):

A

Focuses on personality-level constructs likelocus of control.
Three types of orientations:
Autonomous orientation: Self-directed and internally motivated.
Controlled orientation: Motivated by external pressures and demands.
Impersonal orientation: Feelings of lack of control, leading to amotivation.

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27
Q

Goal Contents Theory (GCT):

A

Focuses on what people strive to attain (goals).
Intrinsic goals: Focused on personal growth, relationships, and health.
Extrinsic goals: Focused on wealth, fame, and rewards.

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28
Q

Achievement Goal Theory(AGT):

A

People define success and failure differently.
Task Goal Orientation: Success based on personal improvement and learning.
Ego Goal Orientation: Success based on outperforming others.
Key differences in motivation and outcomes.

29
Q

Developmental Stages:

A

Autonomous Competence Stage: Focus on mastering the environment, no comparison to others.
Social Comparison Stage: Direct comparisons with others, performance judged relative to peers.
Integrated Stage: Both self-referenced and peer comparison are used appropriately.

30
Q

Achievement Goal Theory and Age Development

A

Children under 12 often struggle to distinguish between effort and ability.
As children develop, they move from autonomous competence to social comparison stages.
Integration of both self-referenced and peer comparison strategies occurs later in development.

31
Q

Motivational Climate

A

created by leaders influences goal orientation.

32
Q

Performance (Ego) Climate

A

Emphasizes outperforming others and winning.Adaptive vs. less adaptive motivational patterns.

33
Q

Mastery (Task) Climate

A

Encourages personal improvement, learning, and effort.

34
Q

Individual Sports:

A

Mastery goals are emphasized (focus on personal improvement).
Feedback is typically more immediate and related to individual performance.

35
Q

Team Sports:

A

Balancing mastery and performance goals.
Team dynamics often shift focus toward performance goals (contributing to team success).

36
Q

Common Barriers:

A

Lack of motivation
External pressure (e.g., from coaches or spectators)
Injuries and physical setbacks
Unrealistic or overly ambitious goals

37
Q

Strategies to Overcome Barriers:

A

Adjusting goals to be more realistic
Seeking support from coaches and peers
Emphasizing incremental progress rather than only focusing on the outcome​

38
Q

Mental Imagery:

A

Athletes visualize themselves successfully achieving their goals.
Enhances focus, confidence, and motivation.

39
Q

Application in Sport:

A

Helps athletes mentally rehearse performances.
Builds a positive mindset and reduces anxiety before competition.

40
Q

Factors Influencing Commitment:

A

Personal Importance: How much the goal matters to the individual.
Belief in Goal Attainability: Whether the individual believes they can achieve the goal.

41
Q

Types of Social Support:

A

Emotional: Encouragement from family, friends, and coaches.
Instrumental: Practical help (e.g., transportation to training, providing resources).
Motivational: Encouragement and feedback to stay focused on goals.

42
Q

Impact of Competition on Motivation

A

Positive Effects of Competition:
Enhances focus and increases effort.
Encourages athletes to push their limits.
Negative Effects of Competition:
Can lead to anxiety and stress.
May reduce intrinsic motivation if the focus is solely on winning.
Balancing Competition:
Use competition as a tool to motivate, but avoid overemphasis on outcomes​

43
Q

Intrinsic Motivation:

A

Engaging in an activity for the inherent enjoyment or satisfaction it provides.

44
Q

Flow State

A

A mental state where athletes are fully immersed and focused on the activity.
Loss of self-consciousness
Merging of action and awareness
A sense of control over the activity

45
Q

Strategies for Time Management:

A

Prioritize Training: Allocate time to key skill development and conditioning.
Balance Recovery: Ensure adequate rest to prevent burnout and injuries.
Use Short-Term Goals: Break down larger goals into manageable, time-bound tasks.
Example: A marathon runner creates a weekly training schedule that includes both long runs and recovery days

46
Q

SMART GOALS

A

Specific
Measurable
Achievable
Relevant
Time-bound

47
Q

Definition of Implicit Motives:

A

Implicit motives are unconscious, enduring preferences for certain classes of incentives. They direct behavior toward goals that provide intrinsic satisfaction.

48
Q

Difference Between Implicit and Explicit Motives

A

Implicit motives operate unconsciously and influence behavior based on internal satisfaction, whereas explicit motives are conscious goals influenced by societal expectations.

49
Q

Importance in Sports

A

: In the context of sport and exercise, implicit motives predict long-term engagement and success in sport, influencing athletes’ energy and behavior.

50
Q

Methods of Measurement:Picture Story Exercises (PSE):

A

Athletes respond to ambiguous images, revealing underlying motives.

51
Q

Questionnaires

A

Commonly used for measuring explicit motives, but less effective for implicit motives.

52
Q

Implicit vs. Explicit Motive Measurement:

A

While implicit motives are measured indirectly (e.g., projective tests like PSE), explicit motives are self-reported through direct methods like questionnaires.

53
Q

The Affiliation Motive

A

Refers to the desire to establish and maintain positive social relationships.

54
Q

In Sport Context

A

: Athletes with a strong affiliation motive tend to perform better when they feel part of a group or team.

55
Q

Physiological Processes

A

Affiliation motive is associated with stronger immune responses and stress-reducing hormones such as oxytocin and progesterone.

56
Q

The Power Motive

A

The desire to have an impact, influence, or control over others.
In Sports: Athletes with strong power motives are often leaders or captains in team sports, thrive in competitive situations, and enjoy direct competition with opponents.
Physiological Correlates: Increased levels of testosterone and adrenaline are linked to the power motive, especially in competitive environments.

57
Q

Volition

A

The mental process that drives goal-directed actions despite challenges.
Role in Sport: Ensures athletes act on their intentions, maintaining persistence even when motivation wanes.
Distinction from Motivation: Motivation is about setting goals; volition is about executing them.

58
Q

Self-Control as a Limited Resource:

A

Self-control can be depleted through overuse, like a muscle.

59
Q

Ego Depletion

A

When self-control is exhausted, performance and decision-making decline.

60
Q

Impact in Sport

A

Depleted self-control can impair focus and persistence during competition.

61
Q

Theory of Action Control

A

Proposed by Kuhl (1983), this theory highlights volitional processes that support the achievement of goals, especially in the face of obstacles and distractions.

62
Q

Self-Control:

A

Conscious effort to resist distractions and temptations to achieve goals.

63
Q

Self-Regulation

A

Unconscious processes that help maintain goal pursuit more effortlessly.

64
Q

The Marshmallow Test

A

A psychological experiment that demonstrates the ability to delay gratification for long-term rewards.
Application in Sport: Athletes who can delay gratification are more likely to succeed in long-term goal achievement, as they resist immediate temptations in favor of future success.

65
Q

Emotion Control in Volition

A

: Emotions can either support or undermine goal-directed actions. Managing emotions is critical for maintaining volition.
Techniques for Emotion Control:
Positive reappraisal of stressful situations.
Focusing on long-term rewards instead of short-term discomfort.

66
Q

State Orientation

A

Individuals focus on their current emotional state and ruminate on difficulties.

67
Q

Action Orientation

A

: Individuals focus on the actions needed to overcome obstacles and achieve goals.

68
Q

Impact in Sport

A

Action-oriented athletes are better at translating intentions into actions, particularly under pressure.

KIN 115 (9 decks)

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