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PE AS > Motivation > Flashcards

Motivation Flashcards

1
Q

definition of extrinsic motivation

A

comes from an external source

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2
Q

definition of intrinsic motivation

A

comes from within - inner drive
e.g. pride, enjoyment

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3
Q

2 types of extrinsic motivation

A

tangible
intangible

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4
Q

tangible

A

physical
can be touched
e.g. medal

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5
Q

intangible

A

can’t be touched
e.g. praise

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6
Q

motivational strategies

A

develop intrinsic motivation
use of extrinsic rewards - tangible and intangible
goal setting
varied activities
use of role models
punishment
peer pressure
feedback

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7
Q

4 main motives as to why people participate in sport and exercise

A

physical wellbeing
psychological well being
improvement (enhanced) of performance
assertive achievement

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8
Q

how will intrinsic motivation enhance performance for intrinsically motivated performers?

A

have a feeling of pride and enjoyment in performing the skill
desire to overcome the problem or task by developing skills to achieve
rehearse successful habits until they are perfect
repeat goal setting in order to progress and maintain motivation

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8
Q

5 strategies to develop intrinsic motivation

A

making activity fun and enjoyable
focus on performance goals rather than outcome goals
feel a sense of control and pride
setting challenging goals
less dependent on rewards

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9
Q

why should tangible rewards be used sparingly?

A

avoid situation where winning prize is more important than competing well

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10
Q

why should intangible rewards be used regularly?

A

encourage the athlete to repeat the behaviour which earned the praise

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11
Q

3 positive impacts/benefits of using extrinsic rewards

A

motivating - additive principle - contingent rewards
can help change behaviour to preferred behaviour
reinforces/encourages positive behaviour

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12
Q

3 negative impacts/drawbacks of using extrinsic rewards

A

dependency can have a negative impact when withdrawn - e.g. stop playing
use of extrinsic rewards can reduce intrinsic motivation
too many rewards - lose meaning
increase pressure on sportsperson to perform - lead to cheating/deviance

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13
Q

3 types of goals

A

performance goal
outcome goal
process orientated goals

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14
Q

what does SMARTER stand for

A

specific
measurable
achievable
recorded
time-phased
exciting
revisable

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15
Q

performance goal

A

task orientated
based on personal standards
e.g 85% success rate from frees

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16
Q

outcome goals

A

based on end results
achieved successfully - motivation increase
not achieved - stress and anxiety set in

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17
Q

process orientated goals

A

based on technique and tactics

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18
Q

advantages of developing intrinsic motivation

A

self-motivated people are more likely to remain involved

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19
Q

advantages of using extrinsic rewards

A

if not self motivated this can be highly effective

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20
Q

advantages of goal setting

A

SMART gives focus and long term target
promotes perseverance

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21
Q

advantages of varied activities

A

fun/novel activities encourage participation

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22
Q

advantages of use of role models

A

can inspire people to copy

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23
Q

advantages of punishment

A

privileges withdrawn until desired behaviour

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24
Q

advantages of peer pressure

A

encourage ‘non performers’ to take part

25
Q

advantages of feedback

A

motivate

26
Q

disadvantages of developing intrinsic motivation

A

none

27
Q

disadvantages of use of extrinsic rewards

A

loss of intrinsic motivation
reliance
may lead to cheating/deviance

28
Q

disadvantages of goal setting

A

unrealistic goals may be set
if not achieved motivation can fall

29
Q

disadvantages of varied activities

A

participants might prefer to focus only on this aspect

30
Q

disadvantages of use of role models

A

non-identifying with role model can cause disaffection
not all role models are appropriate

31
Q

disadvantages of punishment

A

some may be proud of dysfunctional behaviour
lead to lack of self-esteem

32
Q

disadvantages of peer pressure

A

peers not active friends might not

33
Q

disadvantages of feedback

A

cause some despair

34
Q

6 ways to motivate underachievement

A

develop intrinsic and extrinsic motivation
set realistic but challenging personal goals/challenges
make training enjoyable
immediate reinforcement during matches of good play
raise self-efficacy
use of positive role models & vicarious experiences e.g. oppositions performance

35
Q

5 ways to motivate learning of a new skill

A

set realistic but challenging personal goals/challenges
appropriate presentation of skill whole/part
knowledge and use of transfer - tennis and volleyball serve
provide/receive feedback
give appropriate guidance

36
Q

achievement motivation

A

our drive to succeed for its own sake

37
Q

competitiveness

A

motivation to achieve in sport

38
Q

theorist for achievement motivation

A

Atkinson

39
Q

what does Atkinson say about achievement motivation

A

achievement motivation depends on a combination of personality and situational factors

40
Q

2 types of personality

A

Nach - need to achieve
Naf - need to avoid failure

41
Q

Nach

A

promote
approach behaviour
takes risks
striving for excellence
seeks evaluative situations
seek feedback
incentive value in just trying and doing better
attributes success to internal factors
high intrinsic motivation

42
Q

Naf

A

discourage
avoidance behaviour
avoids risks
doesn’t seek evaluative situations
doesn’t seek feedback
gives up easily
need big incentive to try
only participate in sport when feel they will win at sport
heroic failure - don’t mind having a go at something everyone else will fail at
attributes success to external factors
low intrinsic motivation

43
Q

2 types of situations

A

P of S - Probability of success
I for S - Incentive for success

44
Q

Probability of success

A

evaluated by making a comparison of your ability level with that of your opponents

45
Q

Incentive for success

A

degree of satisfaction gained by beating a superior player will be high

46
Q

5 strategies to increase need to achieve behaviour

A

using positive reinforcement to increase feelings of pride and satisfaction
differentiation - setting tasks with a choice of difficulty so everyone can achieve
use of positive role models
gradually increasing task difficulty as self-esteem improves
providing opportunities for success - choosing tasks that everyone can achieve, but are still sufficiently challenging

47
Q

self-efficacy

A

situation specific form of self confidence

48
Q

confidence

A

arouses positive attitude
reduces fear of failure, increase Nach
enables setting of challenging goals
enables focus on important aspects of task
increases effort

49
Q

lack of confidence/self - esteem

A

causes learners to give up
fear of failure and ridicule
stress under pressure
causes concentration on outside stressors
causes setting of goals as too easy or too hard

50
Q

over-confidence

A

inadequate preparation
low motivation
low arousal

51
Q

theorist for self-efficacy

A

Bandura

52
Q

why is self-efficacy so important?

A

it is the expectation of being competent and successful in a particular task

53
Q

4 variables in Bandura’s Model

A

Performance Accomplishments
Vicarious experiences
Verbal persuasion
Emotional arousal

54
Q

high level of self efficacy

A

positive athletic performance

55
Q

low level of self efficacy

A

negative athletic performance

56
Q

strategies to enhance self-efficacy for performance accomplishments

A

provide opportunities for performers to experience early success
use strategies such as imagery to allow players to visualise success or self-talk to boost confidence
set attainable and realistic goals that can be met to give performers the feeling of success - goals should be performance rather than outcome

57
Q

strategies to enhance self-efficacy for vicarious experiences

A

give players opportunities to watch performers of a similar standard achieve
encourage players in attributing success to internal factors such as ability and effort

58
Q

strategies to enhance self-efficacy for verbal persuasion

A

use praise/encouragement and positive body language
encourage players to act confident

59
Q

strategies to enhance self-efficacy for emotional arousal

A

teach performers how to view arousal in a positive way
may involve use of arousal reducing techniques

PE AS (3 decks)

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