Motivation

Question 1

Definition of motivation

Answer 1

• the external stimuli and internal mechanisms that arouse and direct our behaviour its the will or desire to learn to achieve success
• the will or desire to learn or achieve success
• internal and external drive that directs behaviour and effort towards achieving a goal. In sport, its what fuels athletes to train, compete, and strive for success

Question 2

Intrinsic motivation

Answer 2

• within the performer produces internal satisfaction
• comes from within the athlete
• more sustainable and long term

Question 3

Examples of intrinsic motivation

Answer 3

• enjoyment
• satisfaction
• inner drive
• feeling of well being
• fun
• mastery of stroke

Question 4

Extrinsic motivation

Answer 4

• driven by external awards
• useful for short term goals but may reduce intrinsic drive if overused

Question 5

What can extrinsic motivation be?

Answer 5

Tangible- trophies, money, medals
Intangible- praise, recognition, status

Question 6

Examples of extrinsic motivation

Answer 6

• gold medals
• recognition
• praise
• prizes
• awards
• intangible
• adulation of press

Question 7

Positive motivation

Answer 7

• based on rewarding behaviour
• encourages repetition of desirable performance

Question 8

Example of positive motivation

Answer 8

• coach praise after a good play

Question 9

Negative motivation

Answer 9

• based on punishment or fear of failure
• can create pressure and anxiety but may work in some short-term competitive settings

Question 10

Self motivation characteristics

Answer 10

• high personal drive and independence
• sets own goals and seeks personal satisfaction
• often seen in elite performers

Question 11

A03 intrinsic v extrinsic

Answer 11

• coaches are often faced with the decision of what type of motivation they should use, and this can be a difficult decision as both intrinsic and extrinsic rewards have strengths and weaknesses; what may work for a premiership footballer may not work for an eight year old tennis player. Generally younger children have different motives for participation compared to adults

Question 12

Intrinsic motivation

Answer 12

• it is usually more effective because it gives the performers a sense of control over performance
• intrinsic is spontaneous motivation, however this drive is never fully satisfied often leaving the individual to persist in the desire to satisfy this drive
• this means that intrinsic motivation can be a external
• however, the coach must have detailed knowledge of the individual to design appropriate intrinsic motivation; this can therefore take some time, so it is not a quick fix to a lack of motivation

Question 13

Extrinsic motivation

Answer 13

• it is a good short-term motivator; it can produce quick improvements to motivation as there is often little knowledge of the performer needed. However, overuse of extrinsic reward can lead to a decrease in intrinsic motivation. Once the extrinsic reward is removed all motivation could be lost
• this could be attributed to the fact that once the intrinsic factors (fur) of football have been replaced by extrinsic factors (money) the value of intrinsic motivation is lowered and is no longer enduring. Once the superficial extrinsic motivation has been satisfied there is no longer a drive to continue in the activity
• in my opinion a coach should use intrinsic

Question 14

Achievement motivation theory

Answer 14

• atkinsons model of achievement motivation relates to how much desire and drive a performer has to persist in trying to succeed
• it can be summarised as: drive to succeed= fear of failure
• achievement motivation can be influenced by:
  Personality:
• the need to achieve (NACH)
• the need to avoid failure (NAF)

Situational:
- Probability of success
- incentive value of success

Question 15

NACH- Need to achieve

Answer 15

• performer has a need to achieve- seek high risk challenges, does not fear failure, seek feed back
• seeks challenges
• willing to take risks
• confident in ability
• attributes success to internal factors (e.g. effort)

Question 16

NAF- Need to avoid failure

Answer 16

• performer has a need to avoid failure- seeks situations where success highly probable, fears failure, avoid defeat, avoids feedback
• avoids challenging situations
• focuses on not making mistakes
• attributes failure to external factors (e.g. luck)

Question 17

NACH

Answer 17

Situation:
- risky situations
- evaluative situations
- 50:50 situations
- challenges

Failure:
- take risks and seek challenges
- not afraid to fail

Option level:
- they want to take the difficult option

Perseverance level:
- they want to be challenged
- like to persevere
- high incentive value of success
- persist for longer

Feedback:
- they will welcome feedback
- value feedback

Personality type
- take personal responsibility
- they want to be challenged
- predominantly extrovert
- motivated by feelings of pride and satisfaction

AOB
- Atrtibutes performance to internal factors

Question 18

NAF

Answer 18

Situation:
- they seek out easy situations
- want to avoid the situation
- guaranteed success
- guaranteed failure
- low-risk situations
- low challenge situations
- non-evaluative

Failure:
- they are afraid of failure
- motivated to avoid failure
- pre-occupied with failure

Option level:
- they want to take the easy option

Perseverance level:
- they are more likely to give up

Feedback:
- avoids feedback

Personality type:
- introvert
- they avoid personal responsible
- dislike shame

AOB:
- Attribute performance to external factors

Question 19

Characteristics of the NACH

Answer 19

• They want to take the difficult option
• they want to be challenged
• they are likely to persevere
• they will take risks or seek challenges
• they will take personal responsibility
• they will welcome feedback
• they want to gain pride
• they perform better when being evaluated
• they tend not to be troubled by fear of failure

Question 20

Characteristics of the NAF

Answer 20

• They want to avoid the situation
• they want to take the easy option
• they are afraid of failure
• they are more likely to give up
• they seek out easy situations
• they avoid personal responsibility
• they do not want the knowledge of results or feedback
• they perform worse when being evaluated
• they have a drive to shame and humiliation

Question 21

Sporting examples of NACH (A02)

Answer 21

• Tennis players seeking to play higher ranked opponents in tournaments
• football teams playing higher level opposition in pre season matches
• boxers seeking elimination bouts

Question 22

Sporting examples of NAF (A02)

Answer 22

• Tennis players seeking to play lower ranked opponents in tournaments
• football teams playing lower ranked teams in pre season matches to avoid defeat
• golfers playing the same course to claim a higher handicap

Question 23

What does High NACH equal

Answer 23

Low NAF

Question 24

What does low NAF equal

Answer 24

High NACH

Question 25

Identify factors which could affect the use of motives to achieve and to avoid failure in sporting situations (3 marks)

Answer 25

- player perception of probability of success - the players own ability level or the ability of an opponent - previous experience of the task - importance of the task or the level of competition - level of motivation of the player - player personality trait may predetermine which motive is used

Question 26

How would you promote the need to achieve motive, rather than the need to avoid failure?

Answer 26

- give early success to the performer - raise self-efficacy or confidence levels (as a result of early success) - attribute success to internal and controllable factors (such as ability, talent, or effort, tactics) - give rewards to the learner - promote intrinsic rewards, the satisfaction of personal bests - if failure occurs, encourage it to be seen as important for eventual success - redefine success or decrease importance of a failure if needed - avoid comparison with others if it is likely to lower self esteem - show successful and attainable models - highlight success in media- with others who have achieved - control anxiety or arousal levels

Question 27

Same individual, different situations

Answer 27

- an athlete might show NACH in a familiar environment but display NAF in a high-pressure final - motivation can fluctuate depending on confidence, context, and recent experiences

Question 28

Application to optimise performance

Answer 28

- high NACH performers thrive on challenge- give them leadership roles or set tough goals - high NAF performers benefit from supportive environments, manageable challenges, and confidence-building feedback Coaches can: - emphasise effort over outcome - use positive reinforcement - minimise fear of failure through reframing mistakes as learning

Question 29

Factors that influence behaviour

Answer 29

1. Situation: big crowds, high stakes or unfamiliar settings may raise anxiety or change motivation 2. Personality: introverts/ extroverts, trait anxiety, NACH/NAF levels 3. Motivation: type and level of motivation directly affects effort and persistance 4. Expectation: past performance, feedback, and coach belief can influence self-confidence and future performance

Question 30

Goal setting to enhance motivation

Answer 30

- increases focus, direction and peristance - helps measure progress and build self-confidence

Question 31

SMART goal setting

Answer 31

Specific Measurable Achievable Realistic Time-bound

Question 32

Types of goals

Answer 32

Outcome goals- focused on results (e.g. winning a race) Performance goals: based on personal standards (e.g. improve time) Process goals: focus on technique or strategy (e.g. better form)