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KIN 150 > Motivation Part 2 > Flashcards

Motivation Part 2 Flashcards

1
Q

Motivation Theories in Sport and Exercise

What is the Social Cognitive Theory?

A
  • Exercise behaviour is influenced by both personal and environmental factors, particularly self-efficacy.
  • Social cognitive theory has produced some of the most consistent results in predicting exercise behaviour.
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2
Q

What are the 6 Constructs of Social Cognitive Theory?

A
  1. Observational Learning
  2. Goals
  3. Outcome Expectations/Expectancies
  4. Self-Regulation
  5. Behavioural Capacity
  6. Self-Efficacy
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3
Q

Motivated behaviour is influenced by Self-efficacy beliefs and Outcome Expectations. What do these refer to?

A

Self-efficacy beliefs

  • Situational self-confidence

Outcome expectations

  • What outcome does the person expect based on specific actions
  • Both positive and negative
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4
Q

What is Self-confidence?

A

A general feeling of trust in ones’ abilities, qualities, and judgment

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5
Q

What is Self-efficacy?
What is influenced by it?

A

Belief in one’s capabilities to organize and execute the actions required to achieve a goal

It is Influenced by:

  • Perceived cognitive and physical abilities
  • Perceived situational demands
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6
Q

Self-Efficacy Beliefs Act on other determinants of behavioural regulation. Like what?

A
  • Enhance acquiring skills
  • Goals people set
  • Strength of commitment
  • Outcomes expected
  • Self-hindering or self-enhancing cognitions
  • Persistence and intensity of actions
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7
Q

Self-Efficacy Theory (Bandura)

A

make into multiple cards

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8
Q

What are Sources of Self-Efficacy?

four

A
  • Performance Accomplishments
  • Vicarious Experiences
  • Verbal Persuasion
  • Physiological and Affective States
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9
Q

Sources of Self-Efficacy

What are Performance Accomplishments?

A
  • Most dependable information; most powerful effects for both sport and exercise
  • Coaching tactics to elicit feelings of successful, performance
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10
Q

Sources of Self-Efficacy

What are Vicarious Experiences?

A

Watching someone else accomplish the skill

  • Model similarity leads to stronger impact
  • Reduce worry, enhance confidence
  • Not as effective as experience
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11
Q

Sources of Self-Efficacy

What is Verbal Persuasion?

A
  • Less Powerful
  • Deception
  • Danger of undermining credibility and trust
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12
Q

Sources of Self-Efficacy

What are Physiological and Affective States?

A
  • Mechanism less clear
  • Perceptions of arousal/nervousness may influence efficacy
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13
Q

What are Expectations about how the effects of behaviour can influence behaviour?

3

A
  • Physical
  • Social sanctions
  • Personal standards
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14
Q

Outcome Expectancies and Expectation

Physical

A
  • Pleasant and unpleasant sensory experiences
  • Pain and physical discomfort
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15
Q

Outcome Expectancies and Expectation

Social Sanctions

A
  • Social esteem
  • Social approval
  • Social rejection
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16
Q

Outcome Expectancies and Expectation

People adopt personal standards

A
  • Seek self-satisfaction
  • Avoid negative self-reactions
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17
Q

Research on Social Cognitive Theory and Exercise (facts)

A
  • SCT constructs account for 40% - 55% of physical activity behaviour
  • Self-efficacy is linked to behavioural outcomes such as exercise adherence and sport performance
  • SCT variables predicted over 50% of the individual differences in PA activity behaviour in diabetics.
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18
Q

Motivational signs at a gym can target constructs from SCT. Which construct(s) is/are being targeted?

A

a) Observational Learning
b) Goals
c) Outcome Expectations/ Expectancies
d) Self-Regulation
e) Behavioural Capacity
f) Self-Efficacy

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19
Q

What are the 5 Motivation Theories in Sport and Exercise?

A
  1. Transtheoretical Model
  2. Theory of Planned Behaviour
  3. Social Cognitive Theory
  4. Self-Determination Theory
  5. Achievement Goal Theory
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20
Q

What are the Mini Theories of Self Determination Theory?

A
21
Q

Self-Determination Theory

What is Organismic Integration Theory?

A

Suggests motivation is best understood as a multidimensional concept along a continuum

It is a spectrum of motivational states with three primary divisions

Amotivation, extrinsic motivation, intrinsic motivation

22
Q

Organismic Integration Theory Spectrum

A
23
Q

Self-Determination Theory: Organismic Integration Theory

What is Amotivation?

A

Lack of intent to act at all, or the passive engagement in
activities, Stems from:

  • Lack of competence
  • The belief that an activity is unimportant
  • OR no contingency between their behaviour/efforts and their desired outcomes

“I don’t know why I play ball anymore. No matter how hard I try or what I do, we always lose, and I never get any better”

24
Q

Organismic Integration Theory

What is Extrinsic Motivation?
(not self-determined)

A

External Regulation

  • Behaviours are controlled by constraints or rewards
  • Performing an activity to receive a reward or avoid a punishment

“I was motivated to sign up for the 20k race because they are giving away nice running shirts to every participant”

25
Q

Organismic Integration Theory: Extrinsic Motivation

What is Introjected Regulation?

A

Internalization in which the person ‘takes in’ (external source) a value but does NOT accept it as their own

  • Attempting to avoid negative feelings (e.g., guilt, anxiety) or to maintain a sense of self-worth
  • Reflects: “I have to…” “I ought to…”

“Working out to keep an attractive physique with the goal of impressing others”

26
Q

Organismic Integration Theory: Extrinsic Motivation

What is Identified Regulation?

A

Behaviour is valued, deemed important, and is done out of choice but is still for extrinsic reasons
– Reflects: “I want to…” “I choose to…”

“Being healthy is valued, so I exercise”
“The benefits of sport are important to me”

27
Q

Organismic Integration Theory: Extrinsic Motivation

What is Integrated Regulation?

A

Activity is personally important and directed towards a valued outcome
– Becomes a part of one’s sense of self

“I am a soccer player, and playing hard, training everyday, and eating healthy is what a good soccer player does.”

28
Q

Organismic Integration Theory

What is Intrinsic Motivation?
(self-determined)

A
  • Behaviours which a person engages in to feel competent and self-determined
  • People are intrinsically motivated by tasks that:
    – Demonstrate competency
    – Individuals have control over
    – Are fun, challenging, and provide excitement

“I play sports/exercise because it’s fun.”

29
Q

Self-Determination Theory:

What is the Basic Psychological Needs Theory?

A

For an individual to experience the highest levels of intrinsic motivation on a task, 3 psychological needs have to be fulfilled:
Competence:
The need to feel effective at achieving desired outcomes

Autonomy:
The need to perceive that one has choice and are in control of one’s own behaviour

Relatedness:
The need to authentically connect with others and feel involved in the social context

30
Q

What is the Achievement Goal Theory?

A

Interactionist motivation theory that considers:
1) Person’s achievement goals
2) Person’s perceived ability
3) Motivational climate
4) Resultant achievement behaviour

31
Q

What is Motivational climate?

A
32
Q

Achievement Goal Theory

What are the Two goal dispositions?

A
  1. Outcome goals (a.k.a. Ego goals)
  2. Task oriented goals (a.k.a. Mastery goals)
33
Q

Achievement Goal Theory

What are Outcome goals (a.k.a. Ego goals)?

A

Focus on normative social comparison

  • Comparing with others to gain social status
    “If I lose, that means I have low ability”
  • Being better than others is the primary source of motivation
34
Q

Achievement Goal Theory

What are Task oriented goals
(a.k.a. Mastery goals)?

A
  • Focus on self-improvement and personal mastery
  • Perceived ability is not tied to normative comparisons
  • Failure to beat opponent/teammate does not necessarily lead to a decrease in motivation or perceived ability
35
Q

What is the benefit of task-oriented goals?

A
  • Beating others is often out of your control
  • Personal effort is within our control
  • Highly task-oriented individuals can still feel successful even when they lose AND there is less likely to be a drop in motivation. (Growth mindset)
36
Q

What are Possible Dangers of High Ego Orientation?

A
  • High ego orientation + low perceived ability = maladaptive behaviours
  • These behaviours include choosing very easy or very difficult tasks, or self-protecting behaviours
37
Q

What are Characteristics associated with Task and Ego Orientation?

A
38
Q

What are the components of Motivational Climate?

3

A
  1. Perceived motivational climate
  2. Task or Mastery-based climate
  3. Ego or Outcome-based climate
39
Q

Motivational Climate

What is Perceived motivational climate?

A

Athletes’ perceptions of achievement goals promoted by coaches (and significant others such as parents)

40
Q

Motivational Climate

What is Task or Mastery-based climate?

A

An emphasis on mastery learning, effort, individual improvement, and cooperation tend to evoke a task involvement

41
Q

Motivational Climate

What is Ego or Outcome-based climate?

A

Environments that stress interpersonal competition, winning, and social comparison tend to evoke ego involvement

42
Q

Motivational Climate Research Findings

What are Examples of Perceived Ego/Performance Climate?

A
43
Q

Motivational Climate Research Findings

What are Examples of Perceived Task/Mastery Climate?

A
44
Q

What are Task Involvement Behavioral Outcomes?

4

A
  • Choose learning opportunities at risk of displaying mistakes
  • Put forth high levels of effort
  • Persist in the face of failure
  • Continue to problem solve when encountering failure
45
Q

What are Ego Involvement Behavioural Outcomes?

A
  • Avoid learning opportunities that have risk of displaying error
  • Put in just enough effort to socially compare well; or to disguise poor ability
  • Give up in the face of failure
  • Quality of problem solving during failure is maintained or deteriorates over time
46
Q

Case Study

Lois Larson has been cross-country skiing in the sprint event
for nearly 10 years now.
* A few years ago she won a number of races and people began talking about her potential as an Olympian.
* But then something happened. Lois’ skiing turned mediocre
the last two seasons.
* She gets much more uptight before competition than before.
She skis well in practice and in races where she believes she will easily win.
* In competition, as soon as something doesn’t go right or she
gets passed, she stops racing hard.
* When Coach Mitchell asks her about her performance in a race, Lois usually is full of excuses. “Wrong skis.” “Wrong wax.” “Bad leg.” “Not my course.” and so on.
* This past season has been especially disastrous for Lois. Her racing times are well below what she skis in practice, and what she skied 2 years ago.
* Thus, Coach Mitchell decided to enter Lois in a few races in which the competition was not so tough so Lois could get the “feel” of winning again.
* Lois won two such races but afterward rejected the success by commenting, “These races don’t mean anything; the competition was lousy

A

Using Achievement Goal Theory, explain what
Lois has been experiencing and why

Based on Achievement Goal Theory, how could
you help Lois?

47
Q

Case Study Continued

What is going on here with Lois?

Using Achievement Goal Theory, explain what
Lois has been experiencing and why

Based on Achievement Goal Theory, how could
you help Lois?

A
  • Lois’ quality and quantity of motivation have changed after people started talking about her as an Olympian
  • Lois is determining whether she is competent (able or not to) enough to become an Olympian and figuring out how she would judge her competence or view success now within this context (goal orientation)
  • Lois appears to be more ego involved than task involved since the possibility of being an Olympian was suggested.
  • She compares herself more to others rather than examining how she is performing related to herself and her own standard
  • Lois’ ego involvement is producing maladaptive behaviours
  • She thinks the possibility of demonstrating competence
    (as defined by beating others – ego involved) is slim to none in the more challenging races
  • This low perception of her competence makes her vulnerable to motivational difficulties
48
Q

What does Lois end up doing?

A

As an ego oriented athlete, she wants to avoid showing she doesn’t possess the ability required to be an Olympian so she:

  • Gives up in the face of failure (fear of failure)
  • Shows higher anxiety (concerned that others might find out she isn’t good enough)
  • Makes excuses and blames and deflect success
  • Demonstrates differences in practice and competition
    where there is less comparison (more task involved in practice as she is not concerned about whether she measures up)
49
Q

How could you help Lois?: Examples

A

KIN 150 (19 decks)

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