Optimising Athlete Motivation Flashcards
What is Athlete Motivation?
• Motivation can be defined as the direction and intensity of one’s effort (Sage, 1977).
What is difference between direction and intensity? (motivation)
- Direction refers to whether the individual seeks out, approaches or is attracted to certain situations.
- Intensity refers to how much effort the person puts into the particular situation.
Draw the motivation diagram
see flash card
What behaviours relate to intrinsic motivation?
- Better task-relevant focus
- Fewer changes (ups and downs) in motivation
- Less distraction
- Less stress when mistakes are made – lower levels of anxiety
- Increased confidence and self-efficacy
- Greater satisfaction
What are the behaviours related to extrinsic motivation?
- Less interest, value, and effort towards achievement
- Anxiety – can increase due to focusing on extrinsic prior to competition
- Difficulty coping with failure
What are the optimal patterns of motivation?
- Striving for personally challenging goals.
- Effort under conditions of challenge
- Persistence following mistakes, failure or difficulty.
- Continuing motivation - returning to the task.
- Commitment to the activity
- A focus on the task being learned or performed - Attention is clearly focused.
- Emotions are channeled into the task – not worried about their performance of the task.
- An internalised perspective of the value of effort.
- Intrinsic interest in the achievement activity and intrinsic reward for success – get satisfaction and pleasure from their sporting performance.
Who was the AGT by?
Nicholls 1979, 1984
What was the aim of the AGT?
to explain that an important part of motivation is the desire to feel competence and belief in their ability to be successful.
What are the two ways an athlete can define success?
- Task involvement – a focus on one’s own effort and improvement/mastery specific skill.
- Ego involvement – focus on comparing oneself to others; solely focused on out performing others.
Draw the AGT and what it shows.
See flashcard.
- Your perceived ability will influence the goals you set for yourself (task or ego-oriented)
- This then affects your achievement behaviour: the effort, persistence and task choice of the individual.
What do achievement goals predict?
- Beliefs about ability and the cause of success in sport
- Affective experience of sport
- Beliefs about the purpose of sport
- Practice strategies
Duda et al., 1992 study on AGT - “beliefs about success in sport and affective experience”
Aim: To examine the relationship between task and ego-oriented goals and; 1. beliefs about success in sport, 2. Affective experience.
Methods:
- Children (n=142, mean age 10.5 years)
- completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ),
- answered question “What do you think is most likely to help kids do well and succeed in sport?”
- using a list of seventeen causes (related to motivation/effort, ability, deception/external factors)
- on a 5-point scale.
Results:
- Males > ego oriented characteristics.
- Task oriented goals corresponded to the belief that success stems from motivation/effort.
- Ego oriented goals corresponded to the belief that success stems from external factors.
- Task oriented goal - beliefs were positively correlated to enjoyment of sport.
- Ego oriented goal - beliefs were positively correlated with boredom.
What is the relationship between AGT and affective experience, and how skill level determines achievement goals affect performance?
Part 1:
- Ego orientation > cognitive anxiety prior to competition.
- Task orientation > self-confidence prior to competition. (Hill et al.,)
Part 2:
- Task orientation was positively associated with positive affect in high and low level athletes.
- Ego orientation showed a weak relationship with positive and negative affect at a high skill level but a positive relationship with negative affect in low level athletes. (Vlachopoulos & Biddle)
Duda et al 1989 study on “AGT and Purpose of Sport”?
Aim: How does task and ego goal orientation predict the purpose of sport in high school students.
Methods:
- Interscholastic athletic participants from six different high schools (n=128 male, 193 female).
- Two questionnaires;
o Task and Ego Orientation in Sport Questionnaire (TEOSQ)
o Purpose of Sport Questionnaire.
Results:
- Task orientation was positively related to the beliefs that sport should enhance self-esteem and teach people to try their best and cooperate.
- Ego orientation was a positive predictor of the view that sport involvement should enhance one’s self esteem and social status.
Roberts and Ommundon’s 1996 study on “AGT and Practice Strategies”?
Aim: To examine the relationship between goal orientations and practice strategies.
Methods:
- University students (n=148) completed the perceived motivational climate in sport questionnaire (PMCSQ) and questions regarding achievement strategies in team sport.
Results:
- Task oriented athletes endorse practice in order to learn and improve skills. They also actively tried to obtain coach approval.
- Ego oriented athletes reported avoiding practice.
What does the perceived motivational climate in sport questionnaire (PMCSQ) show?
to see if the coach displays task or ego orientated goals.
What else do achievement goals predict?
intrinsic motivation cohesion trait anxiety state anxiety cognitive interference
Draw Elliot and Colleagues 2x2 Achievement Goal Framework
see flash card
Who is the SDT by?
Deci and Ryan, 1985 2000
What is the aim of the SDT?
• SDT focuses primarily on internal sources of motivation such as a need to gain knowledge or independence.
What are the 3 needs SDT states individuals are motivated to satisfy?
- Competence – ability and skill to be successful
- Autonomy – they feel they are in control of their own performance and decision-making
- Relatedness – relates to the social stats and social support the athlete feels they have from significant others
What is at the beginning and end of the continuum of motivation?
amotivated non regulation to intrinsic regulation
What are the stages in the continuum of motivation?
- amotivated
- external
- introjected
- identified
- integrated
- intrinsic
Pelletier et al. 2001 study on “What within the SDT gives us optimal motivation? Persistence in Sport”
Aims: Use the SDT to investigate the relationship between amotivation, extrinsic and intrinsic motivation on persistence/dropout in sport.
Methods:
Canadian competitive swimmers (n=369) completed a Sport Motivation Scale at the beginning, 10 months and 22 months from the start of the study.
Separated into groups: persistent and drop out
Results:
- persistant had higher levels of intrinsic motivation
- drop out had higher levels of amotivation
- persistent = coach was autonomy supported meaning the athlete could make their own decisions
Joessar et al., 2007 study on “What within SDT gives us optimal motivation? Persistence in sport”
Aims: investigate the relationship between autonomy, relatedness and competence on persistence in sport.
Methods:
- Young athletes (n=424) from different team sports clubs completed the Peer Motivational Climate in Youth Sport Questionnaire (PeerMCYSQ), basic psychological needs questionnaire and persistence in sport over a one year period was monitored.
The questionnaires link the AGT and SDT together
Results:
- Task involving comate = higher fulfilment of autonomy and
- Ego involving climate = power fulfilment of their needs
- Task involving athletes who fulfilled all three needs were more persistent with participation over the one year period.
Bartholomew et al. 2011 study on “what within the SDT gives us optimal motivation? Emotional resources”
Aims: To investigate the influence of satisfaction/thwarting of autonomy, relatedness and competence on psychological well-being.
Methods:
- Variety of athletes (n=289) from both individual and team sports and differing skill levels completed the Psychological Needs Test in Sport (PNTS), Subjective Vitality Scale (SVS) and Athlete Burnout questionnaire (ABQ).
Results:
- Needs satisfied = higher levels of psychological wellbeing and less symptoms of burnout.
Hodge et al., 2008 study on “what within the SDT gives us optimal motivation? Emotional Response”
Aims: To utilise the SDT to understand the precursors of athlete burnout.
Methods:
- rugby union players
- completed the basic psychological needs questionnaire
and ABQ
Results:
- lower levels of exhaustion, devaluation and sense of accomplishment if athlete fulfils the 3 needs
Hodge et al., 2009 study “what within the SDT gives us optimal motivation? Emotional Response”
Aims: To investigate the relationship between basic psychological needs (autonomy, competence and relatedness) and athlete engagement (confidence, dedication, enthusiasm, and vigor (relates to psychological emotions and wellbeing)).
Methods:
- Variety of athletes representing 51 different sports (n=201) completed basic psychological skills questionnaire and athlete engagement questionnaire.
Results:
- athletes that reported fulfilment of the 3needs reported higher levels of d, c, e, v therefore higher levels of athletic enjoyment.
What are the intervention strategies that promote task orientated goals and intrinsic motivation?
- Increase autonomy-supportive behaviour displayed by coaches (Pelletier et al., 2006).
- Provide athletes with a rationale to engage in specific behaviour (Deci et al., 1994).
- Simons et al., (2003) providing rationale in the PE setting.
What are the tests that a sports psychology consultant can use to assess motivation? (AGT and SDT)
AGT:
- TEOSQ
- PMCSQ
- AGQ-S
SDT:
- SMS
- PNTS
What are the theories that a sports psychology consultant can use to assess motivation? (AGT and SDT)
AGT = task/ego SDT = intrinsic/extrinsic
What are the interventions that a sports psychology consultant can use to assess motivation? (AGT and SDT)
- Increase autonomy-supportive behaviour displayed by coaches (Pelletier et al., 2006).
- Provide athletes with a rationale to engage in specific behaviour (Deci et al., 1994).
- Simons et al., (2003) providing rationale in the PE setting.
