Week 4

Question 1

Why do children participate in sport?

Answer 1

To have fun (sit & Linder 2006)
Not having fun main reason for dropout (Sabo & Veliz 2008)

To learn / improve skills

Be with friends / part of team (Weiss & williams 2004)

Question 2

How does sage 1977 define motivation?

Answer 2

Direction and intensity of ones efforts

Question 3

What does Shah and Gardner 2008 say about motivation?

Answer 3

Influences how and why athletes engage in their activities

Affects quality of engagement

Question 4

Motivation plays a fundamental role in sport. There are two common approaches. What is achievement goal theory?

Answer 4

Nicholls 1989
Two different orientations (task/ego)
Orthogonal concepts - possible to be orientated to both

Question 5

Motivation plays a fundamental role in sport. There are two common approaches. What is self determination theory?

Answer 5

Deci and Ryan 1985

Reasons for motivated actions distinguished according to location of perceived locus of causality or to what extent individual is self determined

Multidimensional continuum of motivation

Central premise is that individuals have a natural tendency for personal growth and development

Question 6

What are the conceptual links between AGT and SDT?

Answer 6

Been observed in several studies

Task orientated individuals are more self determined and more intrinsically motivated

Eg orientated individuals are less self determined and more extrinsically motivated

Question 7

Continuum of SDT - what is identified regulation?

Answer 7

For personally held values such as learning new skills

Internally referenced contingency

Question 8

Continuum of SDT - what is integrated regulation?

Answer 8

Behaviours that are fully incorporated into the repertoire of behaviours that satisfy psychological needs

Question 9

Continuum of SDT - what is intrinsic motivation?

Answer 9

For enjoyment, pleasure and fun; no discernible reinforcement or reward

Question 10

According to Weiss & Amrose 2008, what is self determination linked to?

Answer 10

Greater attendance and participation 
Lower intentions to drop out 
Greater effort
Better concentration 
Goal attainment 
Enjoyment 
Lower levels of burnout

Question 11

What are the three basic psychological needs?

Answer 11

Competence - need to feel effective and achieve valued outcomes

Autonomy - desire to feel ownership over one’s behaviour

Relatedness - desire to feel accepted and meaningfully connected with others

Question 12

What do Deci and Ryan say abut satisfaction of the three needs?

Answer 12

If needs are satisfied individuals will experience higher quality of motivation, psychological well being and will engage in adaptive behaviours.

Question 13

What are some benefits of need supporting according to Ntoumanis 2005?

Answer 13

Increased SDT, concentration, persistence, positive affect, well being

Question 14

What is need thwarting according to Bartholomew et al 2011?

Answer 14

Negative state experienced by a person when they believe that psychological needs are being actively obstructed through the actions of others

Question 15

Need supporting - relatedness support

Answer 15

Asks questions about interests
Values problems 
Applies differentiation 
Physically nearby the pupils as they work 
Puts effort/energy into lesson 
Takes perspective of pupils into account (emphatic) 
Enthusiastic and eager 
Listens

Question 16

Need supporting - structure (competence) support

Answer 16

Asks questions about interests 
Addresses pupils by first name 
Demonstrates task themselves 
Encourages persistence 
Uses pupils as positive role models 
Gives clear verbal instructions
Uses variation between and within tasks
Provides positive feedback 
Offers help during exercises 
Gives overview of content 
Monitors if pupils follow instructions 
Offers specific explanations and rationales

Question 17

Need supporting - autonomy support

Answer 17

Asks questions about interests 
Applies differentiation 
Offers choice 
Listens 
Offers opportunity to experiment and practice independently

Question 18

Need thwarting - cold

Answer 18

Doesn't allow pupil input 
Doesn't pay attention to pupils 
Acts unfriendly 
Detached from pupils 
Distracted by activities not related to lesson
Acts annoyed by pupils

Question 19

Need thwarting - chaotic

Answer 19

Wastes time with equipment and group transitions
Doesn’t use/know pupils names
Allows chaos and leaves pupils to it
Uses illogical inconsistent structure
Does not state the goal or purpose of the lesson

Question 20

Need thwarting - controlling

Answer 20

Exercises power by inferring and demanding respect 
Commands pupils, using controlling language 
Irritated / loses patience 
Yells at pupils 
Pressures pupils 
Uses destructive criticism 
Doesn't allow input from pupils 
Acts unfriendly and cold 
Acts annoyed by pupils

Question 21

What is competence?

Answer 21

Having sufficient ability for some purpose

Perceived competence is one’s sense of personal ability or skill on a specific task

Question 22

What should happen in the stage between motivation to be competent and mastery attempts?

Answer 22

Socialised to view youth sport as an exciting challenge

Opportunity to learn

Mistakes are normal (fear of failure, perfectionism)

Make positive mastery attempts

Validate thoughts and feelings

Question 23

What should happen in the stage between mastery attempts and success at optimal challenges?

Answer 23

Teach to define success in personal and controllable ways

Feedback

Reward effort

Identify goals

• task - focus on mastery / getting better (coach should help them aim to develop task goals rather than ego)
• ego - focus on beating others

Question 24

What should happen in the stage between success at optimal challenges and perceived competence?

Answer 24

Praise for effort

Internalise success to feel competent, worthy

Help them make positive attributions

Question 25

What should happen in the stage between perceived competence and motivation to be competent?

Answer 25

Gain more motivation as a result of feeling competent and enjoying their success

Question 26

How is competence assessed in young children (3-7y)?

Answer 26

Inflated levels of perceived competence in relation to actual competence

Might be valuable to drive fundamental skill development

Work hard and persist - effort and working hard means competency

Question 27

How is competence assessed in middle childhood (8-11y)?

Answer 27

Developed cognitively - more realistic assessment of competence

Vulnerability

Question 28

How is competence assessed in adolescence (12-18y)?

Answer 28

Mature ability to assess competence

Particularly across different social and achievement areas

Question 29

What is autonomy?

Answer 29

Feeling ownership over ones behaviour

To enhance autonomy;
Individuals feel their opinions are valued
Opportunity to make choices / self manage

Question 30

What does Gairns et al 2015 say about an autonomy supportive environment?

Answer 30

Intrinsic motivation flourishes

Question 31

What does Bartholomew 2011 say about a controlling coach interpersonal style?

Answer 31

Can undermine the three psychological needs

Predicts needs thwarting

Can result in controlled forms of motivation which over time may lead to amotivation

Question 32

Describe an autonomy supportive coach

Answer 32

Encourages athlete initiative
Allows athlete participation in decision making
Offers choices relevant to athlete’s goals
Provides rationale for task engagement
Acknowledges negative feelings
Non judgemental

Question 33

Describe a controlling coach

Answer 33

Behaves in a coercive, pressuring, authoritarian way in order to impose a preconceived way of thinking

Question 34

Describe some characteristics of a controlling coach

Answer 34

Excessive monitoring
Marginalises atheists input
Attempts to influence athletes life not directly related to sport
Intimidating behaviours
Uses guilt inducing statements
Withdraws attention / support when athlete not compliant with instructions

Question 35

According to Mageau and Vallerand (2003) what 3 key factors influence coaches interpersonal styles?

Answer 35

Personal orientation
Coaching context
Perception of athletes behaviour and motivation

Question 36

Mageau & Vallerand 2003 - what is meant by personal orientation?

Answer 36

Influenced by general causality and belief about how to motivate athletes

Socialisation factors

Shift may present challenge as takes coach out of comfort zone

Question 37

Mageau & Vallerand 2003 - what is meant by coaching context?

Answer 37

Coach = dominant character in CA relationship

Social pressure from parents / club officials / spectators

Sport culture supports controlling behaviours

Question 38

Mageau & Vallerand 2003 - what is meant by perception of athletes behaviour and motivation?

Answer 38

Coaches use controlling behaviour to motivate less cooperative athletes

This undermines self determined forms of motivation

Further reinforces coaches perceptions of motivation and need for controlling behaviour