Week 4 Flashcards
Why do children participate in sport?
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)
How does sage 1977 define motivation?
Direction and intensity of ones efforts
What does Shah and Gardner 2008 say about motivation?
Influences how and why athletes engage in their activities
Affects quality of engagement
Motivation plays a fundamental role in sport. There are two common approaches. What is achievement goal theory?
Nicholls 1989
Two different orientations (task/ego)
Orthogonal concepts - possible to be orientated to both
Motivation plays a fundamental role in sport. There are two common approaches. What is self determination theory?
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
What are the conceptual links between AGT and SDT?
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
Continuum of SDT - what is identified regulation?
For personally held values such as learning new skills
Internally referenced contingency
Continuum of SDT - what is integrated regulation?
Behaviours that are fully incorporated into the repertoire of behaviours that satisfy psychological needs
Continuum of SDT - what is intrinsic motivation?
For enjoyment, pleasure and fun; no discernible reinforcement or reward
According to Weiss & Amrose 2008, what is self determination linked to?
Greater attendance and participation Lower intentions to drop out Greater effort Better concentration Goal attainment Enjoyment Lower levels of burnout
What are the three basic psychological needs?
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
What do Deci and Ryan say abut satisfaction of the three needs?
If needs are satisfied individuals will experience higher quality of motivation, psychological well being and will engage in adaptive behaviours.
What are some benefits of need supporting according to Ntoumanis 2005?
Increased SDT, concentration, persistence, positive affect, well being
What is need thwarting according to Bartholomew et al 2011?
Negative state experienced by a person when they believe that psychological needs are being actively obstructed through the actions of others
Need supporting - relatedness support
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
Need supporting - structure (competence) support
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
Need supporting - autonomy support
Asks questions about interests Applies differentiation Offers choice Listens Offers opportunity to experiment and practice independently
Need thwarting - cold
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
Need thwarting - chaotic
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
Need thwarting - controlling
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
What is competence?
Having sufficient ability for some purpose
Perceived competence is one’s sense of personal ability or skill on a specific task
What should happen in the stage between motivation to be competent and mastery attempts?
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
What should happen in the stage between mastery attempts and success at optimal challenges?
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
What should happen in the stage between success at optimal challenges and perceived competence?
Praise for effort
Internalise success to feel competent, worthy
Help them make positive attributions
