Week Three Flashcards
Define motivation and its components
Motivation can be defined as the direction and intensity of effort. The direction of effort refers to whether an individual seeks out, approaches, or is attracted to certain situations. The intensity of effort refers to how much effort a person puts forth in a particular situation.
Describe typical views of motivation and whether they are useful
Three views of motivation include the trait-centered view, the situation-centered view, and the interactional view. Among these models of motivation, the participant-by-situation interactional view is the most useful for guiding professional practice.
How do you enhance motivation?
To enhance motivation, you must analyze and respond not only to a player’s personality but also to the interaction of personal and situational characteristics. Because motivations may change over time, you should continue to monitor people’s motives for participation even months after they’ve begun. To enhance motivation, structure teaching and coaching environments to meet the needs of all participants.
What is achievement Motivation?
is the tendency to strive for success, persist in the face of failure, and experience pride in accomplishments. Achievement motivation in sport and exercise settings focuses on self-competition, whereas competitiveness influences behavior in socially evaluative situations.
What is the difference between high and low achievers?
High achievers select challenging tasks, prefer intermediate risks, and perform better when they are being evaluated. Low achievers avoid challenging tasks, avoid intermediate risks, and perform worse when they are being evaluated.
What does ego goal orientation focus on?
focuses on comparing performance with and defeating others
What does task goal orientation focus on?
focuses on comparing performance with personal standards and personal improvement. It is best to adopt a task orientation, which emphasizes comparisons with your own performance standards rather than with the performances of others, especially if one is learning a set of important physical activity skills.
What are useful guidelines for building motivation?
Five fundamental observations, derived from the interactional view of motivation, make good guidelines for practice. First, participants are motivated both by their internal traits and by situations. Second, it is important to understand participants’ motives for involvement. Third, you should structure situations to meet the needs of participants. Fourth, recognize that as a teacher, coach, or exercise leader you play a critical role in the motivational environment. Fifth, use behavior modification to change participants’ undesirable motives. You must also develop a realistic view of motivation: Recognize that other factors not related to motivation influence sport performance and behavior and learn to assess whether motivational factors may be readily changed.
What is achievement motivation and competitiveness? and why are they important?
Achievement motivation refers to a person’s efforts to master a task, achieve excellence, overcome obstacles, perform better than others, and take pride in exercising talent. Competitiveness is a disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of evaluative others. These notions are important because they help us understand why some people seem so motivated to achieve and others seem simply to go along for the ride.
Compare and contrast theories of achievement motivation?
Theories of achievement motivation include the need achievement theory, the attribution theory, the achievement goal theory, and the competence motivation theory. Together these theories suggest that high and low achievers can be distinguished by their motives, the tasks they select to be evaluated on, the effort they exert during competition, their persistence, and their performance. High achievers usually adopt mastery (task) and approach goals and have high perceptions of their ability and control. They attribute success to stable, internal factors such as high ability and attribute failure to unstable, controllable factors such as low effort. They are characterized by an incremental view of achievement. Low achievers, on the other hand, usually have low perceived ability and control, judge themselves more on ego goals, focus on avoidance goals, and attribute successes to luck or ease of the task (external, uncontrollable factors). They attribute failure to low ability (an internal, stable attribute). Low achievers are also characterized by an entity view of achievement.
How does achievement motivation develop?
Achievement motivation and its sport-specific counterpart, competitiveness, develop through stages that include an autonomous stage when the individual focuses on mastery of her environment, a social comparison stage when the individual compares herself with others, and an integrated stage when the individual both focuses on self-improvement and uses social comparison. The goal is for the individual to reach an autonomous, integrated stage and to know when it is appropriate to compete and compare socially and when instead to adopt a self-referenced focus of comparison.
Use fundamentals of achievement motivation to guide practice
Parents, teachers, and coaches significantly influence the achievement motivation of children and can create climates that enhance achievement and counteract learned helplessness. They can best do this by (a) recognizing interactional influences on achievement motivation, (b) emphasizing individual task goals and downplaying ego goals, (c) monitoring the attributions made by those with whom you work and providing appropriate attributional feedback, (d) teaching participants to make appropriate attributions, (e) discussing with participants when it is appropriate to compete and compare themselves socially and when it is appropriate to adopt a self-referenced focus, and (f) facilitating perceptions of competence and control.
Why are the principles of reinforcement complex?
The principles of reinforcement are complex because people react differently to the same reinforcement, may not be able to repeat a desired behavior, and receive different reinforcers in different situations.
What is the most desirable reinforcement type in the early stages of learning?
In the early stages of learning, continuous and immediate reinforcement is desirable; in the later stages of learning, however, intermittent reinforcement is more effective.
what is the best way to reinforce difficult skills?
With difficult skills, shape the behavior of the learner by reinforcing close approximations of the desired behavior.
