1 / 25

Motivation in Sport

Motivation in Sport. September 12, 2002. Theory-Based Approaches to Motivation. Competence Motivation (Harter, 1978, 1981) Expectancy-Value (Eccles & Harold, 1993) Achievement Goal (Nicholls, 1984) Cognitive Evaluation (Deci, 1975; Deci & Ryan, 1985) Sport Commitment (Scanlan et al., 1993)

brigitte
Download Presentation

Motivation in Sport

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Motivation in Sport September 12, 2002

  2. Theory-Based Approaches to Motivation • Competence Motivation (Harter, 1978, 1981) • Expectancy-Value (Eccles & Harold, 1993) • Achievement Goal (Nicholls, 1984) • Cognitive Evaluation (Deci, 1975; Deci & Ryan, 1985) • Sport Commitment (Scanlan et al., 1993) • Attribution (Weiner, 1979)

  3. Achievement Goal Theory (Nicholls, 1984) • Developmentally based • Key component = How does an individual define success? • Individuals have different orientations for success: mastery & ego

  4. Mastery Orientation • Success = improvement • Focus is on improving ability • Self-referent • Premium is placed on learning • High interest/curiosity in task, appropriate level of challenge, & effort • Sometimes called Task Orientation

  5. Ego Orientation • Success = being better than others; winning • Focuses on proving ability • Other-referent • Low interest, low curiosity, low challenge level • Sometimes called Social Comparison Orientation

  6. Achievement Goal Theory • Goal orientation is not enough to determine motivation (the two are orthogonal) • 2nd key factor is a person’s perception of their ability (similarity with previous two theories) • Motivation = Goal + Perceived Orientation Ability

  7. Interaction Effect • High Ego + High Perceived Ability = ???? • High Ego + Low Perceived Ability = ???? • High Mastery + High PA = ???? • High Mastery + Low PA = ????

  8. Research on Achievement Goals:Beliefs of Academic Success • Mastery Beliefs for Success • Working hard, co-operation, interest in activity, trying different strategies • Ego Beliefs for Success • Being smart, knowing how to impress teacher, trying to do better than others

  9. Beliefs for Success in Sport(Duda & Nicholls, 1989) • Mastery Beliefs • Hard work, motivation • Ego Beliefs • Talent/skill • Knowing how to cheat

  10. Enjoyment in Sport (Duda & Nicholls, 1989) • Mastery = more enjoyment, regardless of outcome • Ego = less enjoyment, regardless of outcome

  11. Task Difficulty (Nicholls, 1988) • Mastery Orientation • Select more challenging, appropriate tasks • Ego Orientation • Tend to select easier tasks

  12. Other Factors Affected • Injury Rehabilitation • Belief of Sport’s Purpose • Belief in Legitimacy of Illicit Acts

  13. Developmental Changes in Goal Orientation • 4-6 years • Don’t distinguish between effort & ability • 6-7 years • Concept of difficulty develops • 7-9 years • Effort is cause of outcomes

  14. Developmental Changes in Goal Orientation • 9-10 years • Success = ability OR effort • 10-12 years • Ability & effort fully differentiated • Largest decline in youth sport participation--why???

  15. Motivational Climate • How is a person’s achievement situation structured? • What kind of goals are encouraged? • Performance vs. Learning

  16. Performance Climate Encourages ego orientation Success relates to others Learning Climate Encourages mastery orientation Success relates to previous abilities Motivational Climate

  17. How Is Climate Designed? • What is the reward structure & FB? • How are practice sessions designed? • How is performance evaluated? • What is the reaction to failure? • Who is in charge of this?

  18. Performance Climate • Concern is outcome-based • Autocratic • Increases in desire to use superficial learning techniques • Sport examples?

  19. Learning Climate • Concern with deep learning • Allows for self-monitor/self-selection • Encourages challenging goals • If extrinsic rewards are a controlling factor, what do we choose to do?

  20. Perceptions of Learning Climate(Nicholls, 1992; Ames, 1992) • Contributes to effort-related success beliefs • Enjoyment • Intrinsic Motivation • Anxiety Levels • Perceptions of Competence • Peer relationships

  21. Optimal Setting • Extrinsic rewards? • Feedback schedules? • Personal choice/challenge • Attitude toward failure • Practice & repetitions • Self-testing • Goal orientation still will impact

  22. Cognitive Evaluation Theory(Deci, 1975; Deci & Ryan, 1985) • Intrinsic Motivation • challenge, skill improvement, fun • Extrinsic Motivation • Social status, money, medals, approval • Used to understand relationship between IM & EM and the effects of external rewards on motivation in general

  23. Cognitive Evaluation Theory • Assumes we have two basic needs: • Competence • Self-determination • Theory makes predications regarding how to facilitate these two needs • Many things can influence

  24. Processes Affecting IM:Controlling Vs. Informational • Controlling = Individual’s locus of causality • Internal or External • If controlling aspect is high (external), then rewards are seen as controlling the behavior--are extrinsic • Behavior is then no longer self-determined • Old Man story

  25. Processes Affecting IM:Controlling Vs. Informational • Informational = affects feelings of competence • Events providing positive information should be rewarding and increase IM • Effect will depend on meaning of reward to the athlete (Ex.: cash prize for top five places)

More Related