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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)

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Motivation in Sport

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  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)

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