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Title Motivation in sport and physical activity: Synthesis of theories and methods Author(s) John Wang Source Joint 7th SELF Biennial International Conference and Educational Research

Association of Singapore (ERAS) Conference, Singapore, 9 - 11 September 2013

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Motivation in Sport and Physical Activity:

Synthesis of Theories and Methods.

John Wang, PhD

National Institute of Education, Nanyang Technological University, Singapore

Introduction

Trend in PA & Sedentary Behaviour in Singapore

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Sport Exercise General PA Sedentary

kcal/

kg

Pri

Sec

JC

Wang et al., 2008

Barriers to PA

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Men Women

Not sporty type

injury

rest/relax

no time

poor health

ADNFS (1992); Ball, Crawford, & Owen (2000)

Overview of Presentation

Define motivation

Overview of the three theoretical frameworks

sport ability beliefs

achievement goal theory

self-determination theory

Synthesis of theories and methods- some examples

Summary

Understanding Motivation

Direction

Persistence over time

Persistence

Intensity

Performance

Study of Motivation

Theory Y

Theory X Theory Z

Sport Ability Beliefs

Dweck & her colleagues (Dweck & Leggett, 1988) proposed that theories of intelligence that people hold create different goals.

Mastery Goals

Sport Ability Beliefs

Learning

Improvement

Stable

Gift

Entity

Incremental

Ego

Task

Enjoyment

0.515

0.264

0.126

0.857

0.964

0.842

0.832

0.861

0.771

0.772

0.637

0.636

0.508

0.555

0.463

Biddle et al., 2003

2 = 815.49, df = 343, NNFI = 0.915, CFI = 0.921, RMSR = 0.065, RMSEA = 0.047

Learning

Improvement

Stable

Gift

Entity

Incremental

Ego

Task

Enjoyment

0.515

0.264

0.126

0.857

0.964

0.842

0.832

0.861

0.771

0.772

0.637

0.636

0.508

0.555

0.463

Biddle et al., 2003

2 = 815.49, df = 343, NNFI = 0.915, CFI = 0.921, RMSR = 0.065, RMSEA = 0.047

Wang et al. 2002

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Task Ego PC

Cluster 1

Cluster 2

Cluster 3

Wang et al. 2002

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Increm Entity RAI PA

Cluster 1

Cluster 2

Cluster 3

Sport Ability Beliefs

Entity beliefs do not allow feelings of confidence and control over future outcomes, especially when perceived competence is low, thus resulting in less adaptive responses.

Incremental beliefs, through the pursuit of task goals, allow the feeling that success is under one’s personal control (Duda & Nicholls, 1992; Nicholls, 1989), resulting in more adaptive motivational patterns.

It is apparent that looking at self-conceptions of ability or beliefs is useful in understanding students’ motivation in physical activity settings.

Achievement Goal Theory

Nicholls’ AGT (1989) assumes individuals strive to demonstrate competence and avoid showing incompetence.

Achievement Goal Theory

Predictions: Goal Orientation Perceived Ability Behaviour Pattern

Ego/Performance High Adaptive

Ego/Performance Low Maladaptive

Task/Mastery High or Low Adaptive

A 2x2 Achievement Goal

Definition

Mastery Performance

Valence

Approach Mastery-Approach

Performance-Approach

Avoidance Mastery-Avoidance

Performance-Avoidance

Wang, Biddle & Elliot 2007

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Clustering Variable

Moderate

Low

High

Mastery

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EN

JOY

EFFO

RT

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REDO

M PA

Outcome Variable

Z S

co

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Moderate

Low

High

Mastery

Wang, Biddle & Elliot 2007

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RAI AMOTIV RELATED PCOMPZ S

co

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Psychological Variable

Cluster 1

Cluster 2

Cluster 3

Cluster 4

Wang, Biddle & Elliot 2007

Self-Determination Theory

According to SDT, people are active organisms seeking to master their internal and external environment (Ryan & Deci, 2008). Three psychological needs are essential conditions for self-growth, integrity and well-being. Goals pursuit are driven by psychological needs.

Goal Pursuit

Autonomy

Competence

Relatedness

Self-Determination Theory

Ext Events Int Events

Needs Satisfied

Intrinsic Motivation

Needs Thwarted

Intrinsic Motivation

Task Ego

Nature of Motivation

Extrinsic Motivation

Intrinsic

Motivation

Amotivation

Self-Determination Continuum:

External

Regulation Intrinsic Non-regulation

Extrinsic Motivation

-- - + ++ --

The self-determination Continuum

Intrinsic

Motivation

Amotivation

Introjected

Regulation

Identified

Regulation

Integrated

Regulation

Self-Determination Theory

Spray, Wang, Biddle, & Chatzisarantis (2006) experimentally-induced achievement goal involvement with autonomous and controlling communication styles.

Spray, Wang, Biddle, & Chatzisarantis, 2006

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Enjoy Free Chocie perf

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Ego

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Spray, Wang, Biddle, & Chatzisarantis, 2006

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Task Ego

Free Choice Behaviour

Spray, Wang, Biddle, & Chatzisarantis, 2006

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Enjoy Free Chocie perf

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Spray, Wang, Biddle, & Chatzisarantis, 2006

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Auto Control

Free Choice Behaviour

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Self-Determination Theory

Teachers, as the significant others in the PE classroom, should adopt an autonomy-supportive style when communicating with their students.

This will minimize the internally controlling effect of ego involvement and facilitate internalisation towards more autonomous behaviour (internal locus of causality).

According to SDT, this internalisation process causes the individual to initiate and regulate his or her behaviour in more self-determined ways, thereby increasing intrinsic motivation.

Summary

If the aim of educators is to promote intrinsic goals and interest towards physical activity among students, then they should strive to foster incremental beliefs in their students and promote mastery-approach goals.

They should also create social contexts that will facilitate students’ needs for competence, autonomy and relatedness.

Summary

To summarise, the above review has highlighted the potential of integrating different motivational theories.

Specifically, sport ability beliefs, achievement goals and self-determination have significant impact on students’ intrinsic motivation in PE activity.

Psychological research in PE is valuable in providing insight into students’ experiences towards physical activity.

Promoting Competence

Corrective feedback

Praise improvement

Recognize effort

Promoting Competence

Promote mod difficult goals Pitch learning

at correct level

Goal setting Individualised

instruction

Promoting Autonomy

Provide Choice

Provide rationale

Allow decision making

Empathy

Promoting Relatedness

Know students personally

Respect

Encouragement

Genuine Concern

Positive Tones

• Want More Practical Tips?

• Please visit:

• http://merl.nie.edu.sg