Chapters 9-10 (LeUnes)Chapters 1-3 (Orlick)

Motivation

Psychology of Sport

Sep 16, 21-23, 2009Classes #9, 11-12

Who is going to Heaven?

Bill Clinton Dennis Rodman Oprah Winfrey Princess Diana Mother Theresa

YOU?

Self-Serving Attributional Bias

A tendency to view oneself favorably

Generally believe that you do more work & anything good

Were less responsible for accidents, divorces, & anything bad

Cognitive Attribution Model

Causal Antecedents for BehaviorAbilityEffortTaskLuck

Attribution Theory for Sports-Related ActivitiesAttribution Theory for Sports-Related Activities

INTERNAL EXTERNALSTABLE

ABILITY COACHING

UNSTABLE

EFFORT LUCK

LOCUS OF CONTROL

Self-efficacy

Bandura (1977)A belief in our own possibilities; competency

to execute skills demanded of the situationEfficacy expectancy:

Person’s belief about their abilities High in this:

more persistent, less anxious, less depressed

The Wheel of Excellence

Self-Efficacy Self-Confidence

Functional Attribution Model

A model used by sport psychologists to study attributions It assumes that the main function of an individual's

attributions of the causes for a particular performance is to maintain self-esteem

Thus, athletes tend to attribute positive outcomes to personal controls (e.g. ability) and negative outcomes to external controls, such as luck

The model assumes that athletes adopt a self-serving attributional bias

MotivationMotivation

The underlying processes that initiate, direct The underlying processes that initiate, direct and sustain behavior in order to satisfy and sustain behavior in order to satisfy physiological and psychological needs or physiological and psychological needs or wantswants

Psychological and social factors involved Psychological and social factors involved insofar as direction, intensity of insofar as direction, intensity of

behavior/effort are concernedbehavior/effort are concerned – As well as sustaining that direction and As well as sustaining that direction and

intensity over time intensity over time

Achievement Motivation

Henry Murray(1938)He defined achievement motivation as:

A desire for significant accomplishment, for mastering skills or ideas, for control over things or people, and for rapidly attaining a high standard of excellence

The desire to do things well and feel pleasure in overcoming obstacles

E.g., sports, science, business, etc.

Achievement Motivation

People with a high need achievement are motivated to master tasks and take great pride in doing so In contrast, people with low achievement

needs seem to enjoy success because they have avoided failure

Characteristics of High Need Achievers

Easy, Hard, or Moderate Goals? People with a high need to achieve set challenging but

realistic goals that have clear outcomes They like these intermediate tasks because it provides the

most information about their ability If they do well on an easy task – who cares If you fail at a hard task – well, no one does well on those

Same thing applies to their risk-taking tendencies… Moderate risk-takers

Characteristics of High Need Achievers

Feedback or not? They like feedback from competent critics (ASAP, please) Concrete feedback is best

Stay or move on to easier things? Stay and persevere – “never give up”

Concern or no concern for measurements of success? Very concerned Bonuses, incentives, etc. are very important

This is closely related to feedback

Characteristics of High Need Achievers

Social problems? Unfortunately, often this is the case

Strong need to be able to anticipate and make long term plans Not really into surprises Need to have things mapped out

They use information well in their planning This helps them to avoid those surprises

mentioned above

Characteristics of High Need Achievers

Very energetic approach To all things but especially to work They like to work They are especially invigorated by creative tasks

Development of Achievement MotivationThe need for achievement appears to be largely

learned from parents and other cultural arenas Intrinsic Motivation (inner reasons)

Appears to be a major motivator here

Intrinsic vs. Extrinsic Intrinsic vs. Extrinsic MotivationMotivation

EXTRINSICEXTRINSIC: Motivated by external : Motivated by external rewardsrewards– Performing an activity to Performing an activity to

achieve instrumental outcomesachieve instrumental outcomes

Impact of Rewards on Impact of Rewards on BehaviorBehavior

What types of things make you What types of things make you want to improve or perform want to improve or perform better? better?

What types of things are What types of things are mostmost rewarding?rewarding?

Intrinsic vs. Extrinsic Intrinsic vs. Extrinsic MotivationMotivation INTRINSICINTRINSIC: Inner striving to be : Inner striving to be

competent, master task competent, master task – Engage in interesting activities Engage in interesting activities

to seek and achieve optimal to seek and achieve optimal challengeschallenges

How to Enhance How to Enhance Intrinsic MotivationIntrinsic Motivation Assess both situational and Assess both situational and

personal factors personal factors – Think interaction! Think interaction!

Structure situations to meet Structure situations to meet people’s needspeople’s needs

Provide for successful Provide for successful experiencesexperiences

How to Enhance How to Enhance Intrinsic MotivationIntrinsic Motivation Reward contingent on Reward contingent on

performanceperformance Use verbal Use verbal andand nonverbal praise nonverbal praise Vary content & sequence of Vary content & sequence of

practice drillspractice drills

How to Enhance How to Enhance Intrinsic MotivationIntrinsic Motivation Involve athletes / students / Involve athletes / students /

clients in decision makingclients in decision making Set realistic performance goalsSet realistic performance goals Recognize that YOU are a critical Recognize that YOU are a critical

part of the motivational climate!part of the motivational climate!

But be careful of But be careful of overjustificationoverjustification……

Example: Child cleaning his/her room…Example: Child cleaning his/her room…– Why do they do it?Why do they do it?

McClelland, Atkinson, Clark, & Lowell (1953)

Thematic Apperception Test (TAT) Measures latent needs (needs that can not be

openly observed) Apperception is the process of projecting imagery

onto an outside stimulus, such as a picture. The theory suggests the stories you describe reflect your latent motivations (dispositional needs)

It assesses your motives by telling or writing a story about ambiguous pictures

Coaches’ Attempts to Coaches’ Attempts to MotivateMotivate

A Major League baseball A Major League baseball coach agrees to dye his hair if coach agrees to dye his hair if his team wins three games in his team wins three games in a rowa row

He later wondered if He later wondered if he did the right thing…he did the right thing…

Coaches’ Attempts to Coaches’ Attempts to MotivateMotivate Piniella said after the third victory that he Piniella said after the third victory that he

intended to rescind his offer to dye his hair if intended to rescind his offer to dye his hair if the Devil Rays had not won because he the Devil Rays had not won because he thought the pledge had the potential to thought the pledge had the potential to become a hindrance to the teambecome a hindrance to the team – ““The color of my hair has nothing to do The color of my hair has nothing to do

with wins and losses”with wins and losses” The winning streak ended abruptly with an The winning streak ended abruptly with an

11-3 loss.11-3 loss.

Would this make you swim faster???Would this make you swim faster???

Motivating Athletes...Motivating Athletes...

Why do people participate in Why do people participate in sport and exercise? sport and exercise? – What motivated you as an athlete, What motivated you as an athlete,

student, etc.? student, etc.? Why do they drop-out? Why do they drop-out?

– What What dedemotivated you? motivated you? How do you motivate How do you motivate youryour

athletes, students, clients? athletes, students, clients?

Rotter (1966): Locus of Control

Internal External

Locus of Control Measurement with Youth

Older children generally more internal than younger children

Self-Fulfilling ProphecySelf-Fulfilling Prophecy

The tendency to create or find in a The tendency to create or find in a situation or individual what one expects to situation or individual what one expects to findfind

Because one believes something, one Because one believes something, one acts in a way that makes the outcome acts in a way that makes the outcome more likelymore likely

Self-Actualization

Maslow (1970)Reaching one’s peak or spiritual levelFull-potential

Setting Performance Goals in Sport

Locke and Latham (1985)Specific, difficult goalsShort-term goals importantGoals help insofar as effort, persistance,

and direction of attention is concernedFeedbackGoals must be accepted to affect

performance

Credits:

Several slides prepared by: http://fpdc.kent.edu/programs/t_scholars/ppt/Understanding%20and

%20Increasing%20Student%20Motivaiton%20for%20TEAMa.ppt#288,25,Teacher characteristics that promote motivation

http://clem.mscd.edu/~manuella/Self-Efficacy.ppt#258,2,Who is going to Heaven?

http://psych.umb.edu/Faculty/milburn/Teaching/psych230/Lectures/Attribution_Theory/Social--08.5--Social_Cognition_(Attr_+_SFP).ppt#257,2,Social Cognition/Attribution Theory

http://www.monm.edu/department/phy-ed/jones/PHED190sportpsychology.ppt

http://cc.ysu.edu/~gjkerns/pdfs/Are%20You%20In%20The%20Zone.ppt http://www2.canisius.edu/~rossk/title%20ix%20power%20point.ppt http://www.isbe.state.il.us/spec-ed/ppt/mod3_pp_slides.pps