Download - Motivation
Motivation
Learning objectivesBy the end of the session all learners will have:
Identified at least 2 motives specific to them Considered key evidence to support motives and developed evaluation points Applied theory of SDT to real life situations Developed evaluation to the Achievement Motive (McClelland et al) Considered how to measure motivation in sports setting (Gill & Deeter ) Challenged peers application of the Techniques in Motivation theory (Deci and
Ryan) Developed plans for essays for exam
Some learners will have: Lead discussions Contributed to class discussions Started to write an answer to 10/15 mark questions
Starter activityWhat motivates you?
In pairs identify at least 2 things that motivate you to do things…Your work!Your hobbiesSports
Where have these motives come from?
Intrinsic vs Extrinsic Card sort in pairs
Intrinsic
Intrinsic
Makes you feel good
comes from the heart
Want to achieve/prove a point
gain knowledge/fitne
ssChallenge
Cooperation
Recognition
Extrinsic
Extrinsic
Money
Trophies
Qualifications
Rewards
Achievement motivationAchievement motivation is “an individual’s motivation to
strive for success”Can be instinctive – Always want to competeCan be nurtured – Through experienceIt is the extent to which we approach challenge and
competition, or avoid competitive situations.
McClelland et al ~ the Achievement MotiveContent analysis based on previous work carried out by Murray (1938)Male ~ numerous imagery responses to TAT analysed ~ sampling
peoples thinking ~ interesting sampling population noted by researcher
6 experimental conditions:RelaxedNeutral Achievement orientatedSuccessFailureSuccess-failure
each preceded the measure of motivation
Shown pictures and asked to write their own stories based on:What is happening? Who are the persons?What has led up to this situation? That is what has happened in the past?What is being thought? That is wanted? By whom?What will happen? What will be done?
Deprived of food for 1, 4, 16 hrsHigh need for achievement (nAch) = excel and avoid low risk and high risk
situationsAchievement motivated individuals avoid both low risk (easily accomplished)
and high risk (outcome is due to chance rather than own effort)High nAch prefer 50/50 situations of successAchievement motivated need regular feedback to monitor own success ~
work alone or others similar
McClelland et al ~ the Achievement Motive
Reliable?Researchers claimed high reliability and validity
Associations reflected in the stories were sig influenced by events occurring before they were sampledCounted the number of diff references to achievement
appearing in storiesachievement orientated experiences sig increased the
amount of achievement imagery in written stories
McClelland et al ~ the Achievement Motive
Strive to be the best
Will not stop until they
have achieved what they
want.
Take the challenging
route in what they
do.
Complete tasks/goals properly
Seek independence
Find it rewarding
to be challenged
nAch Need to Achieve
Need to Achieve characteristics
Need to Avoid failure characteristics
Not the best at
what they do
RelaxedTake
everything easy
Easy route
Avoid responsibility
Do not like being
assessed
nAfNeed to Avoid
failure
Evaluation Ethnocentrism?Validity?Subjective tests?
McClelland et al ~ the Achievement Motive
Sports specific achievement motivation Read Gill & Deeter ~ SOQ
SOQ is a measure of sport-specific motivation. Psychometric test that uses 25 questions to score respondents on three traits:
Competitiveness: how much do you enjoy competition and strive to succeed? A competitive person loves to compete and seeks out competitions to take part in.
Win Orientation: how important is winning to you? Win-orientated people compare their performance with other people, rather than setting personal standards.
Goal Orientation: how important is your own personal performance? Goal-orientated people are "competing against themselves" rather than trying to beat other people.
Items were developed from reviewing sports psychology publications, consulting other psychologists and open-ended interviews with sports players.
The items on the questionnaire include: "I look forward to competing" (Competitiveness) "I hate to lose" (Win-orientation) "Performing to the best of my ability is very important to me" (Goal-orientation)
EvaluationGender differences? Reliability ~ test retest?Validity ~ construct validity? Ecological valid?Application ~ can it be used again?
Sports specific achievement motivation
Further findings…. Interesting individual differences ~
Males score high for Competitiveness and Win-orientationFemales score higher for Goal-orientation. Athletes generally score higher than non-athletes on all
three scales, but especially Competitiveness. Athletes vary a lot among themselves, of course, but in
general Goal-orientation is higher for them than Win-orientation.
Techniques in Motivation Read Deci and Ryan paper
3 main areas that you need to be aware ofThe nature of motivation Intrinsic motivationSelf regulatory extrinsic motivation
Consider the types of motivation with their regulatory styles, loci of causality and corresponding processes using the self determining contimum
TaskIndividually develop a detailed coaching plan that would
encourage team members to enhance integration, responsibility and performance
When complete, read a peers coaching plan and question one element of it ~ use handout to support your points
Essay questionsDevelop a plan for an exam answer
Describe one theory of motivation in sport. [10]Compare theories of motivation in sport. [15]
Describe how sport-specific motivation is measured. [10] Evaluate the reliability and validity of measuring
motivation in sport. [15]
Learning objectivesToday all learners have:
Identified at least 2 motives specific to them Considered key evidence to support motives and developed evaluation points Developed evaluation to the Achievement Motive (McClelland et al) Considered how to measure motivation in sports setting (Gill & Deeter ) Applied theory of SDT to real life situations Challenged peers application of the Techniques in Motivation theory (Deci and
Ryan) Developed plans for essays for exam
Some learners have: Lead discussions Contributed to class discussions Started to write an answer to 10/15 mark questions