Download - Motivation and motivation theories in sports
MOTIVATION&
SOME INFLUENTIAL THEORIES OF MOTIVATION
PRESENTED BY:BAHAR HUSSAIN
MUHAMMAD USMANMUSHTAQ ALISAJJAD KHAN
NAYAB
MOTIVATION: SOME DEFINITIONS
• THE DESIRE TO FULFIL A NEED (COX,1988)• MOTIVATION IS GOAL DIRECTED BEHAVIOUR.• MOTIVATION IS AN INNER DRIVE TO BEHAVE OR ACT IN A
CERTAIN MANNER.• IT IS THE PROCESS THAT GIVES BEHAVIOUR THE PURPOSE AND
DIRECTION.• MOTIVATION IS THE PROCESS THAT INITIATES, GUIDES, AND
MAINTAINS GOAL-ORIENTED BEHAVIOURS
INTRINSIC MOTIVATION• INTRINSIC MOTIVATION COMES FROM WITHIN THE PERSON.• INTRINSIC MOTIVES REFER TO WHEN PEOPLE ARE FULLY SELF-REGULATED, ENGAGE
IN ACTIVITIES OUT OF INTEREST, EXPERIENCE A SENSE OF VOLITION, AND FUNCTION WITHOUT THE AID OF EXTERNAL REWARDS AND/OR CONSTRAINTS.
• INTRINSIC MOTIVES FOR TAKING PART IN SPORT INCLUDE EXCITEMENT, FUN, LOVE OF ACTION AND THE CHANCE TO DEMONSTRATE AND IMPROVE OUR SKILLS
• FOR EXAMPLE, SOCCER PLAYERS WHO PLAY THE SPORT SIMPLY FOR THE PLEASURE AND SATISFACTION THAT THEY GAIN FROM LEARNING NEW SKILLS WOULD BE DISPLAYING INTRINSIC MOTIVATION
EXTRINSIC MOTIVATION
• EXTRINSIC MOTIVATION REFERS TO AN INDIVIDUAL’S GOAL OF ACTION BEING GOVERNED BY OUTCOME OF THE ACTIVITY
• EXTRINSIC MOTIVATION OFTEN RESULTS FROM EXTERNAL REWARDS (SEEKING APPROVAL, OBTAINING A TANGIBLE REWARD) OR FEARS (AVOIDING PUNISHMENT, FAILURE).
• EXTRINSIC MOTIVATORS CAN BE USED SUCCESSFULLY TO BOOST INTRINSIC MOTIVATION.• SUCH AS COLOURED BELT OR SASH, IN THE GRADING SYSTEMS OF THE EASTERN
MARTIAL ARTS, ARE DESIGNED TO PROVIDE REGULAR TANGIBLE REWARDS FOR STUDENTS’ ACHIEVEMENTS, WITH THE AIM OF MOTIVATING THEM TO CONTINUE.
SOME INFLUENTIONAL THEORIES OF MOTIVATION
• MASLOW’S THEORYHUMANISTIC
PERSPECTIVE OF MOTIVATION
• THEORY OF NEED ACHIEVEMENT.
ACHIEVEMENT MOTIVATION
• achievement orientations• Attribution theory
COGNITIVE APPROACH T0 MOTIVATION
• SELF-DETERMINATION THEORY (SDT)
CONTEMPORARY APPROACH TO HUMAN
MOTIVATION
MASLOW’S THEORY OF NEEDS • MASLOW (1954) DEVELOPED A THEORY OF HUMAN MOTIVATION THAT AIMED
TO EXPLAIN ALL THE TYPES OF HUMAN NEED AND RANK THEM IN THE ORDER PEOPLE SEEK TO SATISFY THEM
• WE ASCEND THE HIERARCHY, SATISFYING EACH MOTIVE IN TURN.• ACCES TO THE HIGHER LEVEL REQUIRED SATISFACTION OF THE LOWER
LEVEL NEED. OUR FIRST PRIORITY IS TO SATISFY OUR PHYSIOLOGICAL NEEDS, WHEN THESE NEEDS HAVE BEEN SATISFIED WE SEEK OUT SAFETY AND SO O
• IF A HIGHER LEVEL NEED REMAINS UNFULFILLED, THE PERSON MIGHT REGRESS TO LOWER LEVEL OF NEEDS THAT APPEAR EASIER TO SATISFY.
• THERE ARE MULTIPLE REASONS THAT MOTIVATES AN ATHELET TO PARTICIPATE IN SPORTS AND MOST OF THEM ARE GROUPED ABOVE THE PHYSIOLOGICAL AND SAFETY NEEDS.
ACHIEVEMENT MOTIVATION• THE MOST INFLUENTIAL THEORY OF ACHIEVEMENT MOTIVATION COMES FROM
MCCLELLAND ET AL (1953) AND ATKINSON (1964) CALLED MCCLELLAND-ATKINSON THEORY OF NEED ACHIEVEMENT
• A PERSON’S MOTIVATION IS MAINLY INFLUENCED BY TWO MOTIVES NEED TO ACHIEVE (NACH) AND NEED TO AVOID FAILURE (NAF) IN A COMPETENCE PERSUIT (WHERE SUCCESS & FIALURE ARE POSSIBLE SUCH AS SPORTS)
• IN SPORT, WE FACE AN APPROACH–AVOIDANCE CONFLICT. WE ARE MOTIVATED TO APPROACH AND TAKE PART BY OUR DESIRE TO SUCCEED, BUT WE ARE ALSO MOTIVATED TO AVOID TAKING PART BY OUR DESIRE TO AVOID FAILURE
• OUR INDIVIDUAL DECISION TO PARTICIPATE IN SPORT IS DETERMINED BY THE RELATIVE STRENGTH OF THESE TWO FACTORS.
ACHIEVEMENT MOTIVATION (CONT)• ACHIEVEMENT MOTIVATION IS CONSIDERED A PERSONALITY TRAIT.• THIS PERSONALITY TRAIT EFFECTS MOTIVATION. THE PERSONS WHO HAVE
GREATER DESIRE FOR SUCCESS ARE CONSIDERED TO BE HIGH IN ACHIEVEMENT MOTIVATION WHILE THE PERSONS WHO FEAR FAILURE ARE CONSIDERED TO BE LOW IN ACHIEVEMENT MOTIVATION.
• SIMILARLY SITUATION IS ALSO IMPORTANT, SPECIFICALLY THE PROBABILITY OF SUCCESS AND THE INCENTIVE FOR SUCCESS
• THUS, EVEN IF ATHLETES ARE LOW IN ACHIEVEMENT MOTIVATION, IF THE PROBABILITY OF SUCCESS IS HIGH, AND THE REWARDS FOR SUCCESS ARE GREAT, THEY ARE LIKELY TO BE MOTIVATED.
GOAL/ACHIEVEMENT ORIENTATIONS THEORY• NICHOLLS’ (1984) THEORY OF GOAL OR ACHIEVEMENT ORIENTATIONS MAKES
THE IMPORTANT DISTINCTION BETWEEN TWO STYLES OF ACHIEVEMENT MOTIVATION, TASK ORIENTATION AND EGO ORIENTATION.
• TASK ORIENTATED PLAYERS TEND TO JUDGE THEIR SPORTING COMPETENCE ON THE BASIS OF HOW WELL THEY PERFORMED THE TASK AT THE LAST ATTEMPT WHILE EGO-ORIENTED PLAYERS JUDGE THEIR COMPETENCE ON THEIR SUCCESS RELATIVE TO THEIR PEERS.
• BOTH OF THESE ORIENTATIONS ARE NOT MUTUALLY EXCLUSIVE AND CAN EXIST IN THE SAME PERSON AND CAN BE HELPFUL TO ATHLETES.
TASK-ORIENTED EGO-ORIENTED
CRITERION FOR JUDGING SUCCESS
PAST PERSONAL PERFORMANCE
COMPARISON WITH OTHERS
JUDGED CAUSE OF SUCCESS PRACTICE & SKILL DEVELOPMENT
CHANCE & NATURAL ABILITY
RESPONSES TO DIFFICULTY/FAILURE
PERSISTENCE CHEATING
ATTRIBUTION THEORY
• ATTRIBUTION MEANS THAT WE COME TO A CONCLUSION ABOUT WHY SOMETHING HAPPENED OR WHY SOMEONE BEHAVED OR PERFORMED IN A CERTAIN WAY.
• WE CAN MAKE TWO TYPES OF ATTRIBUTION, INTERNAL AND EXTERNAL. INTERNAL ATTRIBUTIONS PLACE THE RESPONSIBILITY FOR BEHAVIOUR OR PERFORMANCE WITH THE INDIVIDUAL, WHEREAS EXTERNAL ATTRIBUTIONS PLACE THE REASONS IN THE SITUATION.
• AFTER A HUMILIATING DEFEAT, MOST OF US WOULD TEND TO ADOPT EXTERNAL ATTRIBUTIONS AND BLAME OTHER FACTORS, WHEREAS AFTER A SUCCESS MOST OF US TEND TO ADOPT AN INTERNAL POSITION AND TAKE THE CREDIT. THIS PHENOMENON IS KNOWN AS SELF-SERVING BIAS.
WEINER’S MODEL OF ATTRIBUTION
IF WE CONSISTENTLY SUCCEED OR FAIL, OUR ATTRIBUTIONS ARE LIKELY TO BE STABLE (ABILITY/TASK DIFFICULTY) BECAUSE SELF-SERVING BIAS, WE WILL ATTRIBUTE SUCCESS TO ABILITIES AND FAILURE TO TASK DIFFICULTY
ABILITYTASK
DIFFICULTY
EFFORTS LUCK
STABLE
UN-STABLE
INTRINSIC EXTRINSIC
WEINER’S MODEL OF ATTRIBUTION
IF OUR RESULTS ARE LESS CONSISTENT, WE WILL PROBABLY ATTRIBUTE THEM TO THE UNSTABLE DOMAIN (EFFORT OR LUCK) AND AGAIN OUR SELF-SERVING BIAS MEANS THAT WE ARE LIKELY TO ATTRIBUTE SUCCESS TO EFFORT AND FAILURE TO BAD LUCK.
ABILITYTASK
DIFFICULTY
EFFORTS LUCK
STABLE
UN-STABLE
INTRINSIC EXTRINSIC
WEINER’S MODEL OF ATTRIBUTION
WEINER’S MODEL GIVES US A STARTING POINT TO WORK WITH ATHLETES TO CORRECT THEIR ATTRIBUTIONS. WE MAY WISH TO SHIFT THE ATTRIBUTIONS OF LAZY ATHLETES TOWARD THE UNSTABLE-INTERNAL POSITION SO THAT THEY REALISE MORE EFFORT IS NEEDED.
ABILITYTASK
DIFFICULTY
EFFORTS LUCK
STABLE
UN-STABLE
INTRINSIC EXTRINSIC
SELF-DETERMINATION THEORY• DECI AND RYAN SUGGESTED THAT MOTIVATION IS MULTIDIMENSIONAL,
MEANING THAT A PERSON CAN BE SIMULTANEOUSLY MOTIVATED BY MULTIPLE FACTORS.
• CENTRAL TO SDT IS THE DISTINCTION BETWEEN SELF-DETERMINED AND CONTROLLED FORMS OF MOTIVATION.
• SELF-DETERMINED MEANS TO ACT WITH A SENSE OF SELF-DIRECTION AND CHOICE. AN ATHLETE WHO IS SELF-DETERMINED PARTICIPATES BECAUSE THAT ATHLETE FINDS SPORT ENJOYABLE OR INTERESTING (INTRINSIC MOTIVATION) OR VALUES THE BENEFITS OF SPORT PARTICIPATION.
• IN CONTRAST, MOTIVATION THAT IS FUELLED BY PRESSURE FROM OTHERS OR PRESSURE FROM WITHIN (GUILT) IS REFERRED TO AS CONTROLLED MOTIVATION.
SELF-DETERMINATION THEORY• FOR EXAMPLE, ATHLETES WHOSE PARTICIPATION IS DRIVEN LARGELY BY
SELF-DETERMINED FACTORS PERFORM AT A HIGHER LEVEL; EXPERIENCE MORE POSITIVE EMOTIONS; SHOW MORE PERSISTENCE, AND EFFORT THAN ATHLETES WITH LOWER SELF-DETERMINED MOTIVATION AND STRONGER CONTROLLED MOTIVATION.
• IN COMPARISON, ATHLETES WITH HIGH LEVELS OF CONTROLLED MOTIVATION TEND TO EXPERIENCE A VARIETY OF NEGATIVE OUTCOMES SUCH AS DROP-OUT FROM SPORT, BURNOUT, ANTISOCIAL BEHAVIOUR, ANXIETY, AND NEGATIVE AFFECT.
SELF-DETERMINATION THEORY• ACCORDING TO SDT, SELF-DETERMINED MOTIVATION IS MOST LIKELY TO
DEVELOP WHEN THREE BASIC PSYCHOLOGICAL NEEDS, KNOWN AS AUTONOMY, COMPETENCE, AND RELATEDNESS, ARE FULFILLED.
• AUTONOMY REPRESENTS THE NEED TO FEEL PERSONAL CONTROL OVER ONE’S ACTIONS.
• COMPETENCE REFLECTS THE NEED TO FEEL EFFECTIVE. • RELATEDNESS REPRESENTS THE NEED TO FEEL CONNECTED WITH OTHERS
AND A SECURE SENSE OF BELONGING. • THERE IS EVIDENCE THAT ATHLETES REQUIRE ALL THREE PSYCHOLOGICAL
NEEDS TO BE SATISFIED IN ORDER FOR OPTIMAL MOTIVATION AND WELLBEING TO DEVELOP.
When coaches’ actions support their athletes’ needs, self-determined motivation will develop
When coaches’ behaviour undermines these needs, athletes are likely to experience increased controlled motivation
self-
dete
rmin
ed
mot
ivat
ion
cont
rolle
d m
otiv
atio
n
Key factor in creating an autonomy-
supportive climate
Provide choice—athletes
making decisions about some aspects of a training
session. Avoid guilt inducing
criticisms; critiques that focus on the
behaviour, not the character
Provide a rationale for tasks, limits, and rules—
explaining the reasonsPromote athlete
responsibility—allowing
athletes to create and deliver a
training drill
Provide constructive
feedback that is solution
focused rather than problem
focused.
Limit ego involvement—encouraging to improve their
own performance, avoiding intra-team rivalries.