Facilitating Feelings Facilitating Feelings of Self-Determination and of Self-Determination and

Intrinsic Motivation in AthletesIntrinsic Motivation in Athletes

Tony Amorose, Ph.D.Tony Amorose, Ph.D.

Illinois State UniversityIllinois State University

Questions?Questions?

Why do people get involved in sport?Why do people get involved in sport?

Why do they continue to participate?Why do they continue to participate?

Common Motives for Common Motives for Sport ParticipationSport Participation

•

•

•

•

•

•

The Nature of Motivation AccordingThe Nature of Motivation According to Self-Determination Theoryto Self-Determination Theory

• motives can be classified along a motives can be classified along a continuum of self-determinationcontinuum of self-determination

nonself-determined

Continuum of Self-Determination

self-determined

Intrinsic Intrinsic MotivationMotivation

Extrinsic MotivationExtrinsic Motivation

AmotivationAmotivationintegrated integrated regulationregulation

identified identified regulationregulation

introjected introjected regulationregulation

external external regulationregulation

Intrinsic Motivation (IM)Intrinsic Motivation (IM)

•

• types of intrinsic motivation…types of intrinsic motivation…– IM to knowIM to know– IM to accomplishIM to accomplish– IM to experience stimulationIM to experience stimulation

Extrinsic Motivation (EM)Extrinsic Motivation (EM)

•

• types of extrinsic motivation…types of extrinsic motivation…

– integrated regulationintegrated regulation

– identified regulationidentified regulation

– introjected regulationintrojected regulation

– external regulationexternal regulation

Amotivation (AM)Amotivation (AM)

•

Question?Question?

How would you classify these motives?How would you classify these motives?

“For the excitement I feel when I am really involved in the activity.”

“For the prestige of being an athlete.”

“Because I would feel bad if I was not taking time to do it.”

“For the pleasure it gives me to know more about the sport I practice.”

“Because it is one of the best ways I have chosen to develop other aspects of myself.”

“It is not clear to me anymore; I don’t think my place is in sport anymore.”

Why Do You Practice Your Sport?Why Do You Practice Your Sport?

Important PointsImportant Points

• people have multiple motivespeople have multiple motives

• likely a combination of intrinsic and likely a combination of intrinsic and extrinsic reasonsextrinsic reasons

Key QuestionsKey Questions

which reasons are most importantwhich reasons are most important??

do you participate primarily for intrinsic or do you participate primarily for intrinsic or extrinsic reasons?extrinsic reasons?

Motivational OrientationMotivational Orientation

intrinsic motivational orientationintrinsic motivational orientation

•

extrinsic motivational orientationextrinsic motivational orientation

•

Question…Question…Which are YouWhich are You??

Question?Question?

Does it matter if we are more Does it matter if we are more

intrinsically or extrinsically motivated?intrinsically or extrinsically motivated?

Potential BenefitsPotential BenefitsThose with an Those with an intrinsic motivational intrinsic motivational orientationorientation (i.e., more self-determined (i.e., more self-determined motivation) are more likely to…motivation) are more likely to…

1.1. 2.2. 3.3. 4.4. 5.5. 6.6.

Question?Question?

How can we promote or facilitate How can we promote or facilitate

intrinsic motivationintrinsic motivation in sport participants? in sport participants?

Wonder Years VideoWonder Years Video

Describe Paul’s motivated behavior at the beginning, Describe Paul’s motivated behavior at the beginning,

middle, and end of the show.middle, and end of the show.

Speculate on the primary reasons why Paul participates at Speculate on the primary reasons why Paul participates at

these points in the show (intrinsic vs. extrinsic).these points in the show (intrinsic vs. extrinsic).

What are some specific factors (personal, situational) that What are some specific factors (personal, situational) that

may have contributed to the change in Paul’s motivation?may have contributed to the change in Paul’s motivation?

Self-Determination Theory (SDT)Self-Determination Theory (SDT)

Basic PremiseBasic Premise

the fulfillment of the basic needs of the fulfillment of the basic needs of

competencecompetence, , autonomyautonomy, and , and relatednessrelatedness are are

essential for the facilitation of self-essential for the facilitation of self-

determined motivation, social determined motivation, social

development, and personal well-beingdevelopment, and personal well-being

Three Basic NeedsThree Basic Needsneed for competenceneed for competence

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need for autonomy (self-determination)need for autonomy (self-determination)–

need for relatednessneed for relatedness–

Cognitive Evaluation Theory (CET)Cognitive Evaluation Theory (CET)

• sub-theory within SDTsub-theory within SDT

• goal is to specify conditions that goal is to specify conditions that support or undermine IMsupport or undermine IM

• IM will be maximized… IM will be maximized…

Key PointKey Point

Any Any eventevent (external or internal) which (external or internal) which can affect perceived competence or self-can affect perceived competence or self-determination will ultimately impact IMdetermination will ultimately impact IM

Possible events?Possible events?

Functional Aspect of Events Functional Aspect of Events

1. controlling aspect1. controlling aspect– related to feeling or autonomy or self-determinationrelated to feeling or autonomy or self-determination

event perceived as “controlling”

decreased autonomy

decreased intrinsic

motivation

event perceived as providing

“choice”

increased autonomy

increased intrinsic

motivation

Functional Aspect of Events Functional Aspect of Events

2. informational aspect2. informational aspect– related to feelings of competencerelated to feelings of competence

if event provides

positive info

increased perceived

competence

increased intrinsic

motivation

if event provides

negative info

decreased perceived

competence

decreased intrinsic

motivation

Important PointImportant Point

It is the It is the functional significancefunctional significance of the of the events that will impact IMevents that will impact IM

Which aspect is most important or salient to Which aspect is most important or salient to the individual?the individual?

How does the individual perceive the event?How does the individual perceive the event?

Other Important PointsOther Important Points• IM is only evident for activities that are…IM is only evident for activities that are…

–

–

• changes in perceived competence will only changes in perceived competence will only affect IM under conditions where the one affect IM under conditions where the one feels autonomousfeels autonomous

• relatedness has a more distal affect on IMrelatedness has a more distal affect on IM

Research on IMResearch on IM

• rewardsrewards

• competitioncompetition

• coaching/instructor feedbackcoaching/instructor feedback

• leadership styles and behaviorsleadership styles and behaviors

Research on Rewards and IMResearch on Rewards and IM

1.1. Random Assignment to GroupsRandom Assignment to Groups

• control (no reward)control (no reward)

• experimental (received reward for participation)experimental (received reward for participation)

2.2. Perform an Interesting Task (e.g., puzzle, game)Perform an Interesting Task (e.g., puzzle, game)

3.3. Experimental Group Receives RewardExperimental Group Receives Reward

4.4. Experimenter LeavesExperimenter Leaves

5.5. Free Choice PeriodFree Choice Period

6.6. Time Spent on Task as Measure of IMTime Spent on Task as Measure of IM

Basic Procedures of Lab ResearchBasic Procedures of Lab Research

ResultsResults

ConclusionConclusion

Potential Problems?Potential Problems?

1.1.

2.2.

3.3.

Scholarships and IMScholarships and IM

PurposePurpose

To determine whether scholarship and non-To determine whether scholarship and non-scholarship athletes differed on level of IMscholarship athletes differed on level of IM

MethodMethod

male football playersmale football players• scholarshipscholarship• non-scholarshipnon-scholarship

MeasuresMeasures

IM (i.e., enjoyment, free time spent practicing, IM (i.e., enjoyment, free time spent practicing, participate without scholarship?)participate without scholarship?)

Ryan (1977)Ryan (1977)

ResultsResults•

•

ConclusionConclusion

Ryan (1980)Ryan (1980)

Basic Results …Basic Results …•

•

replicated earlier study but examined football replicated earlier study but examined football players, wrestlers, and female athletes from a players, wrestlers, and female athletes from a

variety of sportsvariety of sports

How can you explain these results?How can you explain these results?

Explanation of Results Using Explanation of Results Using CETCET

wrestlers and female athleteswrestlers and female athletes•

•

football playersfootball players•

•

•

ConclusionsConclusions

1.1. rewards are not necessarily bad, rather it rewards are not necessarily bad, rather it depends on how they are perceiveddepends on how they are perceived

2.2. there are conditions where rewards are there are conditions where rewards are notnot detrimental to IM detrimental to IM

3.3. rewards will not undermine IM if there was rewards will not undermine IM if there was no interest in the activity in the first placeno interest in the activity in the first place

Research on IMResearch on IM

• rewardsrewards

• competitioncompetition

• coaching/instructor feedbackcoaching/instructor feedback

• leadership styles and behaviorsleadership styles and behaviors

Leadership Styles and IMLeadership Styles and IM

Question?Question?

How should the following leadership How should the following leadership

styles influence athletes’ IM?styles influence athletes’ IM?

Hollembeak and Amorose (Hollembeak and Amorose (in pressin press))

PurposePurpose• To test whether perceived competence,

autonomy, and relatedness mediate the relationship between athletes’ perceptions of their coaches’ behavior and the athletes’ IM

• To determine the specific coaching behaviors that are positively or negatively related to IM

MethodsMethodsParticipants

• Division I college athletes (Division I college athletes (MM age = 19.73) age = 19.73)– male (male (nn = 146) = 146) – female (female (nn = 134) = 134)– various individual and team sportsvarious individual and team sports

• years of participation (years of participation (M M =10.19, =10.19, SD =1.36SD =1.36))

• years with current coach (years with current coach (M M =1.40, =1.40, SD =1.42SD =1.42))

Measures

• perceived coaching behaviors (LSS)perceived coaching behaviors (LSS)

• intrinsic motivation (SMS)intrinsic motivation (SMS)

• fundamental needs according to SDTfundamental needs according to SDT– perceived competenceperceived competence– autonomyautonomy– relatednessrelatedness

ResultsResults• mediational effect of needs

• coaching behaviors as positive or negative predictors of IM

Full ModelFull Model

Training and Instruction

Positive Feedback

AutocraticBehavior

DemocraticBehavior

Social Support

Perceived Competence

Relatedness

Intrinsic Motivation

Autonomy

“Model is a perfect fit!”

Mediational ModelMediational Model

Training and Instruction

Positive Feedback

AutocraticBehavior

DemocraticBehavior

Social Support

Perceived Competence

Relatedness

Intrinsic Motivation

Autonomy

Training and Instruction

Positive Feedback

AutocraticBehavior

DemocraticBehavior

Social Support

Perceived Competence

Relatedness

Intrinsic Motivation

Hypothesized ModelHypothesized Model

Autonomy

Modified Mediational ModelModified Mediational Model

Training and Instruction

Positive Feedback

AutocraticBehavior

DemocraticBehavior

Social Support

Perceived Competence

Relatedness

Intrinsic Motivation

.11

.32

.25

.06

.43

-.40

-.13

.13

-.16

.19

-.13

.98

.64

.92

.78

Autonomy

ResultsResults• mediational effect of needs

• coaching behaviors as positive or negative predictors of IM

• groups differences in pattern of relationships?

LimitationsLimitations• only considered IM

• other behaviors that may impact motivation

Practical ImplicationsPractical Implications• democratic coaching styles may facilitate more

intrinsically motivated athletes

SummarySummary

• IM affected by perceptions of competence, IM affected by perceptions of competence,

autonomy, and relatednessautonomy, and relatedness

• important given benefits of IM orientationimportant given benefits of IM orientation

• SDT is practical in sense that we can use SDT is practical in sense that we can use

this information to facilitate IMthis information to facilitate IM

Question?Question?

How can we promote or facilitate…How can we promote or facilitate…

• perceived competenceperceived competence

• autonomyautonomy

• relatednessrelatedness