feedback, reinforcement, & intrinsic motivation ped 374 – psychology of sport

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Feedback, Feedback, Reinforcement, & Reinforcement, & Intrinsic Motivation Intrinsic Motivation PED 374 – Psychology of PED 374 – Psychology of Sport Sport

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Feedback, Reinforcement, Feedback, Reinforcement, & Intrinsic Motivation& Intrinsic Motivation

PED 374 – Psychology of SportPED 374 – Psychology of Sport

IntroductionIntroduction

I try never to plant a negative seed. I try to make every I try never to plant a negative seed. I try to make every comment a positive comment. Therecomment a positive comment. There’’s a lot of evidence to s a lot of evidence to support positive management.support positive management.

Jimmy Johnson, College and Professional Football Jimmy Johnson, College and Professional Football CoachCoach

To really win, you have to get every player to go beyond his To really win, you have to get every player to go beyond his capabilities. He must feel great about himself … He must feel capabilities. He must feel great about himself … He must feel that his coaches or supervisors have total confidence in his that his coaches or supervisors have total confidence in his ability, and he must feel that his weaknesses are small and his ability, and he must feel that his weaknesses are small and his strengths are much bigger. You do that by positive strengths are much bigger. You do that by positive reinforcement, making sure that no one thinks negatively at any reinforcement, making sure that no one thinks negatively at any time.time.

Rick Pitino, Basketball CoachRick Pitino, Basketball Coach

Much of human interaction consists of attempts to Much of human interaction consists of attempts to influence other peopleinfluence other people’’s behaviorss behaviors

Influence attempts occur frequently in sport contexts:Influence attempts occur frequently in sport contexts: Athletes interact with teammates, opponents, officials, Athletes interact with teammates, opponents, officials,

and coachesand coaches Coaches influence athletes in many ways:Coaches influence athletes in many ways:

Creating a good learning environment where athletes Creating a good learning environment where athletes acquire technical skills to succeedacquire technical skills to succeed

““Psychology of coachingPsychology of coaching”” can be regarded as a set of can be regarded as a set of strategies to increase ability to influence behaviors strategies to increase ability to influence behaviors effectively.effectively.

The ABCs of The ABCs of Behavioral Behavioral

ControlControl Influential approach in psychology – Operant conditioningInfluential approach in psychology – Operant conditioning

(A) Antecedents or environmental stimuli; (B) behaviors in (A) Antecedents or environmental stimuli; (B) behaviors in which the person engages; and (C) Consequences that which the person engages; and (C) Consequences that follow the behaviors.follow the behaviors.

Antecedents – are the stimuli that control behavior.Antecedents – are the stimuli that control behavior.

Antecedents that signal the likely consequences of particular Antecedents that signal the likely consequences of particular behaviors are called behaviors are called discriminative stimulidiscriminative stimuli

Skill learning in sport often involves learning to Skill learning in sport often involves learning to ““readread”” environment and respond.environment and respond.

EX: basketball player learns how to set up the offense EX: basketball player learns how to set up the offense when the opponent switches from one defense to anotherwhen the opponent switches from one defense to another

Response Consequences:Response Consequences: The key is on what happens after the response is made:The key is on what happens after the response is made:

PresentPresentRemoveRemove

Positive Positive Reinforcement Reinforcement (Strengthens (Strengthens behaviors)behaviors)

Extinction (weakens Extinction (weakens behaviors)behaviors)

Response cost Response cost punishment (weakens punishment (weakens behavior)behavior)

PunishmentPunishment

(suppresses / weakens (suppresses / weakens behaviors)behaviors)

Negative reinforcement Negative reinforcement

(strengthens behaviors)(strengthens behaviors)

Positive StimuliPositive Stimuli

Aversive Aversive StimuliStimuli

Negative Aspects of Negative Aspects of PunishmentPunishment

Punishment works on the basis of raising fear; raises preoccupation with Punishment works on the basis of raising fear; raises preoccupation with negativesnegatives

Under threat of punishment, athletes view competition as more of a Under threat of punishment, athletes view competition as more of a threat.threat.

Ironically, coaches with this style, increase likelihood of mistakes they Ironically, coaches with this style, increase likelihood of mistakes they are trying to avoid.are trying to avoid.

Negative approach coaches usually succeed because:Negative approach coaches usually succeed because: They are also able to communicate caringThey are also able to communicate caring They have very talented athletesThey have very talented athletes They recruit thick-skinned athletesThey recruit thick-skinned athletes They are such skillful teachers, this overrides their negative approachThey are such skillful teachers, this overrides their negative approach

What About Response CostWhat About Response Cost?:?: Fines, loss of privileges, benchings are examples – removal of Fines, loss of privileges, benchings are examples – removal of

noncontigent reinforcers.noncontigent reinforcers. Punishment through deprivation has 2 advantages over aversive Punishment through deprivation has 2 advantages over aversive

punishment:punishment:1.1. It does not create as much fear of failureIt does not create as much fear of failure

2.2. The The ““punisherpunisher”” is not modeling aggression or other negative behavior is not modeling aggression or other negative behavior

The Positive Approach: The Positive Approach: Getting Good Things to Getting Good Things to

HappenHappen Reinforcement takes many forms:Reinforcement takes many forms:

Verbal compliments, smiles or other nonverbals; behaviors Verbal compliments, smiles or other nonverbals; behaviors that convey approval; increased privileges; awardsthat convey approval; increased privileges; awards

Effective requires:Effective requires: Finding effective reinforcers that work with a given athleteFinding effective reinforcers that work with a given athlete Making reinforcement depend on performance of a desired Making reinforcement depend on performance of a desired

behaviorbehavior Making sure the athlete understands WHY reinforcement is Making sure the athlete understands WHY reinforcement is

givengiven

Schedules and Timing of Reinforcement --Schedules and Timing of Reinforcement --

How frequently should reinforcement be given?How frequently should reinforcement be given? The Coach or Leader has 2 related challenges:The Coach or Leader has 2 related challenges:

1.1. Athletes have to be instructed in skills until they Athletes have to be instructed in skills until they master themmaster them

2.2. Coach needs to figure out how the athletes are to Coach needs to figure out how the athletes are to maintain a high proficiency levelmaintain a high proficiency level

Initially, in skill development, reinforcement should be Initially, in skill development, reinforcement should be continuouscontinuous

Once the skill is well learned, reinforcement should be on Once the skill is well learned, reinforcement should be on a partial schedule.a partial schedule.

Timing of reinforcement is critical – should be immediateTiming of reinforcement is critical – should be immediate

It is natural to praise an athlete who has just made a It is natural to praise an athlete who has just made a great play; it is less natural to reinforce an athlete who great play; it is less natural to reinforce an athlete who tried but failed.tried but failed.

Positive Reinforcement and Positive Reinforcement and Motivational ClimateMotivational Climate Positive approach is designed to foster a task-oriented motivational Positive approach is designed to foster a task-oriented motivational

climate.climate. Athletes in ego-oriented motivational climates:Athletes in ego-oriented motivational climates:

Experience reinforcement upon outperforming others; punishment of Experience reinforcement upon outperforming others; punishment of unsuccessful performance; emphasis on social comparisonunsuccessful performance; emphasis on social comparison

Performance Feedback and MotivationPerformance Feedback and Motivation:: Objective FB effectively increases motivation:Objective FB effectively increases motivation:

It can correct misperceptions (misattributions)It can correct misperceptions (misattributions) It creates a stimulus for athletes to experience positive emotionsIt creates a stimulus for athletes to experience positive emotions It links well with personal and collective goal settingIt links well with personal and collective goal setting FB leads to increases in self-efficacyFB leads to increases in self-efficacy

Positive Reinforcement and Positive Reinforcement and Motivational Climate (Cont)Motivational Climate (Cont)

Instructional Benefits of FB: Objective FB provides info. About:Instructional Benefits of FB: Objective FB provides info. About:

1.1. The specific behaviors that should be performedThe specific behaviors that should be performed

2.2. The levels of proficiency that should be achievedThe levels of proficiency that should be achieved

3.3. The athleteThe athlete’’s current sense of proficiency in that skills current sense of proficiency in that skill

FB should be based on successful execution of skills and NOT FB should be based on successful execution of skills and NOT outcomeoutcome

Guidelines to getting positive Guidelines to getting positive things to happen:things to happen:Administering Positive Reinforcement:Administering Positive Reinforcement:1.1. Be liberal with reinforcement, especially early in learningBe liberal with reinforcement, especially early in learning2.2. Have realistic standards; expect compliance with themHave realistic standards; expect compliance with them3.3. Reinforce desired behaviors AS SOON AS THEY OCCURReinforce desired behaviors AS SOON AS THEY OCCUR4.4. Reinforce process and execution, not just outcomeReinforce process and execution, not just outcome5.5. Help athletes set positive, individual, performance-based Help athletes set positive, individual, performance-based

goalsgoalsWhat about Reacting to/giving FB based on mistakesWhat about Reacting to/giving FB based on mistakes?:?:1.1. Mistakes should be viewed as learning opportunitiesMistakes should be viewed as learning opportunities2.2. Ask the athlete what they should have done – increases Ask the athlete what they should have done – increases

reinforcement of the CORRECT performance principlereinforcement of the CORRECT performance principle3.3. With motor skills, we are visual learners; DEMONSTRATE!With motor skills, we are visual learners; DEMONSTRATE!4.4. Use the Use the ““sandwich approachsandwich approach””5.5. Limit criticism to behaviors that are within the athleteLimit criticism to behaviors that are within the athlete’’s s

controlcontrol6.6. Avoid punishment; it works by building Avoid punishment; it works by building ““fear of failurefear of failure””

The The ““SandwichSandwich”” Approach to Approach to giving FBgiving FB

1. Find something the athlete did right and reinforce it

Tell the athlete how to correct a mistake – emphasize the good things that will happen as a result

End with a general performance-related positive statement

Believing one can: The Believing one can: The Construct of Self-EfficacyConstruct of Self-Efficacy

Self-efficacySelf-efficacy – is defined as a person – is defined as a person’’s judgment about their s judgment about their capability to successfully perform a specific taskcapability to successfully perform a specific task

Two major principles:Two major principles:1.1. Our efficacy beliefs affect our thought patterns and responsesOur efficacy beliefs affect our thought patterns and responses

2.2. Self-efficacy is positively related to positive motivational Self-efficacy is positively related to positive motivational patternspatterns

High Self-Efficacy does not guarantee outcome, BUT increases High Self-Efficacy does not guarantee outcome, BUT increases probability that athlete will do well in terms of performance probability that athlete will do well in terms of performance factors they can controlfactors they can control

Implications for Practice: 6 key determinants of self-efficacyImplications for Practice: 6 key determinants of self-efficacy::1.1. Most influential determinant – previous successful performanceMost influential determinant – previous successful performance

2.2. Vicarious experience – when we see another (similar) person Vicarious experience – when we see another (similar) person succeedsucceed

3.3. Verbal persuasion – either ours, or someone elseVerbal persuasion – either ours, or someone else

4.4. Our physiological state – is it appraised as positive or negative?Our physiological state – is it appraised as positive or negative?

5.5. Our emotional state – same thing as aboveOur emotional state – same thing as above

6.6. Imagined experiences – If you can see it, you can be itImagined experiences – If you can see it, you can be it

Doing it for the Joy: Doing it for the Joy: Determinants of Intrinsic Determinants of Intrinsic

MotivationMotivation When intrinsically motivated, we do activity for itWhen intrinsically motivated, we do activity for it ’’s own sakes own sake Different types of motivation vary according to their level of self-Different types of motivation vary according to their level of self-

determination:determination:1.1. Athletes who are Athletes who are amotivated amotivated – –

They have no sense of personal control; they have no real They have no sense of personal control; they have no real reasons for doing the activityreasons for doing the activity

2.2. External regulationExternal regulation – – Behavior is performed to satisfy external demand or stems from Behavior is performed to satisfy external demand or stems from

external rewardexternal reward3.3. Introjected regulationIntrojected regulation – –

Athletes participate b/c inside they feel they HAVE to Athletes participate b/c inside they feel they HAVE to participate.participate.

4.4. Identified regulationIdentified regulation – – Behavior is done out of free choice – but as a means to an endBehavior is done out of free choice – but as a means to an end

Intrinsic MotivationIntrinsic Motivation – – The athlete feels competent, autonomous, and connected with The athlete feels competent, autonomous, and connected with

othersothers