ped 374 feedback reinforcement and int motivation

8/6/2019 PED 374 Feedback Reinforcement and Int Motivation

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Feedback, Reinforcement, &Feedback, Reinforcement, &

Intrinsic MotivationIntrinsic Motivation

PED 374PED 374 Psychology of SportPsychology of Sport


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IntroductionIntroduction

I try never to plant a negative seed. I try to make every comment aI try never to plant a negative seed. I try to make every comment apositive comment. Theres a lot of evidence to support positivepositive comment. Theres a lot of evidence to support positivemanagement.management.

Jimmy Johnson, College and Professional FootballJimmy Johnson, College and Professional FootballCoachCoach

To really win, you have to get every player to go beyond his capabilities.To really win, you have to get every player to go beyond his capabilities.He must feel great about himself He must feel that his coaches orHe must feel great about himself He must feel that his coaches orsupervisors have total confidence in his ability, and he must feel that hissupervisors have total confidence in his ability, and he must feel that hisweaknesses are small and his strengths are much bigger. You do that byweaknesses are small and his strengths are much bigger. You do that by

positive reinforcement, making sure that no one thinks negatively at anypositive reinforcement, making sure that no one thinks negatively at anytime.time.

Rick Pitino, Basketball CoachRick Pitino, Basketball Coach


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Much of human interaction consists of attempts to influenceMuch of human interaction consists of attempts to influenceother peoples behaviorsother peoples behaviors

Influence attempts occur frequently in sport contexts:Influence attempts occur frequently in sport contexts:

Athletes interact with teammates, opponents, officials, andAthletes interact with teammates, opponents, officials, andcoachescoaches

Coaches influence athletes in many ways:Coaches influence athletes in many ways:

Creating a good learning environment where athletes acquireCreating a good learning environment where athletes acquiretechnical skills to succeedtechnical skills to succeed

Psychology of coaching can be regarded as a set ofPsychology of coaching can be regarded as a set ofstrategies to increase ability to influence behaviorsstrategies to increase ability to influence behaviorseffectively.effectively.


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The ABCs ofThe ABCs of

Behavioral ControlBehavioral Control Influential approach in psychologyInfluential approach in psychology Operant conditioningOperant conditioning

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

AntecedentsAntecedents are the stimuli that control behavior.are the stimuli that control behavior.

Antecedents that signal the likely consequences of particularAntecedents that signal the likely consequences of particularbehaviors are calledbehaviors are called discriminative stimulidiscriminative stimuli

Skill learning in sport often involves learning to readSkill learning in sport often involves learning to readenvironment and respond.environment and respond.

EX: basketball player learns how to set up the offense when theEX: basketball player learns how to set up the offense when theopponent switches from one defense to anotheropponent switches from one defense to another


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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:

PresentPresent RemoveRemove

Positive ReinforcementPositive Reinforcement(Strengthens behaviors)(Strengthens behaviors)

Extinction (weakensExtinction (weakensbehaviors)behaviors)

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

PunishmentPunishment(suppresses / weakens(suppresses / weakensbehaviors)behaviors)

Negative reinforcementNegative reinforcement(strengthens behaviors)(strengthens behaviors)

Positive StimuliPositive Stimuli

Aversive StimuliAversive Stimuli


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Negative Aspects ofNegative Aspects of

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

negativesnegatives

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

Ironically, coaches with this style, increase likelihood of mistakes they areIronically, coaches with this style, increase likelihood of mistakes they aretrying to avoid.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 thickThey recruit thick--skinned athletesskinned 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 examplesFines, loss of privileges, benchings are examples removal of noncontigentremoval of noncontigentreinforcers.reinforcers.

Punishment through deprivation has 2 advantages over aversivePunishment through deprivation has 2 advantages over aversivepunishment:punishment:

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

2.2. The punisher is not modeling aggression or other negative behaviorThe punisher is not modeling aggression or other negative behavior


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The Positive Approach: GettingThe Positive Approach: Getting

Good Things to HappenGood Things to Happen

Reinforcement takes many forms:Reinforcement takes many forms:

Verbal compliments, smiles or other nonverbals; behaviors that conveyVerbal compliments, smiles or other nonverbals; behaviors that conveyapproval; increased privileges; awardsapproval; 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 behaviorMaking reinforcement depend on performance of a desired behavior

Making sure the athlete understands WHY reinforcement is givenMaking sure the athlete understands WHY reinforcement is given


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Schedules and Timing of ReinforcementSchedules 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 master themAthletes have to be instructed in skills until they master them

2.2. Coach needs to figure out how the athletes are to maintain aCoach needs to figure out how the athletes are to maintain ahigh proficiency levelhigh proficiency level

Initially, in skill development, reinforcement should beInitially, in skill development, reinforcement should becontinuouscontinuous

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

Timing of reinforcement is criticalTiming of reinforcement is critical should be immediateshould be immediate

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


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Positive Reinforcement andPositive Reinforcement and

Motivational ClimateMotivational Climate Positive approach is designed to foster a taskPositive approach is designed to foster a task--oriented motivational climate.oriented motivational climate.

Athletes in egoAthletes in ego--oriented motivational climates:oriented motivational climates:

Experience reinforcement upon outperforming others; punishment of unsuccessfulExperience reinforcement upon outperforming others; punishment of unsuccessfulperformance; emphasis on social comparisonperformance; 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 selfFB leads to increases in self--efficacyefficacy


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Positive Reinforcement andPositive 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 athletes current sense of proficiency in that skillThe athletes current sense of proficiency in that skill

FB should be based on successful execution of skills and NOT outcomeFB should be based on successful execution of skills and NOT outcome


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Guidelines to getting positive things toGuidelines to getting positive things to

happen:happen:Administering Positive Reinforcement:Administering Positive Reinforcement:1.1. Be liberal with reinforcement, especially early in learningBe liberal with reinforcement, especially early in learning

2.2. Have realistic standards; expect compliance with themHave realistic standards; expect compliance with them

3.3. Reinforce desired behaviors AS SOON AS THEY OCCURReinforce desired behaviors AS SOON AS THEY OCCUR

4.4. Reinforce process and execution, not just outcomeReinforce process and execution, not just outcome

5.5. Help athletes set positive, individual, performanceHelp athletes set positive, individual, performance--based goalsbased goals

What 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 opportunities

2.2. Ask the athlete what they should have doneAsk the athlete what they should have done increasesincreasesreinforcement of the CORRECT performance principlereinforcement of the CORRECT performance principle

3.3. 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 athletes controlLimit criticism to behaviors that are within the athletes control

6.6. Avoid punishment; it works by building fear of failureAvoid punishment; it works by building fear of failure


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The Sandwich Approach to giving FBThe Sandwich Approach to giving FB

1. Find something the athletedid right and reinforce it

Tell the athlete how tocorrect a mistake emphasize the good thingsthat will happen as a result

End with a generalperformance-related positivestatement


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Believing one can: TheBelieving one can: The

Construct of SelfConstruct of Self--EfficacyEfficacy

SelfSelf--efficacyefficacy is defined as a persons judgment about theiris defined as a persons judgment about theircapability 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 responses2.2. SelfSelf--efficacy is positively related to positive motivational patternsefficacy is positively related to positive motivational patterns

High SelfHigh Self--Efficacy does not guarantee outcome, BUT increasesEfficacy does not guarantee outcome, BUT increasesprobability that athlete will do well in terms of performanceprobability that athlete will do well in terms of performancefactors they can controlfactors they can control

Implications for Practice: 6 key determinants of selfImplications for Practice: 6 key determinants of self--efficacyefficacy::

1.1. Most influential determinantMost influential determinant previous successful performanceprevious successful performance

2.2. Vicarious experienceVicarious experience when we see another (similar) person succeedwhen we see another (similar) person succeed

3.3. Verbal persuasionVerbal persuasion either ours, or someone elseeither ours, or someone else

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

5.5. Our emotional stateOur emotional state same thing as abovesame thing as above

6.6. Imagined experiencesImagined experiences If you can see it, you can be itIf you can see it, you can be it


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

MotivationMotivation

When intrinsically motivated, we do activity for its own sakeWhen intrinsically motivated, we do activity for its own sake

Different types of motivation vary according to their level of selfDifferent types of motivation vary according to their level of self--determination:determination:

1.1.

Athletes who areAthletes who are amotivatedamotivated They have no sense of personal control; they have no realThey 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 stemsBehavior is performed to satisfy external demand or stemsfrom external rewardfrom external reward

3.3. Introjected regulationIntrojected regulation Athletes participate b/c inside they feel they HAVE toAthletes participate b/c inside they feel they HAVE to

participate.participate.

4.4. Identified regulationIdentified regulation

Behavior is done out of free choiceBehavior is done out of free choice but as a means to an endbut as a means to an end

5.5. IntrinsicMotivationIntrinsicMotivation

The athlete feels competent, autonomous, and connectedThe athlete feels competent, autonomous, and connectedwith otherswith others


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and Extrinsic Rewardsand Extrinsic Rewards

Intrinsic motivation: Striving inwardly toIntrinsic motivation: Striving inwardly tobe competent and selfbe competent and self--determining.determining.

Basic question: Do extrinsic rewardsBasic question: Do extrinsic rewardsundermine intrinsic motivation?undermine intrinsic motivation?

Research shows that being paid forResearch shows that being paid forworking on an intrinsically interestingworking on an intrinsically interestingactivity can decrease a personsactivity can decrease a personsintrinsic motivation for the activity.intrinsic motivation for the activity.


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and Extrinsic Rewardsand Extrinsic Rewards

Cognitive EvaluationCognitive EvaluationTheoryTheory

How rewards are perceived is

critical in determining whetherintrinsic motivation increases ordecreases.


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Cognitive Evaluation TheoryC

ognitive Evaluation TheoryControllingaspects:Controllingaspects: RewardsthatareRewardsthatareperceived tocontrola personorsuggestperceived tocontrola personorsuggest

the personisthe personisnotcompetentnotcompetentdecreasedecreaseintrinsicmotivation.intrinsicmotivation.

Informationalaspects:Informationalaspects: RewardsthatRewardsthatincrease the informationaspectincrease the informationaspect

and provideand provide positivepositive feedbackfeedbackaboutcompetence increase intrinsicaboutcompetence increase intrinsicmotivation.motivation.

(continued)


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Cognitive Evaluation TheoryC

ognitive Evaluation TheorySuccessandfailure:Successandfailure: CompetitiveCompetitivesuccesssuccessincreasesincreases intrinsicmotivation,intrinsicmotivation,

whereascompetitive failu

rewhereascompetitive failu

re decreasesdecreasesintrinsicmotivation.intrinsicmotivation.

Functionandsignificance:Functionandsignificance: How arewardHow arewardaffectsintrinsicmotivationdependsonaffectsintrinsicmotivationdependson

whetherthe recipient perceivesit to bewhetherthe recipient perceivesit to bemore controllingormore informational.more controllingormore informational.


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How Extrinsic Rewards AffectH

ow Extrinsic Rewards AffectIntrinsic Motivation in SportIntrinsic Motivation in Sport

Scholarships:Scholarships:AthleticscholarshipscanAthleticscholarshipscaneitherdecrease orincrease athleteseitherdecrease orincrease athleteslevelsofintrinsicmotivation, dependinglevelsofintrinsicmotivation, dependingon whichismore emphasizedon whichismore emphasizedthethe

controlling orinformationalaspects.controlling orinformationalaspects.

(continued)


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How Extrinsic Rewards AffectH

ow Extrinsic Rewards AffectIntrinsic Motivation in SportIntrinsic Motivation in Sport

Competitive successandfailure:Competitive successandfailure:Competitive successincreasesintrinsicCompetitive successincreasesintrinsicmotivation, whereascompetitive failuremotivation, whereascompetitive failuretendstodecrease intrinsicmotivation.tendstodecrease intrinsicmotivation.

Feedback:Feedback: Positive feedbackincreasesPositive feedbackincreasesintrinsicmotivation.intrinsicmotivation.

ped 374 feedback reinforcement and int motivation

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