mind over matter

discrete skill

task with a clear beginning and end, with a short duration

key features of a discrete skill (3)

clear start point, short duration, follow through end point

discrete skill examples

tennis serve, golf swing, shot put

continuous skill

task with no clear beginning or ending, with repeating movement and a longer duration

key features of a continuous skill (3)

no clear start, repeating cycle with recovery, long duration

continuous skill examples

running, swimming, cycling

four phases of movement

preparatory, force production, critical instant, follow through/ recovery

preparatory phase

initial prep stage, focuses on body positioning, balance and anticipation of a skills demand

force production phase

movement of the skeletal and muscular systems to produce force, focuses on technique, timing and coordination

critical instant phase

moment that determines the success of the skill, relies on the accuracy and power of previous phases

follow through phase

continuing the motion, maintaining alignment and preventing injury

recovery phase

repositioning the body for the next cycle of movement

examples of critical instant

point of contact of a ball, point of release of an object, moment of departure of a jump

how can movement analysis be applied in sporting performance

identifies technical flaws, provides targeted feedback of each phase, optimises biomechanics

how can movement analysis be applied in health, safety and rehabilitation

designs injury prevention programmes, creates rehabilitation for phases, uses video and motion analyisis, monitors recovery

self determination theory

hypothesises that humans have the inner drive to grow and fulfill their potential

organismic motivation

humans have an inner drive to grow, motivation comes within by nature

dialectic motivation

the social environment shapes motivation, family and coaches influence it

the degree to which basic psychological needs are satisfied determines

the quality and type of motivation a person experiences

the three basic psychological needs

autonomy, competence, relatedness

autonomy

the need to feel in control of your own behaviour and decisions

competence

the need to feel capable and able to accomplish challenges

relatedness

the need to feel connected to others and a sense of belonging

high autonomy example

swimmer chooses their own training events and sets personal goals

low autonomy example

young athlete is forced to play a sport they dont enjoy, reduced motivation

high competence examples

gymnast lands a new vault and feels successful

low competence example

athlete only receives feedback that they are not improving

high relatedness example

footballer feels accepted by teammates

low relatedness examples

athlete feels marginalised in a team

the motivation continuum

amotivation, controlled, autonomous

amotivation

one had no drive, interest or enthusiasm towards an activity, seeing no reason to participate

amotivation example

someone had no desire to participate in a sport

controlled motivation is (1 word)

extrinsic

controlled motiviation

engaging in an activity as a means to an end, is motivated by external rewards/ pressure

extrinsic regulation

behaviour driven by rewards or punishment

extrinsic motiviation example

i play sport for trophies or to avoid punishment

introjected regulation

behaviour driven by internal pressure

introjected regulation example

i exercise because i would feel guilty if i don't

autonomous motivation is (1 word)

intrinsic

autonomous motivation

engaging in an activity out of free will and desire to do so

three types of autonomous motivation

know, accomplish, experience stimulation

motivation to know

participating for the satisfaction of learing something new

motivation to know example

i love learning new techniques to help me understand the game

motivation to accomplish

participating for the satisfaction of mastering skills

motivation to accomplish example

i run to beat my personal best time

motivation to experience stimulation

participating for the excitement and fun of activities

motivation to experience stimulation example

i surf because of the rush of riding a wave

the self-determination continuum

amotication, extrinsic regulation, introjected regulation, identified regulation, intrinsic motivation

athletes who are intrinsically motivated have higher

levels of enjoyment during participation in sports

intrinsically regulated athletes are better at

regulating their own behaviour

intrinsic motivation predicts long

term participation and persistence in sport

extrinsic motivation is associated with higher

competitive anxiety, fear of failure and performing for others

when motivation is external and rewards stop and pressure increases

enjoyment decreases over time

extrinsically motivated athletes may drop

out if rewards are removed

the over-justification effect

introducing controlling external rewards to an intrinsically motivated person can further lower their intrinsic motivation

controlling reward examples

praise as control , trophies given regardless of performance

informational reward exmaples

specific skill feedback

autonomy-supportive coaches foster

intrinsic motivation, enjoyment and persistence

controlling coaches lean to

extrinsic regulation, informational feedback

congnitive evaluation theory (CET)

explains how informational rewards support intrinsic motivation, and how controlling rewards undermine it

types of external events that can affect intrinsic motivation

social environment, controlling events, amotivating events

social environment

positive information about performance promotes intrinsic motivation by signalling that skills are developing

social environment example

swimming coach flims a session and shows a swimmer how much their speed had improved, making them feel competent and motivating them to keep improving

controlling events

external rewards or threats of punishment make people feel controlled and decrease intrinsic motivation

what are controlling events known to cause

the overjustification effect

controlling events example

tennis player receives prize money and becomes the reason they have to play

amotivating events

negative performance feedback that fosters feelings of incompetence decreases motivation

amotivating events example

gymnasts coach only highlights their mistakes and they begin to loose interest for the sport

organismic integration theory (OIT)

explains how extrinsic motivation can become internalised and gradually more self-determined

four subtypes of extrinsic motivation

i must, i should, i want to, its who i am

i must regulation

extrinsic regulation

i must

regulated by a sense of little to no choice, person feels they have no option

i should regulation

introjected

i should

regulated by internal pressure to avoid guilt or shame, more internalised but still controlled

i want to regulation

identified regulation

i want to

regulated by personal value and importance, more autonomous but still controlled

its who i am regulation

intergrated regulation

its who i am

largely internalised and aligns with personal goals, most autonomus but still contingent on an outcome

casual orientation theory (COT)

individual differences in motivational orientation

basic psychological needs theory (BPNT)

autonomy, competence, relatedness as foundations

goal contents theory (GCT)

intrinsic vs extrinsic life goals and wellbeing

relationships motivation theory (RMT)

relatedness as a core need in close realtionships

overjustification effect

when a controlling reward is introduced to an activity someone is intrinsically motivated to do, undermining their intrinsic motivation and making their motivation more extrinsic and fragile

what is motivation

the direction and intensity of one's effort

direction

which activity yoo choose to persue

intensity

how much effort you apply to the activity

intrinsic motivation

comes from within the person

intrinsic motivation example

excitement and fun, enjoyment, desire to improve, personal satisfaction

extrinsic motication

results from external rewards

extrinsic motivation examples

trophies, medals, fame, praise

the addictive principle

extrinsic rewards can boost intrinsic motivation if the activity is already intrinsically motivating

need achievement theory equation

achievement motivation= desire to succeed- fear of failure

high achievement motivation

greater desire to succeed, seeks challenging situations, persists in difficult situations, focuses on pride of sucess

low achievement motivation

greater fear of failure, avoids challenging situations, chooses easy or impossible tasks, focuses on shame of failure

situational factors can be

manipulated by coaches to encourage individuals to approach achievement situations

probability of sucess

works best when probability= 50/50

high achievers

love a 50/50 challenge

low achievers

prefer certainty and dislike 5050 challenges

goal orientation theory

individuals strive to demonstrate high ability and avoid demonstrating low ability

task orientation success

self referenced, comparison with self