Mind over matter: IB SEHS UNIT C: SPORT PSYCHOLOGY

Motivation

The direction and intensity of one’s effort.

Direction: activity attracted to and chosen to pursue.

Intensity: The effort a person applies to chosen activity.

Need Achievement Theory (NAT) - McClelland (1961) & Atkinson (1974)

how personality factors and situational factors combine to predict an athlete's drive to approach success or avoid failure

Intrinsic motivation

Motivation that comes from WITHIN the person.

• exitement and fun

• enjoyment of the activity itself

• desire to improve skills

• personal satisfaction

Extrinsic motivation

Comes from EXTERNAL REWARDS.

…such as…

• Trophies, medals, prizes

• money, contracts

• fame, status

• praise anc coaches/parents.

The Additive Principle

Extrinsic rewards CAN boost intrinsic motivation when the activity is already intrinsically motivating — if the reward feels informational (tells you you're competent).

The Overjustification Effect

Extrinsic rewards can UNDERMINE intrinsic motivation if perceived as CONTROLLING — removing the reward then reduces motivation below its original level.

High Achievement Motivation

Desire to succeed > Fear of failure

Seek out challenging situations

Enjoy competition against equals

Persist in difficult situations

Focus on PRIDE of success

Low Achievement Motivation

Fear of failure > Desire to succeed

Avoid challenging situations

Choose easy OR impossible tasks

Less effort or persistence

Focus on SHAME of failure

5 Compotents of Need Achievement Theory

APRES

A

Person

Really

Expriences

Situations

Weinberg & Gould (2003): Probability of Success

High achievers: LOVE a 50/50 challenge

Low achievers: HATE a 50/50 challenge & prefer certainty

Incentive value of success + for high/low achievers

The MORE difficult the task, the GREATER the incentive value of succeeding at it.

High achievers: maximise incentive by choosing challenging tasks

Low achievers: reduce incentive value by choosing tasks they know they'll win

NAT - 2 Coach Strategies

Coach strategy: Set tasks at the RIGHT difficulty level for each athlete. Challenge high achievers. Reduce uncertainty for low achievers.

Coach strategy: Frame success as meaningful. Celebrate improvements. Adjust incentives for different personality types.

Goal Orientation Theory (GOT) - Nicholls (1989)

How personality factors and situational factors combine to predict an athlete's drive to approach success or avoid failure.

(GOT) - Nicholls (1989) 3 factors that determine motivation?

Achievement goals

• outcome-oriented goals

• task-oriented goals

Perceived ability

• high/low perceived ability or competence

Achievement behaviour

• Performance

• effort

• persistence

• task choice

(GOT) - Nicholls (1989): Task orientation vs. ego orientation

High ego orientation can be PROBLEMATIC if task orientation is LOW

High ego is non-problematic when the individual believes others perceive their ability as HIGH.

(GOT) - Nicholls (1989): High task, High ego.

Most adaptive profile

High persistence, high effort

Can draw on mastery buffers if they lose

"I love setting new records for myself AND competing in events. Whether I win or improve my own score, I feel satisfied."

(GOT) - Nicholls (1989): High task, Low ego.

Most adaptive profile

High persistence, high effort

Can draw on mastery buffers if they lose