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what is motivation
a drive to fulfil a need- d.gill
‘the direction and intensity of ones efforts’ sage
what are the two types of motivation
extrinsic and intrinsic
what is intrinsic motivation
performing for it own sake for personal reason, for personal satisfaction or challenge
what is an example of intrinsic motivation
wanting to learn a tumble turn in swimming to get a faster PB
what is extrinsic motivation
performing to earn a reward or when you are driven yo perform for an external reason
what is an example of extrinsic motivation
taking part in a badminton competition to win or gain praise from a coach
sources of intrinsic motivation
this is evident when performers want to take part for its own sake or for love of the sport
sources of extrinsic motivation
comes from sources outside the performer
what are the two type of extrinsic rewards
tangible and intangible
what is a tangible reward
trophies, medals, badges
what are intangible rewards
praise, winning, glory, group approval
positives of extrinsic motivation
may have a more significant impact
may improve confidence
badges and stickers may help children start a sport
positives of intrinsic motivation
may be more valuable as taking part for their own benefit ie. satisfaction
may be more long term motivation
more self sufficient as don’t need anyone else to notice
negatives of intrinsic motivation
fun and enjoyment may disappear as intrinsic may not maintain motivation
cognitive learner may find it difficult to keep participating
negatives of extrinsic motivation
may not be as valuable
may not be long term motivation
if the extrinsic rewards are removed motivation may decline ie. achieved all swim badges
may be demotivating if you don’t reach the level for the reward
motivational strategies
role models
social
SMART goals
positive reinforcement
fun
skill and fitness development
extrinsic or intrinsic motivation
it differs depending on the person and how much emphasis is on the reward. needs to be a balance to continue participation
what is social facilitation
the positive influence of other who may be watching or competing on sports performance
what is social inhibition
the negative infleunce of others who may be watching or competing which leads to a decrease in sports performance
what is evaluation apprehension
arousal increases when the performer perceives the audience were assessing or judging their performance
who proposed evaluation apprehension
cottrell (1967)
personality type
extroverts seek and need attention from others due to a low Reticular activating system so perform better infront on a crowd
level of skill or performance (autonomous)
increase in arousal from other result sin the dominant response which will be correct for autonomous learners so social facilitation occurs
level of skill or performance (cognitive)
increase in arousal leads to a incorrect dominant response resulting in social inhibition
proximity effect
schwartz (1975) proposed that performers will feel the effects of spectators, increased arousal id the audience is closer. eg. ice hockey, basketball
strategies for social facilitation
selective attention, practicing in front of an audience, goal setting, positive thinking
what are the 3 types of goals
outcome goals, personal performance goals, process goals
what are outcome goals
goals focusing on the end of the match
what is an example of an outcome gaol
winning a match
what are personal performance goal
focus on the individual, less stress inducing and may make an outcome more bearable
what is an example of a personal performance goal
achieving a PB
what is a process goal
goals that are used to improve skill or technique
what is an example or a process goal
to improve the front foot drive in cricket
what is the impact of goals in perfoemance
they help direct attention, regulate effort in a task, ensure ffort is sustained, develop a range of strategies to achieve goals
what does the s in smart stand for
specific- goals need to be personal and clear
what does the m in smart stand for
measurable- goals need to be assessed to help monitor progress
what does the a in smart stand for
achievable- goals need to be shared, relaistic goals are the most powerful
what does the r in smart stand for
recorded- goals need to be measured against progress
what does the t in smart stand for
time pahsed- goals are short, medium or long term
what is an attitude
a predisposition for feeling or behaviours towrds something or someone
how are attitudes formed
past experiences, social learning, media, education, social norms, culture/religion
what are prejudices
an attitude based on pre judgment arising from an avluation based on unfounded beliefs or opinions
what are the 3 parts to the triadic model of attitude
cognitive, affective, behavioural
what does cognitive mean in the triadic model of attitude
beliefs and knowledge tagt an individual hols about the attitude object
what does affective mean in the triadic model of attitude
feeling or emotions towards the attitude object
what does behavioural mean in the triadic model of attitude
how an individual intends to behave towards an attitude object
what is cognitive dissonance
creating disagreement or differences between teh components of an attitude and its likely to cause emotional discomofort
how is cognitive dissonace caused
by changing one aspect of the triadic model
how do you change attitudes
reinforcement, punishment, role model, peer pressure, goal setting
definition of group
a collection of people (2+) who share similar goals and interact with one another
the definition of cohesion
the action of sticking together
definition of social loafing
when some individuals in the group lose motivation and do not contribute fully to the group task
what are the two dimensions of cohesion (Carron 1980)
group integration and individual attraction
what is group integration
how the individual members of the group feel about the group as a whole
what is individual attraction
how attracted the individual are to the group
who created the model of group development
Tuckman, 1965
what are the 4 stages of the model of group development
forming, storming, norming, performing
forming (model of group development)
high dependence on the group leader
little agreement on aims
roles are unclear
storming (model of group development)
group decisions are difficult
clearer focus and stronger sense of purpose
power struggles form
members jostle for position
norming (model of group development)
more agreement in the team
roles are clearer
decisions are better made through agreement
less important decisions are delegated
stronger sense of commitment
general respect for leader
performing (model of group development)
clear aims
focus on achieving goals
team members are trusted
team make decisions
what is Steiner’s group model
actual productivity=potential productivity - losses due to faulty processes
faulty processes (coordinational losses)
poor tactics
inability to work together
inadequate leadership
ringleman effect
faulty processes (motivational losses)
social loafing
lack of confidence
lack of identifiable roles for the team
injury, illness, fatigue
environmental stressors
individual efforts not recognised
what is the ringelmann effect
individual performance decreases as group size increases
what are attributions
the perceived causes of a particular outcome or the reasons given.
what does Weiner identify as the 2 main variables that affect attributions
locus of causality (internal/external)
stability (stable/unstable)
Weiner Attribution Theory
what is the 3rd dimension of Weiner’s Attribution Theory
whether the attributions are under the control of the performer or the others
what is the impact of attributing failure to external causes
sustains confidence
reassures success is possible in the future
maintains motivation
BUT can result in avoiding areas that need improvement
what is the impact of attributing success to internal causes
elevates confidence and pride
endorses expectation of achievement
used to reinforce success
BUT can cause inflated perceptions of competency
what is the impact of attributions depending on the performer (high achiever)
demonstrates approach behaviour, attribute success to internal factors and failure to external factors
what is the impact of attributions depending on the performer (low achiever)
demonstrates avoidance behaviour, attributes success to external factors and failure to internal factors, repeated failure therefore results in learned helplessness
what is learned helplessness
the belief that failure is inevitable and the individual has no control over the factors that cause failure
what is mastery orientation
individual is motivated by becoming an expert in skill development to optimise performance
what is attribution retraining
refers to the changing of someone’s belief for success or failure
what is self serving bias
sports performers who lose tend to attribute failure to external causes and successes to internal causes
what is self confidence
the belief of certainty individuals possess about their ability to be successful in sport
what is self esteem
the feeling of self-worth that determines how valuable and competent we feel
impact of high sports confidence
more likely to achieve peak flow and be successful, show approach
impact of low sports confidence
underachievement, avoidance behaviour, disruptive behaviour hindering others
what is veeley’s model of sports confidence
what is trait sports confidence
the stable and innate level of self-belief in sport, existing level of confidence
what is competitive orientation
the level of competitiveness that the performer may have
what is a state sports confidence
the confidence that you have in a specific situation or environment and is changeable
what is behavioural response
high state confidence performance is confident, positive
low state confidence performance is likely to be tentative, weak or indecisive
what is a subjective outcome
after the performance, the performer will either be satisfied or disappointed with how the performance went and is based o how the performer judges the outcome
what is self efficacy
the self-confidence we feel in specific situations
Bandura’s Model of Self Efficacy
what factors affect self efficacy
performance accomplishments, vicarious experiences, verbal persuasion, emotional arousal
what is performance accomplishments (self efficacy)
a reminder of previous successes in the related skill or situation
what is vicarious experiences (self efficacy)
watching others perform the skill in question
what is verbal persuasion
convincing the athlete of their ability to perform the skill
what is emotional arousal
the evaluation the performer makes of a physiological state
how can self-efficacy be improved
encouraged attribution of any previous failure or learned helplessness to controllable/internal factors/unstable factors, give encouragement, give anxiety management strategies, give early success
what does effective leadership involve
good communication skills
high motivation
enthusiasm
clear goal
empathy
what are prescribed leaders
selected from outside the group or externally appointed,
what are advantages of prescribed leaders
more objective, more authority or power
what are disadvantages of prescribed leaders
may not be accepted by the group, may not be aware of the team culture
what are emergent leaders
the leader already belongs to the group, selection through voting by group or readily assumed due their skill level
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Flashcard (38)