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11 Cards in this Set
- Front
- Back
• Motivation
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o The direction and intensity of one’s effort
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o Trait-centered view (aka participant centered view)
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Personality, needs, interests, goals of the athlete are the most important determinants of motivated behavior
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o Situation-centered view
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Particular situation determines the athlete’s level of motivation
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o Interactional view
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Interaction between personality and situations the athlete must confront
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• Achievement motivation
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o A person’s efforts to master a task, achieve excellence, overcome obstacles, perform better than others, and take pride in exercising talent
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• Competitiveness
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o A disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of evaluative others
Social evaluation is key component |
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• 5 Guidelines for building motivation
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o Consider both situations and traits
o Understand people’s multiple motives for involvement o Change the environment to enhance motivation Competition and recreation Multiple opportunities to meet o Influence motivation Don’t let your bad day influence the athlete o Use behavior modification to change undesirable participant motives |
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o Need-achievement theory
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Interactional view that considers both personal and situational factors as important predictors of behavior
Also includes fear of failure and motivation to achieve success 5 components according to book • Personality factors or motives, • Situational factors • Resultant tendencies o Derived by considering an individual’s achievement motive levels in relation to situational factors o Best at predicting avoidance/seeking out of 50/50 chance of success behavior • Emotional reactions o How much pride and shame an athlete experiences • Achievement-related behaviors o How the four other components interact o High achievers prefer intermediate challenges, perform well when evaluated o Low achievers select extremely difficult or easy challenges |
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o Attribution theory
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How athletes explain their successes and failures
• Stability, locus of causality, locus of control o Stable/unstable, internal/external, can/can’t control |
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o Achievement-goal theory
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Proposes that three factors determine an athlete’s level of motivation
• Achievement goal • Perceived ability • Achievement behavior Orientations • A task-oriented athlete o Does not compare themselves to other athletes, but focused on improving his/her own competitive performance based on past performances o When faced with difficulties, tend to persist o More likely to manifest desirable motivational behaviors o Enjoy learning and mastering progressively difficult tasks • Ego-oriented athletes o Outcome oriented o Gotta win, or else I’ll look like a loser o Constantly comparing themselves to other athletes Athletic skills, performance Have a need to not look like a loser in front of evaluative others • Coaches, judges, parents, referees, etc o Focus upon external criteria for determining success Perception of ability is more important than hard work o Often focus on defeating their opponents with the least amount of hard work Entity view of goal perspective • Adopt an outcome goal focus, where they see their ability as fixed and unable to be changed through effort Incremental focus • Adopt a task goal perspective and believe they can change their ability through hard work and effort |
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o Competence motivation theory
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People are motivated to feel worthy or competent and, moreover, that such feelings are the primary determinants of motivation
Athletes’ perceptions of control (feeling control over whether they can learn and perform skills) work along with self-worth and competence evaluations to influence their motivation • However these feelings do not influence motivation directly. Rather they influence affective or emotional states that in turn influence motivation |