Motivation and Sport
After discussing chapter 3 students
will be able to:
Motivation and SelfConfidence in Sport
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Chapter 3 (B)
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KIN 380 – Psychological Analysis
of Physical Activity
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define motivation and its
components
describe typical views of motivation
and evaluate their usefulness
detail useful guidelines for building
motivation
define achievement motivation and
competitiveness and indicate their
importance
Motivation and Sport
After discussing chapter 3 students
will be able to:
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compare and contrast theories of
achievement motivation
explain how achievement motivation
develops, and
use fundamentals of achievement
motivation to guide practice
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Achievement Goal Theory
Three factors interact to
determine a person’s
motivation:
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Achievement Goals
Perceived Ability, and
Achievement Behavior
Joan Duda
Weinberg & Gould (2007, p. 51)
Weinberg & Gould (2007, pp. 64-65)
Achievement Goal Theory
One’s level of motivation is
reflected in the meaning he/she
assigns to success and failure.
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How do one’s goals interact with
one’s perceptions of competence,
self- worth or perceived ability?
Weinberg & Gould (2007, p. 65)
Achievement Goal Theory
Outcome and Task Orientations.
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Outcome Goal Orientation
(Competitive Goal Orientation)
Task Goal Orientation (Mastery Goal
Orientation)
Weinberg & Gould (2007, p. 65)
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Achievement Goal Theory
Value of Task Orientation
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If outcome is poor, rather than increase
effort one resorts to excuses.
Tendency to enter “sure” win rather
than uncertain situations.
Tendency to select “lost cause” or tasks
that are too difficult.
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An outcome goal orientation focuses on
comparing performance with and
defeating others. Task goal orientation
focuses on comparing performance
with personal standards and personal
improvement.
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Achievement Goal Theory
Problems with Outcome Orientation
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Which is a better orientation? Explain.
Weinberg & Gould (2007, p. 65)
Weinberg & Gould (2007, p. 65)
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Achievement Goal Theory
Social Goal Orientation
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Competence is judged in terms of
affiliation with the group and recognition
by group members.
A need to belong to and to be
connected to the group.
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Achievement Goal Theory
Entity Versus Incremental Goal
Orientation
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What actions can the coach take to
support a social goal oriented child?
Achievement Goal Theory
Importance of Motivational Climate
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A motivational climate of mastery or
task goal orientation supports positive
attitudes, increased effort, and effective
learning strategies .
A motivational climate of outcome is
associated with maladaptive
motivational patterns.
Entity View – An outcome goal focus
with the belief of one’s fixed ability.
Incremental Focus – A task goal focus
with the belief that change will follow
hard work.
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Weinberg & Gould (2007, p. 66)
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Which is a better orientation? Explain.
Entity views lead to negative self-thoughts
and feelings (Li & Lee, 2004)
Weinberg & Gould (2007, p. 66)
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Achievement Goal Theory
What steps does a teacher or coach
need to take to foster a positive
Motivational Climate?
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Set mastery goals.
Set reasonably difficult goals.
Promote an incremental focus on one’s
goals.
Weinberg & Gould (2007, p. 67)
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Competence Motivation Theory
An athlete’s perceptions of control and
self- worth and competence evaluations
influence a positive motivational
orientation.
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Motivation is influenced indirectly through the
perceptions’ effect on affective or emotional
states.
For example:
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Feelings of high self-esteem & competence
lead to increased effort, enjoyment, and the
perception of having fun.
Competence Motivation Theory
Feedback
and
reinforcement
Affect
○ enjoyment
○ anxiety
○ pride
○ happiness
○ shame
Self-esteem/
perceived competence/
perceived control
Motivational
orientations
○intrinsic/extrinsic
○ task/outcome
○ trait/anxiety
MOTIVATION
Weiss & Chaumeton (1992, p. 90) Motivational orientations in sport.
Theories of Achievement
Motivation: Summary of Findings
Theories of Achievement
Motivation: Summary of Findings
High Achiever Low Achiever
Motivational
orientation
× motivation to
achieve success
Ø motivation to
avoid failure
Öfocus on pride
of success
Ø motivation to
achieve success
× motivation to
avoid failure
Öfocus on shame
from failure
Attributions
Goals
adopted
Weinberg & Gould (2007, p. 68)
Theories of Achievement
Motivation: Summary of Findings
Perceived
competence
and control
High Achiever
Low Achiever
success = stable &
internal control
failure = unstable &
external, not under
control
generally adopts
task goals
success = unstable
& external, not
under control
failure = stable &
internal control
generally adopts
outcome goals
Weinberg & Gould (2007, p. 68)
Theories of Achievement
Motivation: Summary of Findings
High Achiever
Low Achiever
High Achiever
Low Achiever
× perceived
competence and
can control
achievement
Øperceived
competence and
achievement is not
in one’s control
× challenges and
strong competition
Øchallenges and
extremely strong or
very weak competition
Weinberg & Gould (2007, p. 68)
Task choice
performs poorly in
Performance performs well in
evaluative settings evaluative settings
conditions
Weinberg & Gould (2007, p. 68)
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Stages in the Development of
Achievement Motivation
Autonomous competence stage
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Tips for Guiding Achievement
Motivation
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Achievement behavior is the result
of interaction of personal and
situational factors.
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In a mastery motivational climate
promote task/mastery and not
outcome goals
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Monitor and alter attributional
feedback
<4 – mastering one’s environment and
self- testing
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Social comparison stage
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>5 – comparing self to others
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Integrated stage
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compares and competes when
appropriate and uses self- referenced
standards
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Tips for Guiding Achievement
Motivation (continued)
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Monitor, assess, and modify or
correct inappropriate attributions
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Since the goals of competition and
the goals of learning are
diametrically opposed, separate
between the learning and
competition processes
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Enhance perceptions of
competence and control
Attributional Guidelines –
Dos and Don’ts for Providing
Instructor Feedback
Dos
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the case of failure, identify what was
not done that could have been done
and reallocate effort.
Identify the abilities that led to
success
Point out the effort that led to success
Attributional Guidelines –
Dos and Don’ts for Providing
Instructor Feedback
Don’ts
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the case of failure, avoid low
- ability
attributions
Do not attribute success to luck
Do not attribute success low task
difficulty
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Questions?
Comments?
Do not make any insincere or false
attributions of any kind
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