Motivation
Study outcomes
• discuss what motivation is;
• describe the three theoretical frameworks
underlying sport motivation and explain
and apply the implications for practice;
• describe and apply the five guidelines for
developing motivation
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DISCUSS WHAT
MOTIVATION IS…
Choice
Effort
Persistence
• choices athletes
make
• invest a lot of
time in practicing
their sport, to set
effective,
challenging goals
• How much effort
an athlete is
giving =
indication of the
level of
motivation
• level of
motivation can
be seen in how
long they persist
at striving to
reach their goals,
even in the face
of adversity and
obstacles
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DESCRIBE THE THREE THEORETICAL
FRAMEWORKS UNDERLYING SPORT
MOTIVATION AND EXPLAIN AND
APPLY THE IMPLICATIONS FOR
PRACTICE
• Self-efficacy (social cognitive theory)
• + relationship between level of selfefficacy & motivation.
• 6 key determinants of self-efficacy.
• Past performance;
• Vicarious experience;
• Physiological state;
• Verbal persuasion;
• Emotional states;
• Imaginal experiences.
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PAST
PERFORMANCES
• Past performance is regarded as the
most influential determinant of selfefficacy.
• With a difficult task, we tend to feel
more confident about performing
the task when we have
demonstrated mastery of that
activity before
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VICARIOUS EXPERIENCES
• Watching someone else (person similar to the
athlete) successfully perform an activity can facilitate
self-efficacy.
• By watching or modelling other athletes can one learn
how to perform a technique or strategy.
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PHYSIOLOGICAL
STATE
• Athletes appraise their
physiological condition – state
of autonomic arousal, fear,
pain, fatigue etc – and make
judgments about their
readiness to “rise to the
occasion”.
• When athletes master
techniques such as progressive
muscle relaxation and deep
breathing which can help them
modify physiological
conditions (muscle tension,
heart rate, breathing)
associated with stress, they
can facilitate their
performance self-efficacy.
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VERBAL
PERSUASION
• The verbal persuasion is likely to
be more influential if the person
conveying the information is
considered credible and
knowledgeable.
• As there is a tendency to act
according to how we think,
positive self- and task-related
statements made by athletes
can also increase their selfefficacy.
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EMOTIONAL STATES
• athletes also appraise their emotional state
or mood before performing when they
decide on their level of confidence
• athletes also appraise their emotional state
or mood before performing when they
decide on their level of confidence.
• our thoughts can precipitate different emotional
responses, therefore, negative thought stopping
can result in higher efficacy judgments among
sport participants, not only decreasing negative
mood states, but also increasing positive mood
states
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IMAGINAL
EXPERIENCES
• If athletes visualize the demands
of a sport activity in their minds
before performing, those
demands might not seem so
daunting or unfamiliar, and the
athletes’ perceptions of their
ability to meet those demands
should be increased.
• Seeing (and feeling) yourself
executing something successfully
before actually doing it can also
enhance one’s perceptions of your
ability.
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DESCRIBE THE THREE THEORETICAL FRAMEWORKS
UNDERLYING SPORT MOTIVATION AND EXPLAIN AND APPLY
THE IMPLICATIONS FOR PRACTICE
• Achievement goal framework (how we judge our competence)
• Perceptions of competence relate to motivational patterns.
• 2 central achievement goals perspectives – task & ego.
• Task orientated:
• Gain skill/knowledge; display effort; perform to one’s best ability; personal improvement.
• Ego-orientated:
• Adequacy of their ability; demonstrate superior performance compared to others.
• High ego/low task orientations – motivational difficulties.
• Process/performance goals & self-regulation techniques
• Develop task-involving motivational atmosphere – TARGET (p.115 – NB)
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TARGET
STRUCTURES
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DESCRIBE THE THREE THEORETICAL FRAMEWORKS
UNDERLYING SPORT MOTIVATION AND EXPLAIN AND APPLY
THE IMPLICATIONS FOR PRACTICE
• Self-determination theory (SDT)
• Behaviors performed freely vs for extrinsic reasons.
Amotivation
• Nonregulation
Extrinsic
motivation
• External regulation
• Introjected regulation
• Identified regulation
Intrinsic
motivation
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• Internal
regulation
DESCRIBE AND APPLY THE FIVE
GUIDELINES FOR DEVELOPING
MOTIVATION
• Situations & traits
• Multiple motives for involvement in sport
• Change the environment to enhance
motivation
• Competition & recreation
• Multiple opportunities
• Adjust to individuals in the group
• Influence motivation
• Behavior modification to change
undesirable motives
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