PE 561: MOTIVATION IN SPORT & RECREATION
COURSE SYLLABUS -- SPRING 2011
1. COURSE OBJECTIVES
Although motivation is the most discussed and researched topic in the behavioral sciences, few
practitioners really understand motivation or use its principles to maximum effectiveness. PE 561 is
designed to help physical educators, coaches, recreation specialists, and others interested in human
motivation to more effectively understand this complex topic and to use that knowledge to help enhance
the performance of themselves, their students, athletes or clients/consumers. PE 561 will introduce you
to a broad range of theoretical and applied motivational questions, including investigating major
motivational theories and paradigms, identifying primary motivational antecedents and consequences,
discussing important measurement issues, comparing the effectiveness of the most influential
intervention strategies for enhancing motivation, and applying motivational theory to answering critical
applied motivational questions. The course objectives include:
1. To understand how motivational variables influence participation and performance in
sport and leisure.
2. To understand how participation in sport and leisure influences the motivation of the
individual performer.
3. To effectively apply skills and knowledge about motivation to help make you a better
physical educator, coach, athletic trainer, or wellness/recreational professional.
Attached is an outline of the topics to be covered in PE 561, the readings you will be responsible for,
and a description of course projects.
2. CLASS PARTICIPATION & DAILY ASSIGNMENTS (10% Course Grade)
PE 561 IS A READING COURSE!!! That means that you should expect up to 70 pages of reading
per week (copyright laws permitting). It’s an old saying, but nevertheless true, that you’ll get out of this
course just what you put into it.
The readings for PE 561 are important because the complexity of human behavior studied in sport
psychology makes it difficult to reproduce such behaviors in a laboratory setting. Therefore, readings in
this course are used for a variety of IMPORTANT functions. Not only are they used to convey major
information about key motivational theories and concepts, but also to (a) provide conflicting viewpoints
on critical conceptual or empirical motivational issues, (b) assist you in understanding what are the
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critical motivational research questions and how these questions can be tested, and (c) help you develop
practical ideas about how motivational concepts can be applied in specific situations and/or with
different types of populations. Time often limits what I can go over in class to some of the major
conceptual and empirical issues, so in order for you to develop a full understanding of a motivational
topic and how to utilize it, you must supplement in-class discussion with knowledge gained from the
assigned readings.
Additionally, in order to get you thinking about the research side of motivation, I want you to
develop and hand in 2 Research Questions per week based on the content of assigned readings for
that class period.
3. COURSE EVALUATION
The Final Examination will be an open-book/open-note essay exam with approximately one 30-point,
five 20-point, and four 10-point questions chosen from a pool of 18-19 total questions. Your final
semester grade will be computed as follows:
3.1 Final Exam
35%
3.2 Course Projects
55%
3.2.1 Term Project
15%
3.2.2 Student Choice Presentation/Case Studies
15%
3.2.3 Motivational Miniprojects
25%
3.3 Class Discussion/Research Questions
10%
_______________________________________________________________
TOTAL
100%
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4. COURSE PROJECTS
Three types of course projects will be required in PE 561, accounting for 50% of your grade. This
strong emphasis on projects reflects not only a desire to develop a solid understanding about motivation
and how it influences behavior but also a commitment to help you apply your knowledge in meaningful
and practical ways, whether you are a physical educator, coach, athletic trainer, or wellness/recreational
professional.
4.1 TERM PROJECT (15% Course Grade)
Choose one of the two following options for your Term Project:
4.1.1 OPTION 1-- MOTIVATIONAL DESIGN PROJECT
You will design a program to enhance the motivation of a specific group of practitioners (e.g.,
basketball team, PE class, exercise class, wellness program, rehabing athletes, etc.). Your written paper
should: (a) specify your target population, (b) detail what kind of group they are and their motivational
needs (Be specific and identify what are the major incentives of each type of person in your target
group!), (c) describe precisely how you will set up and implement your program (i.e., include how these
procedures will ensure that the incentive needs of your target group(s) are met!), (d) provide at least
three sample lesson plans for how you will implement your program during early, mid, and later stages,
and (e) provide a thorough theoretical and empirical rationale for why you designed your program the
way you did. Your paper shall consist of not more than 15 typed, double-spaced pages. You are
responsible for emailing a copy of your paper to all class members who want a copy. Two copies of
your paper are due to me by Wednesday, April 27.
4.1.2 OPTION 2 -- LIT REVIEW WITH PRACTICAL IMPLICATIONS
Select a motivational topic of interest and conduct a comprehensive review of the available research
literature (i.e., professional journals such as Journal of Sport and Exercise Psychology, The Sport
Psychologist, Journal of Applied Sport Psychology, Journal of Personality and Social Psychology,
etc.). From the findings of your lit review, develop implications that would be useful to the practitioner
(e.g., coaches, athletes, or wellness participants). Your paper should thus consist of two parts: (a) an
exhaustive review of the scientific literature, and (b) theoretically- or empirically-based implications for
the practitioner. The two parts of your paper need not be equal length, but your implications should
probably be at least one-third of the total project. Your paper should consist of not more than 15 typed,
double-spaced pages and should use APA format. You are responsible for emailing a copy of your paper
to all class members who want a copy. Two copies of your paper are due to me by Wednesday,
April 27.
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4.2 STUDENT CHOICE MOTIVATION PRESENTATION & CASE STUDIES
(15% Course Grade)
This project is designed to allow you to transform “motivational theory into practice” for a topic of
personal relevance. For this project, the class will divide into 3-4 groups. Group formation must be
completed by the third class period. Each group will be responsible for two tasks: (a) make one major
presentation of approximately one-hour on applying motivational theory to a practical problem and (b)
making several small reaction presentations to help focus the class on the implications of course material
for practitioners.
4.2.1 STUDENT CHOICE PRESENTATIONS
Your group must (a) select an applied motivational question that is of common interest to group
members, (b) develop a reading list and discussion questions for the remainder of the class, (c) construct
a lesson plan for what will be covered and how, and (d) facilitate discussion of this topic in innovative
ways.
First, groups will select an applied motivational topic that has not been discussed fully in the course
and is of common interest to the group. Below I have listed some of the applied motivational topics
addressed by previous groups in order to get your brainstorming process started.
 Role of Personal Growth in Motivation
 Motivation in Injury Rehabilitation
 Motivation in Off-Season Conditioning
 Athletic Retirement & Rechanneling Motivation
 Increasing Enjoyment in Sport
 Parents and their Role in Athletes’ Motivation
 Enhancing Practice Motivation
 Motivation to Pursue High Risk Sports/Activities
Second, you will be responsible for finding at least 2 thought-provoking readings on your chosen
topic. One article should be scientific in nature (I’ll help you identify this one, if needed), and one
should have a more popular or practical focus. Readings should be copied and placed on reserve in the
cage at least one week prior to the class period in which they will be discussed. Third, develop no more
than 5-8 questions to guide reading and serve as a focus of discussion. Think up questions that will
facilitate discussion and get class members involved on a personal level. Questions must be distributed
to students the week prior to your presentation. Finally, you should plan for a one-hour lesson, although
we may discuss the topic longer if interest warrants. Make sure you have thought through this topic
thoroughly enough to really give the class some insight into how motivation theory can be effectively
applied in this situation. Be innovative! Perhaps use a video or case study to stimulate discussion. Be a
good discussion leader and keep the discussion on topic (Don’t let it stray no matter how interesting!).
All students should contribute significantly to both the development and presentation of your
lesson, and group members will receive the same grade for the overall quality of the presentation
weighted by their individual contribution on the project.
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4.2.2 REACTION GROUPS – PRACTICAL IMPLICATIONS OF COURSE MATERIAL
In order to get you more involved in applying material from the course, the class will be divided
into groups of 3, with each group responsible for presenting case studies to the class during 2 separate
class periods per semester. For each assigned class periods (i.e., a schedule will be given out in Week
2), one group will be responsible for presenting their interpretation of the case study and the rationale
behind it. You are required to have a short Powerpoint presentation to identify the key points of your
interpretation and rationale. The other groups in the class will then critically evaluate this presentation
and identify at least 3 points of agreement and 3 areas of disagreement. Content should be the primary
focus of these critiques, but style can also be discussed. A short class discussion will focus on critiquing
the presentation, and comments will be turned in for grading. Each group will be assigned a single grade
for both the presentations and critiques.
4.3 MOTIVATIONAL MINIPROJECTS (25% Course Grade)
You will be given 6-7 miniprojects throughout the course in order to gain “hands-on” experience
about specific motivational topics being studied. Handouts specifying specific details of each project
will be provided when assignments are made. All assignments will culminate in a written minipaper
describing the results of the project and are due at the beginning of the class period on the due date. All
projects are designed to not only further your knowledge of course content, but to also be of practical
relevance to you. Miniproject topics include:
4.3.1 Critiquing Three Decades of Research on Motivation -- You will find research articles on
some topic of motivation from the 1950’s or earlier, the 1970’s, and the 1990’s. You will then
critique each article individually as well as compare and contrast theory, methodology and results.
4.3.2 Personal Motivation Case Studies -- You will describe two personal case studies that you are
familiar with and use selected motivational theories to analyze each case and decide how to
effectively deal with the problem using Atkinson’s and Crandall’s theories of motivation.
4.3.3 Role of Enjoyment in Motivation -- You will conduct interviews with 4 individuals who
participate in a specific activity in order to identify their sources of enjoyment and how enjoyment
influences their motivation.
4.3.4 Measurement of Motivation -- You will complete and score a number of self-report instruments
that measure various components of motivation in order to gain familiarity with how motivation is
measured.
4.3.5 Motivational Cases Studies/Bobby Knight -- You will have a number of opportunities to apply
your motivational knowledge to understanding the motivational problems of actual practitioners
and using that understanding to try to enhance motivation.
4.3.6 Self-Fulfilling Prophecy (SFP) -- You will videotape yourself teaching or interacting with clients
and code these behaviors for evidence of SFP.
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4.3.7 Dropouts Versus Burnouts -- Students will attempt to identify similarities and differences
between dropouts and burnouts critiquing the Dick Vermeil case study.
5. KEY POINTS:
For students wanting extra credit, you may choose to do Key Points. Basically, you just jot down 3
Key Points for each reading and turn these in each week. I like this strategy because it forces you to read
the material more carefully and provides a good review of what you’ve read. Key Points can count up to
10% of your course grade and the remaining percentages of your Course Grade would be adjusted by
decreasing the Class Discussion and Final Exam weightings by 5% each. However, this Key Point
option is strictly voluntary, and you may choose to do it or decide that this extra work is unnecessary. If
you want to do Key Points, jot down three (3) key ideas for each reading on a sheet of notebook paper
and turn these in each class period when the readings are due. Label Key Points by the Session #, and
make sure that you do Key Points for every reading. Typing Key Points is strongly encouraged.
6. INSTRUCTOR:
Damon Burton, Ph.D.
Professor of Sport Psychology

Office:
107 PEB, Division of HPERD 885-2186
 Office Hours: 2:30 M-F or by appointment
 Home:
1215 Tamarack, Moscow 883-1495
 Email:
dburton@uidaho.edu
7. REQUIRED TEXT

Supplemental readings available in PEB Cage.

The website for the course is www.educ.uidaho.edu/sportpsych
PE 561: MOTIVATION IN SPORT COURSE OUTLINE
---------------------------------------------------------------------------------------------------------SESSION
WEEK
TOPIC
---------------------------------------------------------------------------------------------------------1
1/12
Orientation/Course Introduction
MP#1: MOTIVATION RESEARCH CRITIQUE
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---------------------------------------------------------------------------------------------------------SESSION
DATE
TOPIC
---------------------------------------------------------------------------------------------------------I. EVOLUTION OF COGNITIVE MOTIVATION THEORIES
1/17
MARTIN LUTHER KING DAY – NO CLASS
2
1/19
Early Motivation Theories
 Problems with need fulfillment theories
 Role of cognitions in motivation
 McClelland/Atkinson theories
MP # 2 -- PERSONAL CASE STUDIES
3-4
1/24
Motivation from Within
 Intrinsic Motivation
 Enjoyment
 Flow
MP # 3: SOURCES OF ENJOYMENT
5-6
1/31
Perceptions of Competence & Motivation
 Attributions
 Self-Efficacy
 Self-Confidence
MP # 4: MEASUREMENT OF MOTIVATION
7-8
2/7
Perceptions of Control & Motivation
 Locus of Control
 Learned Helplessness
 Optimism
 Origin/Pawn
9-10
2/14
*****
2/21
Perceptions of Success/Achievement Goals
 Maehr & Nicholls (1980)
 Nicholls (1984)
 Maehr & Braskamp’s Personal Investment

MARTIN LUTHER KING DAY – NO CLASS
11
2/23
*****
Theories of Intelligence and Skill
 Learning Versus Capacity Models
MP # 5: BOBBY KNIGHT/CASE STUDIES
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---------------------------------------------------------------------------------------------------------SESSION
DATE
TOPIC
II. HOW SIGNIFICANT OTHERS INFLUENCE MOTIVATION
12-13
2/28
Motivation to Get into and Excel at Sport/Expectations
 Competitiveness
 Self-Fulfilling Prophecy
MP # 6 SELF-FULFILLING PROPHECY
14-15
3/7
Feedback from Significant Others
 Person- Versus Strategy-Focused Reinforcement
 Coaching Behaviors
*****
3/14
NO CLASS -- SPRING BREAK
16-17
3/21
Motivation to Overcome Failure & Adversity
 Developing Coping Skills
 Enhancing Social Support
III. APPLIED MOTIVATIONAL QUESTIONS (AMQ)
18-19
3/28
AMQ # 1: Dropouts versus Burnouts
20-21
4/4
AMQ # 2: Exercise Adherence
IV. MOTIVATIONAL ENHANCEMENT STRATEGIES (MES)
22-23
4/11
MES # 1: Competition
MES # 2: Goal Setting
MP # 7: OPTIMIZING COMPETITION
24-25
4/18
MES # 2: Goal Setting
MES # 3: Motivational Climate
MES # 4: Environmental Engineering
 Program Restructuring
 Rule, Facility & Equipment Modifications
 Barrier Removal
V. CLASS PRESENTATIONS ON APPLIED MOTIVATION QUESTIONS
26-27
4/25
Student Choice Presentations -- Groups 1 & 2
*****
4/27 (W)
TERM PROJECT DUE
8
28-29
5/2
Student Choice Presentations -- Groups 3 & 4
**30**
5/11
FINAL EXAM (3:30 – 7:00 PM)
PE 561 READING LIST
Session 2. (1/19) Early Motivation Theories/Cognitive Perspective
1. Roberts, G.C. (2001). Understanding the dynamics of motivation in physical activity: The influence
of achievement goals on motivational processes. In G.C. Roberts (Ed.), Advances in motivation in
sport and exercise (pp. 1-50). Champaign, IL: Human Kinetics.
2. McClelland, D.C. (1965, November-December). Achievement motivation can be developed.
Harvard Business Review, 64-70.
Session 3-4. (1/24 ) Intrinsic Motivation/Enjoyment/Flow
1. Greene, D., & Lepper, M.R. (1974). How to turn play into work. Psychology Today, 8, 49-54.
2. Weiss, M.R, & Amorose, A.J. (2008). Motivational orientation and sport behavior. In T.S. Horn
(Ed.), Advances in sport psychology (3rd ed.; pp. 115-155). Champaign IL: Human Kinetics.
3. Duda, J.L., & Treasure, D.C. (2010). Motivational processes and the facilitation of quality
engagement in sport. In J.M. Williams (Ed.), Applied sport psychology: Personal growth to peak
performance (6th ed.; pp. 59-80). Boston: McGraw-Hill.
4. Csikszentmihalyi, M. (1990). Enjoyment and the quality of life. Flow: The psychology of optimal
experience (pp. 43-70). New York: Harper & Row.
Session 5-6. (2/2) Perceived Competence and How It Develops
1. Biddle, S.J.H., Hanrahan, S.J., & Sellars, C.N. (2001). Attributions: Past, present and future. In R.N.
Singer, H.A. Hausenblas, & C.M. Janelle (Eds.), Handbook of sport psychology (pp. 389-416). New
York: Wiley.
2. Hanrahan, S.J., & Biddle, S.J.H. (2008). Attributions and perceived control. In T.S. Horn (Ed.),
Advances in sport psychology (3rd ed.; pp. 99-114). Champaign IL: Human Kinetics.
3. Vealey, R.S., & Chase, M.A. (2008). Self-confidence in sport. In T.S. Horn (Ed.), Advances in
sport psychology (3rd ed.; pp. 65-97). Champaign IL: Human Kinetics.
4. Burton, D., & Raedeke, T. (2008). Self-confidence. Sport psychology for coaches. Champaign, IL:
Human Kinetics.
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Session 8-9. (2/9) Perceived Control and How It Develops
1. Dweck, C.S. (1999). When failure undermines and when failure motivates: Helpless and masteryoriented responses. Self-theories: Their role in motivation, personality and development (pp. 5-14).
Philadelphia: Psychology Press.
2. Dweck, C.S. (1999). Achievement goals: Looking smart versus learning. Self-theories: Their role
in motivation, personality and development (pp. 15-19). Philadelphia: Psychology Press.
3. Seligman, M.E.P. (1991). Learned optimism (pp. 3-53). New York: Knopf.
4. Hanrahan, S., & Biddle, S.J.H. (2008). Attributions and perceived control. In T.S. Horn (Ed.),
Advances in sport psychology (3rd ed.; pp. 99-114). Champaign, IL: Human Kinetics.
Session 10-11. (2/16) Perceptions of Success/Achievement Goals
1. Duda, J.L. (2001). Achievement goal research in sport: Pushing the boundaries and clarifying some
misunderstandings. In G.C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 129-182).
Champaign, IL: Human Kinetics.
2. Burton, D., & Weiss, C. (2008). The Jekyll/Hyde nature of goals: Reconceptualizing goal setting in
sport. In T. Horn (Ed.), Advances in sport psychology (3rd Edition). Champaign, IL: Human Kinetics.
3. Maehr, M.L., & Braskamp, L.A. (1986). Toward a theory of personal investment. The motivation
factor: A theory of personal investment (pp. 45-70). Lexington, MA: Lexington Books.
Session 12-13. (2/23) Theories of Intelligence and Skill
1. Dweck, C.S. (1999). Is intelligence fixed or changeable? Students’ theories about their intelligence
foster their achievement goals. Self-theories: Their role in motivation, personality and development
(pp. 20-28). Philadelphia: Psychology Press.
2. Dweck, C.S. (1999). Theories of intelligence predict (and create) differences in achievement. Selftheories: Their role in motivation, personality and development (pp. 29-58). Philadelphia: Psychology
Press.
Session 14-15. (3/2) Motivation to Get into and Excel at Sport
1. Scanlan, T.K. (1982). Antecedents of competitiveness. In R.A. Magill, M.J. Ash, & F.L. Smoll
(Eds.), Children in sport (pp. 48-69). Champaign, IL: Human Kinetics.
2. Horn, T.S. (201). The self-fulfilling prophecy theory: When coaches’ expectations become reality.
In J.M. Williams (Ed.), Applied sport psychology: Personal growth to peak performance (6th ed.; pp.
81-105). New York: McGraw-Hill.
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Session 16-17. (3/9) Expectations and Feedback from Significant Others
1. Dweck, C.S. (1999). Kinds of praise and criticism: The origins of vulnerability. Self-theories: Their
role in motivation, personality and development (pp. 107-131). Philadelphia: Psychology Press.
2. Smith, R.E. (2010). A positive approach to coaching effectiveness and performance enhancement: In
J.M. Williams (Eds.), Applied sport psychology: Personal growth to peak performance (6th ed.; pp.
42-58). Mountain View, CA: Mayfield.
3. Allison, M.G., & Ayllon, T. (1980). Behavioral coaching in the development of skills in football,
gymnastics, and tennis. Journal of Applied Behavior Analysis, 13, 297-314.
4. Ming, S., & Martin, G.L. (1996). Single-subject evaluation of a self-talk package for improving
figure skating performance. The Sport Psychologist, 10, 227-238.
5. Barnett, N.P., Smoll, F.L., & Smith, R.E. (1992). Effects of enhancing coach-athlete relationships on
youth sport attrition. The Sport Psychologist, 6, 111-127.
Session 18-19. (3/23) Motivation to Overcome Failure & Adversity
1. Gould, D. (1996). Coping with adversity and stress. In L. Hardy (Ed.), The psychological
preparation of elite sport performers: Theory into practice. Chichester, UK: Wiley.
2. Hardy, C.J., & Crace, R.K. (1991). Social support within sport. Sport Psychology Training
Bulletin, 3, 1-8.
3. Burton, D., & Raedeke, T. (2008). Stress management. Sport psychology for coaches. Champaign,
IL: Human Kinetics.
Session 20-21. (3/30) Dropouts Versus Burnouts
1. Burton, D., & Martens, R. (1986). Pinned by their own goals: An exploratory investigation into why
kids drop out of wrestling. Journal of Sport Psychology, 8, 183-197.
2. Gould, D., Udry, E., Tuffey, S., & Loehr, J. (1996). Burnout in competitive junior tennis players: I.
A quantitative psychological assessment. The Sport Psychologist, 10, 322-340.
3. Gould, D., Tuffey, S., Udry, E., & Loehr, J. (1996). Burnout in competitive junior tennis players: II.
Qualitative analysis. The Sport Psychologist, 10, 341-366.
4. Raedeke, T.D. (1997). Is athlete burnout more than just stress? A sport commitment perspective.
Journal of Sport and Exercise Psychology, 19, 396-417.
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Session 22-23. (4/6) Exercise Adherence
1. Raedeke, T.D., & Burton, D. (1997). Personal investment perspective on leisure-time physical
activity participation: Role of incentives, program compatibility and constraints. Leisure Sciences, 19,
209-228.
2. Culos-Reed, S.N., Gyrucsik, N.C., & Brawley, L.R. (2001). Using theories of motivated behavior to
understand physical activity: Perspectives on their influence. In R.N. Singer, H.A. Hausenblas, & C.M.
Janelle (Eds.), Handbook of sport psychology (pp. 389-416). New York: Wiley.
3. Gauvin, L., Levesque, L., & Richard, L. (2001). Helping people initiate and maintain a more active
lifestyle: A public health framework for physical activity promotion research. In R.N. Singer, H.A.
Hausenblas, & C.M. Janelle (Eds.), Handbook of sport psychology (pp. 389-416). New York: Wiley.
Session 24-25. (4/13) Competition/Goal Setting
1. Burton, D., & Raedeke, T. (2008). Understanding and optimizing competition. Sport psychology for
coaches. Champaign, IL: Human Kinetics.
2. Burton, D., & Raedeke, T. (2008). Goal setting. Sport psychology for coaches. Champaign, IL:
Human Kinetics.
3. Burton, D. (1989). Winning isn’t everything: Examining the impact of performance goals on the
competitive cognitions and performance of collegiate swimmers. The Sport Psychologist, 3, 105-132.
Session 26-27. (4/20) Motivational Climate/Environmental Engineering
1. Biddle, S.J.H. (2001). Enhancing motivation in physical education. In G.C. Roberts (Ed.), Advances
in motivation in sport and exercise (pp. 101-127). Champaign, IL: Human Kinetics.
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