PHED 1027
February 26th & 28th
 March
1, 2
 March
8, 9
 Please
contact Michelle Zurawski in the
Ed Centre gym office
 Michelle.zurawski@canadorec.on.ca
A
drive that STARTS or MAINTAINS an
activity
 From
the Latin movere, meaning “to
move”
 Psychological
term used to explain the
WHY of behaviour
 Instincts
 Social
& drives – earliest theories
cognitions, perceptions, emotions
– modern paradigm
 Amotivation
– absence of motivation
 Extrinsic
motivation – to receive reward
or avoid punishment (external
regulation)
 Intrinsic
motivation – to learn,
accomplish tasks, and to experience
sensations
 Which
is most powerful in PA settings?
 Competence
 Control
A
– e.g. medal
– e.g. Bribe
highly intrinsically motivated
individual is much more likely to sustain
effort and performance over the long
term (e.g. Exercise adherence)
 Many
theories exist to explain
motivation........
 Porter
& Lawler’s Model
 Vroom’s Expectancy Model
 Bandura’s Self-Efficacy Theory
 Herzberg’s Motivation-Hygiene
 Maslow’s Needs Hierarchy
 Adam’s Theory of Inequity
 Personal Investment Theory
 Theory of Planned Behaviour
 Theory of Reasoned Action
 Self Determination Theory
 Transtheoretical Model
 Effort
 Performance
 Rewards
 Satisfaction
 Personal
Investment
 Outcomes of Personal Investment
 Degree
of effort depends upon one’s
motivational state
 Level
of effort is related to the value
placed upon the rewards
 Value
may be different for different
individuals
 Will
the effort result in a reward?
• Performance expectation or probability
• Performance-reward relationship
 Effort
is maximized when an individual
places a high value on the rewards, and
when that person believes the effortreward probability relationship is strong
 Abilities
& Traits
• Traits – enduring, stable characteristics
• Abilities – trainable qualities
 Role
Perception
• Correct perceptions of one’s role are important
 Rewards
that suggest to the individual
that he or she is highly competent
enhance intrinsic motivation
 Rewards suggesting that the recipient is
no longer fully in control of the reasons
for behaviour reduce intrinsic motivation
(Carron et al., 2003)
 Intrinsic
Rewards
• Sense of accomplishment
• Achievement
• Doing something positive for the community
• Personal growth
 Extrinsic
• Externally administered, tangible
 Receiving
rewards affects the value
placed upon them...
High
Low
Less
More
 Depends
upon the individual’s
perception of whether the rewards are
equitable
 How does satisfaction affect subsequent
effort and performance?
 Individual
PERCEPTION of how fairly
rewards are distributed
 Performance is significantly impacted by
the perceived equity of rewards
• e.g. Comparing salaries and levels of
performance on professional teams
• This is significant in any organization – volunteer
or professional
 Observed
behaviours provide
information about personal investment
• Direction
• Persistence
• Continuing motivation
• Intensity
• Performance
 These
patterns of behaviour indicate the
degree to which a person is invested in
the activity
• Everybody is motivated to do something
• Individuals distribute their time, talent, and
energy as they choose
 “Situations
are easier to change than
people” (Maehr & Braskamp, 1986)
 How
might this affect you as a coach,
teacher, instructor?
 Achievement
 Personal
Growth
 Life
Satisfaction
 Are
these important to sports organizations?
 PE
teacher
 Coach
 Personal Trainer
 Physiotherapist
 Fitness Instructor
 Exercise
Adherence
• Prompting
• Contracting
• Public reporting
• Rewards
• Feedback on progress
• Goal setting
• Social support
• Focus on the experience
• Focus on the process, not the outcome
 Read
Chapter 8 (Organizational Justice)
 Pg. 119-136
 Answer
#1 Interact
HUMAN RESOURCE PRACTICES:
 Volleyball
Officials Clinic
 Saturday, March 15th & Sunday, March 16th
 Ecole Secondaire Catholique Algonquin
 10 AM-4 PM
 $125.00
 Contact Mona Morton at 497-9774
 Practical to follow March 29th or April 5th
 We
all have been recipients of demands
for justice
• “Barb, its not fair that some students got mini
eggs and others didn’t”
 We
have all been in the position of
demanding justice
• I told the builder of my house that, since he
replaced the defective windows for a neighbour,
he should replace my defective windows
 Ethical, legal, and
appropriate business
practices that are just and fair to all
individuals involved in an organization
 FAIRNESS
 Why is organizational justice so important
to PHE professionals?
• Custodians
• Socially sanctioned
• Client / Employee satisfaction
• Legal consequences
 How
do clients/employees/workers in an
organization judge their work situation –
is it FAIR??
 Justice perceptions are related to:
• Job satisfaction
• Job performance
• Organizational commitment
• Self-perceptions
Organizational
Justice
Procedural
Justice
Distributive
Justice
Interactional
Justice
 Were
you ever treated rudely or
disrespectfully?
 Were
you up for a promotion / raise / job,
and didn’t get it when you thought you
should have?
 Why
was it unfair? How did you know?
 How did you react? Did you take action?
 Distributive
justice considers the
distribution of goods among members of
society at a specific time, and on that basis,
determines whether the state of affairs is
acceptable.
 (www.wikipedia.org)
 Considers
the concrete OUTCOMES of
the distribution of goods to individuals or
groups of individuals
 Goods
include income, opportunities,
wealth
• Equipment
• Playing time
• Uniforms
• Feedback
• Medical attention
• Others???
 Individuals
 Groups
 Classes
 Equality
 Equity
 Need
 Equity
 Equality
 Need
 Distribution
of resources is based on
contributions that members make to a
group or organization
• Effort
• Ability (innate or achieved)
• Performance
 How
should I have distributed mini-eggs
based on the principle of equity?
 Individual
PERCEPTION of how fairly
rewards are distributed
 Performance
is significantly impacted by
the perceived equity of rewards
 Did
you compare your test mark with those
of your classmates? Was your assessment
fair?
 For
example, if an individual is
underpaid:
• Quit
• Decreased output
• Ask for a raise
• “squealing”
• Distort reality
 Resources
are distributed equally to all
members
• Treatment
• Results
• Opportunity
 How
should I have distributed mini-eggs
based on equality?
 Resources
are distributed on the basis of
the needs of individuals or teams
 How
should I have distributed mini-eggs
based on need?
 Procedural
Justice – refers to the PROCESS
that organizations use to distribute goods
 Procedural
justice is an intermediary stage
• Procedures, guidelines, policies for making
decisions
 Example
of procedural INJUSTICE
 What
are some things that lead to a
procedure being seen as fair?
• ‘Voice’ – getting a say in things
• Consistency – across time and employees
• Bias Suppression – avoid personal bias
• Accuracy – procedure should be correct
• Correctability – appeals mechanism
• Ethicality – standards of ethics upheld
 Interactional
Justice – the manner in
which decisions are communicated
• Substance of the message (informational justice)
• Tone of the message (interpersonal justice)
 Procedural
Justice – PROCESS
 Interactional
Justice –
COMMUNICATION
 Distributive
Justice - DECISION
 Were
there occasions during your days in
secondary school when you believed that
the administrators were not just in
distributing the school resources? What
principles of organizational justice were
violated? Discuss.
 Read
Chapter 11 “Leadership”
 Do Interact #1