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define motivation and its

components
describe typical views of motivation
and evaluate their usefulness
detail useful guidelines for building
motivation
KIN 380 – Psychological Analysis define achievement motivation and
of Physical Activity competitiveness and indicate their
importance

compare and contrast theories of The process of arousal within an organism


achievement motivation that helps direct and sustain behavior
explain how achievement motivation The prompting to action toward the goal or
develops, and objective of one’s actions
use fundamentals of achievement
motivation to guide practice Motivation may be defined as the direction
and intensity of one’s effort
Weinberg & Gould (2007, p. 51) Sage (1977)

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Direction of Effort Direction of Effort
What type of activities is a certain Set clear, objective, and specific goals.
individual attracted to? Goals must be stated as criteria to be
Intensity of Effort accomplished within a specified time
frame.
How much effort is one investing in the
activity he/she is attracted to? Intensity of Effort
Focus on intrinsic rather than extrinsic
rewards

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Sorrentino, R.M., & Sheppard, B.H. (1978). Effects
# of affiliation-related motives on swimmers in
individual versus group competition: A field
Experiment. Journal of Personality and Social
The Trait-(Participant) Centered Psychology, 36(7), 704-714.
Orientation As predicted, approval-oriented swimmers
Individual characteristics and personal demonstrated faster times swimming in
predispositions drive motivation
the relay than when swimming alone.
Situation-Centered Orientation
A dynamic environment shapes and reshapes Rejection-threatened (overly concerned to
one’s motivational drive disappoint their teammates) swam fastest
Interactional View alone.
Motivation is best understood through an Conclusion: Individual split-times may
examination of the person and situation not be the best predictor of relay
performance.

Williams, K.D., Nida, S.A., Baca, L.D., & Latane, B.


(1989). Social loafing and swimming: Effects of
' ()*+ identifiability on individual and relay performance of
intercollegiate swimmers. Basic and Applied Social
The key to understand motivation and
Psychology, 10(1), 73-81.
performance is in the consideration of both
the athlete’s personality and the situation. Results indicated a significant interaction
between the degree of identifiability of
Is it this simple or are there other factors that
need to be considered?
swimmers'times and type of event
(individual vs. relay) and thus supported
By what mechanism does one’s personality
previous social loafing findings. Swimmers
interfere with one’s performance?
recorded significantly better times in relays
What options does the coach have to address than individually when identifiability was
this problem? high but tended to perform more poorly in
How many of the rejection-threatened swimmers would
have made the relay team given their individual time?
relays under conditions of low identifiability.

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Consider both situations and traits Identify the sources of motivation
To enhance motivation, you must analyze and What are the (many) reasons one participates?
respond not only to a player’s personality but What conflicting forces are involved?
Be a good student without appearing geeky...
also to the interaction of personal and
What unique and what shared reasons to
situational characteristics. Keep monitoring the participate one displays?
athlete for change over time. Be with a friend or please a parent vs. improve skills
Weinberg & Gould (2007, pp. 55-56) What are some unique cultural differences in
drive?
North Americans vs. American Chinese (competition vs.
social affiliation and wellness)

Weinberg & Gould (2007, p. 56)

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, !!! , !&

Modify the environment to Influence motivation.


enhance motivation. Set a positive example.
Structure teaching and Leave communications
coaching environments to lines open and
meet the needs of all communicate clearly
participants. Maintain high level of
Provide multiple opportunities energy
and address individual needs
Weinberg & Gould (2007, pp.
Weinberg & Gould (2007, pp. 57- 57-58)
58)

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Use behavior Achievement motivation is one’s drive to do


modification to change better at a variety of tasks; to persist in the face
undesirable participant of failure and take pride in one’s
motives and strengthen accomplishment.
weak motivation. Competitiveness is achievement motivation as it
Positive and negative is played out in the presence of other
reinforcement, rewards competitors.
and punishment.
Weinberg & Gould (2007, p.
59) Weinberg & Gould (2007, p. 61)

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Achievement (nAch)
Explain, understand, and predict behavior
in achievement settings
initial involvement
task or choice of activity
Affiliation (nAff) David McClelland
effort invested toward goals
maintaining effort over time
persistence despite adversity and or
failure Power (nP)

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Personality Factors High achievers select challenging tasks, prefer
Motive to Achieve Success / Motive to Avoid Failure intermediate risks, and perform better when they
Situational Factors are being evaluated.
Probability of Success / Incentive Value of Success Low achievers avoid challenging tasks, avoid
Resultant Tendencies intermediate risks, and perform worse when they
Approach Success / Avoid Failure are being evaluated.
Emotional Reactions The most important contribution of need achievement
Focus on Pride of Success / Focus on Shame of Failure theory is its task preference and performance predictions
Achievement Behavior
Seek out Achievement & Challenging Situations = Performance Weinberg & Gould (2007, p. 63)
Avoid Achievement Situations & Challenges = Performance

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Focuses on how people explain Attribution theory is a cognitive approach to
their successes and failures. motivation. Fritz Heider described his theory
as one of common sense, or “naive
(Heider, 1958)
psychology.”
Low achievers avoid challenging Heider, F., & Simmel,M. (1944). An
tasks, avoid intermediate risks, experimental study of apparent behavior.
and perform worse when they are American Journal of Psychology, 57(2),
243-259.
being evaluated. Fritz Heider
Weinberg & Gould (2007, p. 63) (1896-1988)
http://cogweb.ucla.edu/Discourse/Narrative/heider-simmel-demo.swf

Image source: http://www.scribd.com/doc/13153559/Social-Review-PPT-Top-10 http://cogweb.ucla.edu/Discourse/Narrative/michotte-demo.swf

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Attribution Theory attempts to Internal External
explain why people give Ability Task Difficulty
Stability Dimension

different causal attributions for (internal/Stable) (External/Stable)


the same behavior.
Bernard Weiner
Attribution is the process of
assigning a cause to perceived Effort Luck
behavior of self or others (Hogg (Internal/Unstable) (External/Unstable)
& Vaughan 2005).
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Source: Cox (2007)

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Dispositional (internal) Attributions
Stability Factors Expectancy of Future Behavior is explained by a person’s personality,
Success traits, abilities or feelings
Stable/Unstable
or expectation Situational (external) Attributions
Behavior is explained by a situation or
Causality Factors Emotional Influences
environment or situational demands.
Internal/External or pride or shame

Control Factors Emotional Influences


In or out of one’s control or motivation
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The tendency to put too much emphasis on When people explain their own behavior by
dispositional (internal) attributions when making situational (external) attributions
explaining behavior of others at the expense of and explain behavior of others with
situational (external) ones is called: (internal) dispositional attributions they are
FUNDAMENTAL ATTRIBUTION ERROR exhibiting ____________ type of bias.
Examples of Fundamental Attribution Error ACTOR OBSERVER BIAS
White men can’t jump Examples of Actor Observer Bias
Blacks are great athletes I had no choice, I had to lie; he is a liar.
Asians are martial arts experts I was late to work due to really bad weather
Austrians are great down-hill skiers conditions; she is always late.

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When an athlete explains her/his success An athlete’s tendency to attribute her/his
with (internal) dispositional attributions and success to help received from others
blames failure on situational (external) (situational/external attributions) and to
attributions he/she is exhibiting a downplay the task and her/his skills
__________________ type of bias. (dispositional/internal attributions) is
SELF-SERVING exhibiting a __________________ type of
Examples of Self-Serving Bias bias.
The referee gave our game away. SELF-EFFACING
We outplayed our opponents... Examples of Self-Effacing Bias
I could not have done it without the group’s help
and support.

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Athletes from collectivist cultures are more Competitors expect that their performance
likely to exhibit a __________________ will be evaluated by others.
type of bias. Competition ends with an external or internal
(A) SELF-EFFACING reward.
(B) SELF-SERVING The perceived winner or loser explains the
causes of the competition’s outcome.
(C) ACTOR OBSERVER Internal/external locus of causality
Emotional response (pride or shame)
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Source: Cox (2007)


Hideki Matsui

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Locus of Causality (Control) Performance of External Attribution
Internal orientation—mature
Gymn. Judges (Scheer & Ansorge, 1979)
others agrees with Such as:
Covariation Principle (logical Attrb.) yours (covaration) Task Difficulty
Parity with others’ performance leads to external
attributions Example: You ranked high in your group
Perceived Causality and Emotional on a fitness test but most of your classmates
Response are in a very poor physical shape. Thus,
Attribution of success/failure are closely many members of other groups would do
associated with emotions just as well as you.
Source: Cox (2007). Cox, 2007

Affect Associated with Various Combinations of


Affect Associated with Various Combinations of Outcome and Attribution
Outcome and Attribution
Outcome Outcome
Success Failure Success Failure
No control Control

confidence shame
Locus of Causality

Pride pride
External Internal

Controllability

Self-esteem Self-esteem competence guilt


satisfaction satisfaction depression
No feelings No feelings gratitude anger
About self About self pity for opponent surprise
astonishment
If athlete internalizes the cause of success or failure, Emotional response to success or failure depends on
Significant affect in form of pride and self-esteem will follow. perception of control of the situation and outcome.

Source: Cox (2007) Source: Cox (2007)

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A dysfunctional attribution strategy is Attributing failure to an internal/stable
one in which athletes are taught to cause is potentially damaging to a
explain the cause of a failure outcome young athlete’s self esteem.
as being uncontrollable and stable. Application
Athletes with maladaptive attributional Attributing success to an internal/stable
patterns give failure attributions that are cause such as stability is good for a
more internal, stable, uncontrollable, and young athlete’s self-confidence.
global than those of the nonmaladaptive Application
athletes.

Source: Cox (2007)


Source: Cox (2007)

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Egocentrism in Attribution $ 8
People are assumed to follow logic (the How performers explain
logical model) when they make attributions or attribute their
to behavioral outcomes.
E.g., the covariation principle
performance affects their
expectations and
Attributing success to internal/stable emotional reactions,
causes is called ego-enhancing strategy.
Self-serving illogical model
which in turn influences
future achievement
Attributing all failure to external/unstable
causes is called ego-protecting strategy. motivation.
Self-serving illogical model

Source: Cox (2007)

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