Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
65 Cards in this Set
- Front
- Back
|
What is motivation?
|
Motivation is the direction and intensity of effort
Direction- whether an individual seeks out or is attracted to a situation Intensity- how much effort is put forth |
|
|
What is the interactional view of motivation?
|
Motivated behavior results from the interaction between personal and situational factors
|
|
|
What are some personal factors?
|
Personality, needs, interests, goals
|
|
|
What are some situational factors?
|
Leader-coach styles, family attractiveness, team win-loss record
|
|
|
What are common themes for participation motives (Weiss & Ferrer-Caja, 2002)?
|
Develop physical competence
Gain social acceptance Enhance Physical fitness and appearance enjoy experiences |
|
|
Explain the concept of "multiple motives"
|
?People participate for more than one reason
People have competing participation motives People have both shared and unique motives Cultural emphasis affects motives Motives change over time |
|
|
How can you increase motivation?
|
You can change the motivation environment!
*Provide both competitive and recreational opportunities. *Provide for multiple motives and opportunities. *Adjust to individuals within groups |
|
|
What is intrinsic motivation?
|
Pleasure and satisfaction related to knowledge, accomplishment, and stimulation
|
|
|
What is cognitive evaluation theory?
|
A sub-theory of self-determination theory, explains variability in intrinsic motivation
|
|
|
What are the three basic psychological needs?
|
Competence, Autonomy, Relatedness
|
|
|
What is self-determination theory?
|
Explains that competence, autonomy, and relatedness influence intrinsic motivation and psychological well-being
|
|
|
What are extrinsic rewards?
|
Material things like trophies, money, t-shirts, etc
|
|
|
What happens to a person's motivation when you pay them for an activity that is already intrinsically interesting?
|
It can decrease their intrinsic motivation
|
|
|
What determines the effect of a reward on a person's intrinsic motivation?
|
the individual's perception of the reward
perception drives reality! |
|
|
What are the two aspects of extrinsic rewards?
|
Controlling aspect= perceived locus of causality of behavior (can be positive or negative)
Informational aspect= perceived cues about competence (can be increased or decreased) Combined to increase of decrease intrinsic motivation |
|
|
Extrinsic rewards may be best for what activities?
|
Activities that are not intrinsically interesting
**Coaching behaviors are important extrinsic rewards** |
|
|
What is achievement motivation?
|
“A person’s orientation to strive for task success, persist in the face of failure, and experience pride in accomplishments”
Influences choice of activity, effort, intensity of effort, persistence |
|
|
What is achievement goal theory?
|
•Understand differences in achievement
•Individuals are driven to achieve and be successful •However, people define success in different ways |
|
|
What are the achievement goal orientations?
|
Mastery/Task
and Outcome/Ego |
|
|
Define Mastery/Task achievement goal orientation
|
-Focus on improving personal ability
•Feel successful when work hard, improve skills, and/or master skills •Believe that effort leads to success |
|
|
Define outcome/ego achievement goal orientation
|
•Focus on proving one has high ability
•Feel successful when have high ability in comparison to others •Outdoing others leads to success regardless of effort |
|
|
What are social goal orientations?
|
-Define success in terms of social interactions/relationships
(e.g., Coach praise, peer acceptance, close friendship) -Contributed to sportsmanship behaviors above and beyond task and ego goal orientation |
|
|
Which goal orientation (task or ego) is better?
|
Sport psychologists suggest a task goal orientation facilitates a stronger work ethic, extra persistence, and more long-term motivation.
|
|
|
Achievement goals + perceived ability=
|
Achievement behavior
|
|
|
Task oriented+ high percieved ability=
|
select challenging task, exert maximal effort, remain persistent when struggling
|
|
|
Task oriented+ low percieved ability=
|
issue more self-instruction, maintain positive affect
|
|
|
Ego oriented + high percieved ability=
|
expect to succeed in moderately difficult tasks
exert maximal effort |
|
|
Ego oriented + low perceived ability=
|
exhibit "helpless" behavior
expect to fail at moderately difficult taks |
|
|
Is an ego goal orientation bad?
|
Not necessarily …
when buffered by high perceived ability when buffered by high task orientation when placed in a task-involving climate |
|
|
What are the two types of motivational climates?
|
Mastery climate –emphasizes personal improvement and rewards effort
Performance climate –emphasizes winning and rewards outperforming others |
|
|
Transtheoretical Model of Exercise Behavior
An individual progresses through six stages of change |
1.Precontemplationstage
2.Contemplation stage 3.Preparation stage 4.Action stage 5.Maintenance stage 6.Termination stage |
|
|
Ecological Model of Exercise Behavior
|
•Factors beyond individuals’ control
•Community agencies influence policies that affect physical activity environments •More supportive environments = more physical activity |
|
|
Bronfenbrenner’s Ecological model of human development
|
Macrosystem
Exosystem Microsystem |
|
|
Six categories of Strategies for Enhancing Adherence to Exercise
|
Behavior modification approaches
Reinforcement approaches Cognitive–behavioral approaches Decision-making approaches Social-support approaches Intrinsic approaches |
|
|
Is competition good or bad?
|
neither- neutral process
|
|
|
Understanding the Competitive Process: Objective Competitive Situation
|
•Performance compared with some standard of excellence
•Presence of at least one other person to evaluatethe performance |
|
|
Subjective Competitive Situation
|
•How the person perceives, accepts, and appraisesthe objective competitive situation
•What personal characteristics influence one’s interpretation? |
|
|
Response
|
•Whether a person approachesor avoidsan objective competitive situation
•Physiological –arousal level, blood pressure, heart rate •Psychological –anxiety inventories, confidence, motivation •Behavioral –self-talk, change in performance, selection of opponent |
|
|
Consequences
|
•An evaluation (usually positive or negative) of one’s response to the standard of the performance comparison
|
|
|
two type of group roles
|
formal and informal
|
|
|
creating an effective team climate
|
•An evaluation(usually positiveor negative) of one’s response to the standard of the performance comparison
•Fairness—or a lack of it—can bring a group closer together. •Greater similarity = closer climate. |
|
|
Two types of aggression
|
Hostile
Goal is to inflict (physical or psychological) pain or harm on someone Instrumental Goal is to meet a particular non-aggressive goal (i.e., winning the boxing match) |
|
|
What is bracketed morality?
|
Many individuals (i.e., athletes) view aggression as inappropriate in general but appropriate in the sport environment
|
|
|
components of morality in sport
|
1.Fair play(adhere to formal and “unwritten” rules)
2.Good sporting behavior (respect for others, full commitment, social conventions) 3.Character(virtues –compassion, integrity) |
|
|
How do people learn to be moral?
|
Two theoretical perspectives:
1.Social learning theory 2.Structural developmental theory |
|
|
Social learning theory
|
Focus on displays of appropriate behavior
Internalize society’s standards thru: Observation of significant others Reinforcement or punishment Social comparison |
|
|
Structural development theory
|
Focus on underlying thoughts and judgments
Moral reasoning “Decision process in which a person determines the rightness or wrongness of a course of action” |
|
|
levels of moral reasoning
|
livel 1- external control(Ok if I don’t get caught)
Level 2 –Eye for an eye Level 3 –“Golden Rule”(More altruistic) Level 4 –Follow external rules level 5- what is best for all |
|
|
straegies for enhancing moral development
|
1.Define sportspersonship-don’t leave to chance!
2.Reinforce and encourage ‘good’ behavior, actively discourage ‘bad’ behavior 3.Convey rationales -always explain the why 4.Model appropriate behaviors 5.Discuss moral dilemmas and build these into class/practice |
|
|
what happens post-injury?
|
Integrated model of response to sport injury (Wiese & Weiss, 1987; Wiese-Bjornstal, 2004; Wiese-Bjornstal, Smith, Shaffer, & Morrey, 1998)
Includes cognitive, emotional, and behavioral aspects of injury response Emphasizes the continuous and cyclical process of postinjuryrehabilitation |
|
|
periodized training
|
High-intensity followed by low-volume (i.e., overload & taper)
|
|
|
overtraining
|
“A short cycle of training during which athletes expose themselves to excessive training loads that are near or at maximum capacity” (Weinberg
|
|
|
staleness
|
End result of overtraining
•Athlete cannot maintain standard training regimenand achieve previous performance standards •Signs of staleness include decreased performanceand mood disturbance |
|
|
burnout
|
•Exhaustion,both physical and emotional
•Feelings of low personal accomplishment, low self-esteem, failure, and depression •Depersonalizationand devaluation |
|
|
Cognitive-affective stress model
|
Four-stage process
1.Situational demands 2.Cognitive appraisal 3.Physiological responses 4.Behavioral repsonses |
|
|
other issue related to burnout
|
1.Identity issues
•Development of a unidimensionalself-concept (i.e., all eggs in one basket) 2.Control issues •Athletes make few decisions about their own lives (e.g., power relationships with parents, coaches) |
|
|
treatment and prevention of burnout
|
1.Monitor critical statesin athletes
2.Communicate 3.Set short-termgoals 4.Take relaxation (time-out) breaks 5.Learn self-regulation skills |
|
|
what is PST
|
•“Systematic and consistent practice of mental or psychological skills for the purpose of enhancing performance,increasing enjoyment,or achieving greater physical activity self-satisfaction”(Weinberg & Gould, 2007, p. 250
|
|
|
components of mental toughness
|
•Control—Capacity to feel and act as if one could exert an influence on the situation in question.
•Commitment—A tendency to take an active role in events. •Challenge—The perception of change as an opportunity to grow and develop rather than as a threat. •Confidence—The strong sense of self-belief. |
|
|
Education phase of PST
|
•Explain the importanceof PST (i.e., provide background, sport-specific examples)
•Increase awareness |
|
|
Acquisition phase
|
•Select and teach appropriate strategies specific to athletes’ needs and abilities
•PST methods include: --Arousal regulation--Self-confidence --Imagery--Goal setting --Concentration--Positive self-talk |
|
|
Practice phase
|
•Automate skills through overlearning
•Integratepsychological skills into performance situations •Stimulate skills people want to apply in actual competition |
|
|
what is the ultimate goal of pst?
|
self-regulation ability
|
|
|
why do children participate in sport
|
1.Develop and demonstrate competence
2.Gain social acceptance and support 3.Have FUN! |
|
|
what is children's motivation?
|
Children have primarily intrinsic motives
|
