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16 Cards in this Set
- Front
- Back
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Behavioural Patterns |
A means of determining if an athlete is motivated. Seeing what the athlete does and what they strive for (ie. if the athlete tries their hardest in sessions, perseveres, etc.) |
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Competence |
How able we think we are. |
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Goal Perspectives |
The ways in which individuals judge their competence and perceive success. |
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Task Involved |
When the athlete's main purpose is to gain skill or knowledge, to exhibit effort, to perform at one's best, and to experience personal improvement. |
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Ego Involved |
Athlete preoccupation with the adequacy of their ability and the demonstration of superior competence compared to others. |
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Motivational Climate |
The perceived structure of the environment. |
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Self-handicapping |
When athletes who might be concerned about not performing well set the stage to provide a scapegoat to explain their poor performance. |
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Self-Determination Theory |
A popular approach to understanding motivation and behaviour in sport. |
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Amotivation |
Athletes with no sense of personal control with respect to their sport engagement and there are no extrinsic or intrinsic reasons for ding the activity. These athletes are no longer sure why they are playing the sport. |
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External Regulation |
When behaviour is performed to satisfy an external demand or stems from the external rewards an athlete expects to secure. (Extrinsic) |
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Introjected Regulation |
Athletes participate because they feel they must play that particular sport. (Extrinsic) |
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Identified Regulation |
When behaviour is undertaken out of free choice but as a means to an end. (Extrinsic) |
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Intrinsic Motivation |
Opposite of extrinsic motivation. The athlete participates in an activity for its own sake and because he or she personally chooses to do so. |
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Competent |
The feel of sufficiently efficacious to interact effectively with the environment. |
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Autonomous |
Perceive we are acting accordingly to our own volition and have options and choices. |
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Connected |
view relationships with important individuals as being supportive and respectful. |
