WHAT IS MOTIVATION?
1. It has two component
A. Direction - making choices, where you direct your energies B. Intensity - how much energy you have toward that motive
Definition - Motivation is a process of arousing, sustaining and regulating a pattern of activity.
2. Achievement Motivation Theory
A. Motivation is conceptualised differently by cognitive vrs. Behavioural psychologists
S-R (Behaviourist) No intervening construct S-C-R (Cognitive Psychologist) Cognitions (thoughts) determine action ATKINSONIAN THEORY
1. Interaction Theme AM = the person interacting with the environment The person has 2 motives MS = motive to succeed MAF = motive to avoid failure How they interact with the environment also depends on 2 factors P = probability of attaining a goal I = incentive value of that goal
2. The components make up equations which form the theory. Ts = Ms x Ps x Is (The tendency to approach an achievement situation = the motive to succeed x the probability of success x the incentive value of success)
Taf = Maf x Pf x If (The tendency to avoid an achievement situation = the motive to avoid failure x the probability of failure x the incentive value of failure)
3. Competition is an achievement situation involving both approach and avoidance conflicts. 4. Each individual possesses both personality dispositions (Ms & Maf) 5. Resultant tendency to approach an achievement (TR = Ts-Taf) 6. What is important about this theory? A. Relationship between Ps and Is is negative. As Ps increases, the Is decreases. B. Thus - the best motivation situation is where you see a 50-50 chance of success. C. How does differences in Ms & Maf affect motivation? It affects the attractiveness of a task. High in Ms (Ms > Maf) select tasks of intermediate difficulty. High in Maf (Maf > Ms) select tasks in the extremes. Why? 7. Implications of the Atkinsonian Theory for coaches Ms vrs. Maf- build success oriented athletes Give them successes realistic goals make them feel worthy do not punish for every mistake Ps - Make it 50% - 50% Is - Emphasise performance not outcome 8. Problem with the Atkinsonian Model A. It is a general achievement construct (It does not take into account that tasks are situation specific) B. A person has more AM in some tasks not others. Virginia Crandall’s Achievement Model
1. It is an Expectancy x Value Model How Her Theory Differs A. It focuses on overt behaviour B. There is no need for an achievement motivation construct C. Crandall’s definition of Achievement Behaviours = Behaviour directed toward the attainment of approval or the avoidance of disapproval form ones self or from others, specifically contingent upon indices of competence of performance in situations where standards of excellence are applicable to that performance. D. Crandall’s Formula = Behavioural Potential = Expectancy - minimum standard x attainment value 1. Attainment Value is the degree of importance attached to attaining approval or avoiding disapproval based on performance in tasks in a particular achievement skill area. 2. Expectancy is a persons implicit assessment of their level of proficiency in performing the instrumental acts required by the tasks. Differences in These Theories
1. Atkinson believes that the Ps is equivalent to the subjective Ps. 2. Crandall believes Ps is determined by the history of reinforcements on the same or similar tasks 3. Relationship of expectancy to value Atkinson - Negative Linear (as expectancy of success increases, the value decreases) Crandall - Independent 4. According to Crandall, what determines the value of a particular reinforcer is the Minimum Standard. (The lowest level of reinforcement which the individual perceives as defining minimal success.)
Attribution Theory
Concerned with attributions people make, which are judgements or reasons why one succeeds or fails. Things you say to yourself (self talk or internal cognitions) influence your achievement behaviour. There are differences in attributions of success and failure oriented athletes.
Variables Which Influence Motivation in Athletes The article by Carron discussed many variables like: Within Task (difficulty, enjoyment) Within Athlete (age, gender, experience)
Hawthorne Effect - Improvement in performance due to changes in the environment. (Control groups in research) Motivation and Marten’s Model of Competitiveness
Objective Competitive Situation Coaching Implications Ability of Opponents Be Prepared (scout) Audience Simulate real life Preparation Practice Game Importance Not High, Nor Low
Subjective Competitive Situation Personality-Ms vrs. Maf Arousal Proper Arousal Confidence Realistic Goals Goals Stress Performance Competitiveness
Response (physiological, psychological, behavioural) Anxiety/Arousal Long term process - Cognitive Worry Psychological skills Concentration training to help Attention athletes control responses
Consequences Success/failure Subjective success Reinforcement Lots of feedback Expectancies & Attributions Attribution shaping