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Flashcards in PP1 - Exam 2 Deck (38)
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1
Q

Motivation

A

the direction and intensity of one’s effort

2
Q

Direction of effort

A

whether an individual seeks out, approaches, or is attracted to a situation

Ex: Attending class, engaging in an exercise program, signing up for the GRE

3
Q

Intensity of effort

A

how much effort an individual puts forth in a situation

Ex: How much you focus in class, effort exerted in exercise program, hours spend studying for GRE

4
Q

Motivation influences…

A

Our choice of activities
Our effort to pursue goals
The intensity of our effort
Our persistence in the face of failure

5
Q

Approaches to Motivation

A

Trait-centered view
Situation-centered view
Interactional view

6
Q

Trait-centered view (a.k.a. participant-centered view)

A

motivated behavior is a function of one’s personality

  • mostly used in applied sport psychology
7
Q

Situation-centered view

A

motivated behavior is a function of the situation

8
Q

Interactional view

A

individual factors and the situation interact to influence motivation

9
Q

Intrinsic motivation

A

Behavior that comes from within, and will be exhibited even in absence of external reward

Doing the action for the sake of the satisfaction derived from it

10
Q

Extrinsic motivation

A

Behavior that comes from an outside source – a means to an end – and will not be exhibited without it

11
Q

Amotivated

A

A lack of motivated behavior resulting from a perceived feeling of helplessness
A feeling of “What’s the point?”

12
Q

3 categories of motivated behavior

A

Intrinsic motivation
Extrinsic motivation
Amotivated

13
Q

Do extrinsic rewards impact intrinsic motivation?

A

Informative v. controlling

Best used sparingly, to reward effort and competence, and when earned

14
Q

Competition and intrinsic motivation

A

Success = increases
Failure = decreases
Performing well = increases

15
Q

Feedback and intrinsic motivation

A

Positive feedback = increases
Quality over quantity
Relate feedback to effort

16
Q

Coaching style and intrinsic motivation

A

Autonomous coach = increases

High levels of control = increases

17
Q

Self-Determination Theory

A

All people are motivated to fulfill 3 basic needs:
The need to feel competent
The need to feel autonomous
The need to feel social connectedness

How we achieve these goals varies

Contributing to these needs enhances helps people increase and maintain motivation

18
Q

2 Major Motivation Sources

A

Achievement motivation

Competition

19
Q

Achievement motivation

A

A person’s efforts to master a task, achieve excellence, overcome obstacles, perform better than others, and take pride in exercising talent.

A person’s orientation to strive for task success, persist in the face of failure, and experience pride in accomplishments.

20
Q

Competition

A

achievement behavior in a social context, where evaluation is key

A disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of evaluative others

21
Q

Need Achievement Theory

A

Personality Factors
Situational Factors
Resultant Tendency
Achievement Behavior

22
Q

Personality Factors

A

Motive to Achieve
Success

Motive to Avoid
Failure

23
Q

Situational Factors

A

Likelihood of
Success

Incentive value
of success

24
Q

Resultant Tendency

A

Seek Success

Avoid Failure

25
Q

Achievement Behavior

A

Seek Achievement
Situations
Accept Challenges

Avoid Achievement
Situations
Avoid Risk

26
Q

High achievers (MAS)

A

Greater capacity to experience pride

Select challenging tasks

Prefer intermediate risks

Perform better when evaluated

27
Q

Low achievers (MAF)

A

Greater capacity to experience shame

Avoid challenging tasks

Avoid intermediate risks

Perform worse when evaluated

28
Q

Attribution Theory

A

Focuses on how people explain their successes or failures
Stability – is the cause of the result permanent or unstable?
Locus of causality – is the cause of the result internal or external?
Locus of control – is there control over the cause of the result?

How we explain successes and failures to ourselves affects our expectations and emotional reactions
 This impacts motivation

29
Q

Applications of Motivation

A

Use the environment to enhance motivation
People have multiple motives for participation
We often have competing motivations
Motives differ between age groups, gender, culture
Motives change across our lifespan
Leaders have huge impacts on their team’s motivation

30
Q

How Leaders Impact Motivation

A
Reinforcements
Positive
Frequency of reinforcements/feedback
Reward appropriate behaviors
Use appropriate types of feedback
31
Q

Reinforcements

A

praise or punishment meant to increase or decrease the likelihood of a response
Positive reinforcements used to reward appropriate behavior

Ex: Praise, reward, fun activity, body language
Negative reinforcements used to reduce unwanted behaviors

Ex: Criticism, yelling, sprints, removal from activity, body language

32
Q

Positive

A

oriented coaching recommended

Athletes experience greater enjoyment, team cohesion, and like coach and teammates more

33
Q

Frequency of reinforcements/feedback

A

Early stages of learning – continuous and immediate reinforcement
Later stages of learning – intermittent reinforcement
“Tapering the feedback”

34
Q

Reward appropriate behaviors

A
Shaping – reward successful approximations of skills
Reward the performance, not the outcome
Reward personal bests
Reward effort
Reward emotional and social skills
35
Q

Use appropriate types of feedback

A

Motivational feedback
Instructional feedback
Attributional feedback

36
Q

Motivational feedback

A

attempt to facilitate performance by enhancing confidence, mood, or effort

37
Q

Instructional feedback

A

information about the performer’s current level of proficiency and/or the desired level of proficiency

38
Q

Attributional feedback

A

drawing inferences as to cause of success/failure

Attribute success to effort and ability, not luck or ease of task

Attribute failure to effort when appropriate; include link to goal

Attribute failure to external factors when appropriate