chapter 4

Basic Psychological Needs Theory

-3 psychological needs are essential for growth and healthy functioning -autonomy: need to experience activities as self-endorsed (i.e. input into decision) -competence: need to interact effectively within the environment (i.e. playing well) -relatedness: need to feel close, connected and cared for by important others (i.e important for you or others)

cognitive evaluation theory: CET

-Elaborates on what cause intrinsic motivation -used to explain variability in intrinsic motivation

competence motivation theory

-People are motivated to demonstrate competence. -Social context influences competence, success/failure, and perception of control. -Competence, success/failure, and perceptions of control lead to affective and emotional states (e.g., enjoyment, anxiety). -Affective and emotional states influence motivation.

attribution theory: external, unstable factors

-attribute "success" to "external, unstable factors" : decreased expectancy for success, decreased pride-competence not enhanced, decreased motivation -attribute "failure" to "external, unstable factors" : increased expectancy for success, increased pride, and increased motivation

attribution theory: internal stable factors

-attribute "success" to (internal, stable factors)" increased expectancy for success, increased pride and increased motivation -attribute "failure" to (internal, stable factors): decreased expectancy for success, decreased pride-increased shame, and decreased motivation

achievement goal theory

-basic premises: motivated behavior is influenced by our goal orientation -people are motivated by one's interpretation of what it takes to achieve success -three factors predict goal involvement (or achievement goals)

achievement goal theory: conception of ability

-can differentiate between effort, luck, and ability (at age 12)

CET: 3 functional components of an event are

-controlling aspect: (i.e. locus of causality) related to self-determination -informational aspect: (i.e. reinforcement) related to perceived competence -functional significance of event: how a reward/feedback affects intrinsic motivation depends on the meaning of the reward to the person **first and second are key factors for CET and are more important than the third

examples of CET

-controlling aspect: e.g. rewards, controlling feedback, intimidation and punishment, ego climate -informational aspect: positive feedback to good performance -functional significance event: coach's positive feedback to prevent athletes from joining other teams can be considered controlling behaviors (i.e. external)

example of attribution that might fit into one of the four-combination categories

-external; stable (e.g. task difficulty) -external; unstable (e.g. luck) -internal; stable (e.g. ability) -internal; unstable (e.g. effort)

organismic integration theory

-extrinsic motivation varies on a continuum, which refers to "behavioral regulation continuum" -extrinsic motivation varies according to the internalization and integration of the value of the activity

stability

-factor that is either permanent or unstable -e.g. ability or luck -stable or unstable

sport commitment model

-higher levels of sport commitment associated with: -more enjoyment and less dislike of sport -less attractive alternatives -greater personal investments -more pressure from others to remain playing -more involvement opportunities

organismic integration theory: extrinsic motivation varies based on:

-internalization=how well the value of an activity is felt -integration=the process of individual transformation from external regulation to their own self-regulated version

self-determination theory

-macro theory of human motivation -strive for intrinsic motivation -intrinsically motivated individuals take part in activities for their own sake because such behaviors in and of themselves offer rewarding consequences

ego (or performance, outcome) oriented

-perception of ability is based on results -harder for high perceived competence -resulting in maladaptive motivational patterns

task (or mastery) orientation

-perception of ability is based on their own standards of reference -easier for high perceived competence -resulting in adaptive motivational patterns

basic psychological needs theory

-when the three psychological needs are satisfied: more intrinsic motivation, adaptive functioning, greater well-being -when the three psychological needs are not satisfied: passive engagement, restricted development, ill-being

theory of sport commitment: 1-5

1. (sport enjoyment) = positive affect 2. (involvement alternatives) = attractiveness of alternatives (e.g., computer game) to playing sport *negative affecting motivation 3. Personal investments = personal resources for playing sport 4. Social constraints = expectations or norms that create feelings of obligation to continue 5. Involvement opportunities = opportunities that are only available by participation (e.g., as a main/key player)

self-determination theory -macro perspective

1. cognitive evaluation theory 2. basic psychological needs perspective 3. organismic integration theory

self-determination theory: mini theories

1. cognitive evaluation theory 2. organismic integration theory 3. basic psychological needs theory

factors that affect enjoyment

1. perceived competence 2. mastery experience 3. performance experience 4. support

motivation theories

1. self-determination theory (CET, BPNT, OIT) 2. attribution theory 3. achievement goal theory 4. competence motivation theory 5. theory of sport commitment

3 basic attribution categories

1. stability 2. locus of causality 3. locus of control

strategies for increasing motivation (theory recap)

A set of interrelated facts presenting a systematic view of some phenomenon in order to describe, explain, and predict its future occurrences. Theory allows scientists to organize and explain large numbers of facts efficiently. "Nothing is so practical as a good theory." (Roberts & Treasure, 2012, p. 58).

strategies for increasing motivation

Provide for successful experiences e.g., optimizing task difficulty Set realistic performance goals Give rewards contingent on effort/performance Use verbal + non-verbal praise Vary content and sequence of practice drills Involve participants in decisions

theory of sport commitment

Sport Commitment = the desire and resolve to continue sport participation Five main factors contribute to sport commitment

achievement goal theory: goal orientation

cognitive schema that predisposes one to act in a task/ ego manner

who will cause challenging tasks, put forth high effort and have high persistence?

ego goal orientation and high perceived ability and task goal orientation with both high and low perceived ability

organismic integration theory: external regulation and introjected

external regulation =at least autonomous (e.g. doing an action due to external reward, avoiding punishment) introjected= weak internalization of an external regulation (e.g. doing an action to shame, guilt)

locus of causality

factor that is either internal or external to individuals -e.g. my effort or competitors' ability -internal or external

locus of control

factor that is either under or is not under individuals control -e.g. my plan or opponents' physical conditioning -in one's control and out of one's control

achievement goal theory: motivational climate

goal and reward structures reinforced in an achievement setting (task/ego)

in sport, people are often INTRINSICALLY motivated because

higher levels of interest, enjoyment, competition motivation

attribution theory focuses on

how people explain their successes and failures

organismic integration theory: identified and integrated

identified= partial internalization of an external regulation (e.g. feeling like doing an action) integrated=relatively self-determined (e.g. considering an action important to their goal)

to increase expectations of motivation, we should encourage athletes to attribute their success to

internal and stable factors

examples of organismic integration theory

internalization: school assignments are externally regulated activities -internalization: the student sees the value and importance of the assignment (i.e. the degree to which the student perceives performing the assignment as their own choice)

attributions =

perceived causes of success and failure -such causes affect expectations of future success or failure, and emotional reactions -expectations affect future achievement motivation

motivational climate

relevant to social and environmental factors (e.g. practice) 1. if coaches emphasize tasl=athletes would have task-oriented goal, and environmental demand would be task 2. if coaches emphasize winning=athletes would have go-oriented goal, and environmental demand would be outcome

competence motivation theory chart

social context -> competence, success or failure, and perception of control -> affect -> motivation

high commitment

sport enjoyment personal investments social constraints involvement opportunities are all positives toward sport commitment -involvement alternatives are negative to sport commitment

in exercise, people are often EXTRINSICALLY motivated because

to lose or maintain weight, to improve appearance, to be attractive to others

theories of motivation explain

why people choose certain activities (direction) and why their effort changes (intensity). In general, but not always, three important factors across theories: Social related Competence related Affect related