Motivation

Example of how IM increases if the reward is perceived by the recipient to provide positive information about personal competence

"They dong give appearance money to just anyone. They give it to me becuase im good"

Example of how IM decreases if control for behavior is perceived by the reeward recipient to shift from internal to external means

"the apprearance money is the only reason for running these races" Evidence suggests that US collegiate scholarship athletes sufer decrements in IM compared to nonscholarship peers

Intrinsic motivation:

"the inherent tendency to seek out novelty and challenges, to extend and exercise ones capacities, to explore, and to learn" Intrinsically motivated behaviors are: Performed voluntarily Perceived as pleasant and satisfying Not dependent upon material rewards, coercion, or constraints

Extrinsic Motivation:

"underlies the performance of an activity to attain an outcome separable for the inherent experiential satisfactions of the activity itself." People are extrinsically motivated when they engage action in anticipation of (or in response to): Tangible rewards Social status Social pressures: (stigma associated with being overweight) Functional outcomes: (health/well-being outcomes) Aversive or coercive stimuli: (threat of job loss)

Children are active, inquisitive, and curious and playful. They have a natural inclination toward mastery spontaneous interest, and exploration. Liberally endowed with intrinsic motivational tendencies

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Greater internalization of regulations = greater autonomy in action

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Mastery environments:

Acronym TARGET developed to represent the manipulation of environmental conditions that foster a mastery-oriented environment.

External Regulation

Action performed to satisfy an external demand or reward. Coercion or tangible rewards

An important component of SDT is that it recognises three broad types of motivation:

Amotivation, Extrinsic motivation, Intrinsic Motivation

The effect of extrinsic reward depends upon the functional significance of the reward. The functional significance is:

An individual perception or appraisal Not an attribute of the reward per se

Cognitive evaluation theory:

Assumes that intrinsic motivation is inherent and that it will flourish if circumstances permit Recognizes that intrinsic motivation can be readily disrupted by non-supportive conditions CET does not concern what causes intrinsic motivation (seen as evolved). But it examines the conditions that elicit and sustain vs diminish this propensity.

Why would Intrinsic Motivation be valued by sport professionals?

Because extrinsic motivation can go away

Motivation:

Central and perennial issue in psychology Concerned with all aspects of behavioral activation and intention-energy, direction, and persistence A pre-eminent concern for exercise scientists

Lepper & Greene

Children in one of 3 conditions: Expected reward condition Unexpected reward condition No-reward condition Following week, children given free choice RESULTS: CHILDREN IN EXPECTED REWARDS CONDITION DISPLYAED DECREASED INTRINSIC MOTIVATION FOR THE ACTIVITY

If intrinsic motivation is desirable how can it be fostered?

Cognitive evaluation theory (CET): focuses on social and environmental factors and elicit and sustain (versus subdue and diminish) intrinsic motivation

Identified regulation

Conscious valuing of behavioural goal, such that the action is accepted or owned as personally important. But the activity may not be pleasant in itself

Research shows that being paid for working on an intrinsically interesting activity can decrease a person's intrinsic motivation for the activity. What two classic studies show this?

Deci: SOMA puzzles Lepper and Greene : Nursery school, expected and unexpected rewards.

CET contends that social-contextual evens undermine IM for an activity when they:

Diminish feelings of competence or prospects for being competent in the future "Coach tells me I'm hopeless and that I've got to work harder-I'm starting to wonder if its worth it!" Diminish peoples sense that their engagement is autonomous regardless of the degree of competence implied "The only reason for playing for this club is the post game beer. If they take that park of the game away, I'm finished!"

Integrated regulation

Identified regulations become fully assimilated to the self. They have been evaluated and brought into congruence with one's other values and needs. BUT STILL PERFORMED FOR OUTCOMES SEPARABLE TO THE INHERENT ENJOYMENT OF ACTIVITY

Critical perceptual aspects of rewards relate to its:

Informational value regarding personal competence: rewards that provide competence feedback increase intrinsic motivation, whereas rewards/events that suggest the person is not competent decrease intrinsic motivation Controlling value regarding self-determined engagement: rewards perceived as controlling decrease intrinsic motivations, whereas rewards/events that contribute to an internal locus of causality increase intrinsic motivation

Highest form of Extrinsic motivation

Integrated Regulation:

low self determination to high self determination

Intrinsic Motivation Integrated regulation Identified regulation Introjected regulation External regulation Amotivation

SDT specifies 3 forms of motivation driving achievement behaviors:

Intrinsic motivation: e.g. "I exercise because its fun" Extrinsic motivation: motivation induced by a force external to the individual Amotivation: relative absence of motivation or lack of intention to act

IF YOU ARE MORE INTRINSICALLY MOTIVATED YOU WILL MORE LIKELY BE A BETTER PERFORMER IN A SPORT

KNOW THIS

Amotivation

Lacking the intention to act. Results from not valuing an activity, not feeling competent to do it, or not expecting it to yield a desired outcome.

Comparisons between intrinsically vs. extrinsically motivated people reveal:

More interest excitement, and confidence Enhanced performance, persistence, and creativity Heightened vitality, self esteem, and general well-being

Question: Do extrinsic rewards undermine intrinsic motivation?

Most early researchers and practitioners saw intrinsic and extrinsic motivation as additive: the more the better

CET posits that intrinsically motivated behaviors are predicated on two primary drives:

Need for competence: Need for Autonomy: you are doing it because you want to Needs to feel competent and self-determined results in satisfying feelings when fulfilled-we feel good about choosing and mastering tasks of interest

How to promote integration of extrinsic motivation?

Provide sport and exercise environments that are conducive to autonomy, relatedness and competence. soccer coach: autonomy: Athletes have input into the development of their training regimes, personal goals, choice in practice structure Relatedness - Team meetings; interdependent drills (e.g., 3 way give and go Competence - create mastery environments

A third drive also bears influence on the expression of intrinsic motivation

Relatedness or connection

Deci

SOMA puzzles - mechanical puzzle game. AT TIME 1, SOME PARTICIPANTS REWARDED (MONEY) FOR PLAYING, OTHERS NOT REWARDED In a later play period, the time the [previously] rewarded participants spent playing SOMA was significantly less (106 seconds v 206 seconds).

Social-contextual events (e.g., feedback, communications, rewards) enhance IM:

Support feelings of self-determined engagement-the feeling of wanting to do it simply for the sake of doing it "I wouldn't train this hard for money, fame or even 'the whip'. I work out like this because I love it!" foster feelings of competence or beliefs about positive prospects for becoming competent-BUT ONLY WHEN ACCOMPANIED BY A SENSE OF SELF-DETERMINATION ENGAGEMENT "I feel like I learn something in every practice-and I can hardly wait for the next one!"

Introjected regulation

Taking in a regulation but not fully accepting it as one's own. E.g., behaviours performed to avoid guilt or anxiety or to attain ego enhancement.

TARGET

Tasks: Focus on learning and task involvement (play down competitive and social-comparison aspects). Authority:Participation in the decision making process (e.g., input on new drills). Reward:Reward for improvement, not social comparison Grouping: Create cooperative learning climates within groups. Evaluation: Evaluate based on personal improvement (evaluate progress and learning). Timing: Provide feedback as immediately as possible after theperson performs the task

IT IS NOT ONLY EXTERNAL REWARDS THAT ARE POTENTIALLY DAMAGING TO INTRINSIC MOTIVATION

Threats, deadlines, directives, pressured evaluations, and imposed goals diminish intrinsic motivation because, like tangible rewards, they conduce toward an external perceived locus of causality.

Integrated Regulation example

You run a marathon because you like the activity but its not the only reason you run

Lowest form of external motivation:

external regulation

SDT:

why do we do certain things/ what makes us motivated CETL types of intrinsic motivation OIT: the types of extrinsic motivation

Introjected motivation example

you go to a party with your wife because you love her and don't want to disappoint her

Identified Regulation:

you work out because you endorse that behavior but you don't particularly like to do it