Test 1
*****Explain motivation using the "motivation matrix." Use the diagram to illustrate your answer. Explain the role of self-beliefs in the motivation matrix.
*****The two components of motivation are belief about the likelihood of success and the belief about how valuable the outcome is.Belief being what you believe about your own abilities and value being what you personally find important. If a person has both a high belief and a high value towards something, they will be highly motivated to do that thing. If a person has low belief and low value towards something, they will have very little motivation to do that task. If the person has a high belief in their own abilities as in they know they have talent, but they do not like or enjoy the activity, they will have spurts of high motivation in order to please their beliefs in themselves or the beliefs of others, but these spurts will not last because they have no value in the activity. In another instance, a person may have a high belief and a value in something to begin, but after they experience failure they slowly lose belief in themselves. They will begin to try to improve, but continue to of the same thing which does not help. These people will soon begin to go into distress and will start to have no value or belief in their abilities. This can be avoided by getting help from a teacher, coach, or parent.
****Explain the concept of deliberate practice; identify the phases and describe what is accomplished in each phase of deliberate practice.
****~Deliberate Practice: distinctive way of thinking about how you get better. "I just worked on getting better everyday." is what athletes will say about how they got where they are. The kind of practice that actually helps people get better everyday. It is an individual activity. Results, goals, and plans section of the commitment profile. 1. define performance-will be very specific. (free throw shooting) 2. define performance standard - tells if performance is good enough(80%) 3. Perform and compare results to the standard-get results and compare to the standard previously set. If performance is good enough, need to work on something else, if less than (80%), need to improve so some up with deliberate practice. 4. Design deliberate practice: practice designed specifically to improve performance(free throws). ~set practice goals-how will you spend your time ~devise practice activities to achieve practice goals ~monitor your practice 5. Performance and compare performance results with standards- see if you have done better or not, hopefully have met goal (80%). If not, decide (1 or 2). If you have met goal, decide (3 or 4). 6. Decide: 1. continue practice activity 2. Alter practice activity 3. Raise standard 4. Choose new performance Then compare results to standard to see how you're doing. Then make a decision to keep practicing (get an outside opinion, coach,etc.) or alter practice activity or, raise standard, or choose new performance
***Identify and describe the elements of the "Commitment Profile.
***Values: beliefs about what is important to have, to do, to be. Vision: hopes, dreams, aspirations-imagination: you can see it, taste it, feel it in your heart and gut. Results: based on public competition, compare to standard, go beyond winning and losing Goals: available 24/7, completely under your control. Plan: specific action time and place; today, deliberate practice, habit.
Identify and describe three concepts/tools for analyzing and understanding motivation.
1. motivation matrix, 2. intrinsic/extrinsic motivation, 3. outcome/mastery oriented
Define and describe the ego involved and the task involved goal perspectives. (See Burton Ch 8 #9)
A mastery oriented (task involved) person believes their success comes from practicing and working hard. These people ask a lot of questions and spend time making themselves better. An outcome oriented (ego involved) person believes their success comes from their own talents. They do not spend time making themselves better. They tend to stick to familiar tasks and moves to avoid trying something that may make them fail. Outcome oriented people want to be better than all other players.
Define and describe the differences between mastery-oriented (task-involved) and outcome-oriented (ego-involved) athletes. For this comparison use the "success-seekers" category of outcome-oriented and omit the "failure-avoider" category. (Table 8.1 is a little vague and confusing. Use the text to answer this question, not just the table.)
A mastery oriented person believes their success comes from practicing and working hard. These people ask a lot of questions and spend time making themselves better. An outcome oriented person believes their success comes from their own talents. They do not spend time making themselves better. They tend to stick to familiar tasks and moves to avoid trying something that may make them fail. Outcome oriented people want to be better than all other players.
Identify and describe the effects of the ego-involved and the task-involved goal perspective on motivation and performance. (See Burton Ch 8 #9)
A mastery oriented person(task involved) believes their success comes from practicing and working hard. These people ask a lot of questions and spend time making themselves better. An outcome oriented (ego involved) person believes their success comes from their own talents. They do not spend time making themselves better. They tend to stick to familiar tasks and moves to avoid trying something that may make them fail. Outcome oriented people want to be better than all other players.
Identify and describe the four needs that are the basis for intrinsic motivation.
A.) Need for fun and stimulation: motivation comes naturally and easily when athletes are having fun. Without fun, the sport feels like a job, if the sport is fun and exciting, athletes find it more enjoyable. B.) Need for acceptance and belonging: will be met if athletes are accepted by the team. It helps if athletes feel like they are playing with each other rather than against one another. They should participate in get to know you games as well as team building cohesion games. C.) Need for control and autonomy: athletes must have control of their own lives and make their own decisions. High autonomy=wanting to participate, low autonomy=having to participate. Athletes must develop personal responsibility. If not, they will lose intrinsic motivation. D.) Need to feel competent and successful: athletes need to have positive feelings and confidence in their skills and abilities. Their competence can be raised through completing difficult tasks.
Identify and describe the three types of behaviors that reflect motivation.
A.)The first behavior is choice. This can be described as the choices the athletes make to play, practice, set goals, and train in off-season. B.)The second behavior is effort. Effort is how much effort athletes give; how intensely they train, compete, and strive to achieve their goals. C.)Persistence is the third behavior and is described as how long athletes persist at striving to attain their goals, even in the face of adversity and obstacles.
Define and distinguish between intrinsic and extrinsic motivation.
Extrinsic motivation is the desire to participate in sport as a means to an end, such as to obtain a particular benefit. Intrinsic motivation, however, is the desire to participate in sport for the sheer pleasure and inner satisfaction that athletes obtain from the experience, such as playing for love of the game. Therefore, extrinsic motivation is a means of obtaining something while intrinsic motivation is to satisfy something.
Using your experience or other resources develop and describe a commitment profile for a specific performer. what would the vision, results, goals, and plan be?
For a cross country runner. A runner would imagine themselves passing other people on the course, they can see themselves crossing the finish line and imagine how it feels to have accomplished another race. Their results are given based on how fast they ran in comparison to the other athletes. While this is mainly under the control of the runner based on how fast he/she runs, it cannot completely be controlled because of other runners and if you come in close to another runner and the timers say they came in first. The goals of a cross country runner would be to come in a certain place or beat their highest time. A cross country runner makes practice a habit. They are constantly training and eating the right foods in order to stay in shape and complete their goals. They set specific practice times each day and stick to those times.
Describe the concept of mental toughness and how it is demonstrated during and after competition.
Mental toughness is a concept that can be described as being "composed of an unshakeable belief that one can achieve her or his goals regardless of obstacles or setbacks." Based on certain studies, mental toughness is proposed to contain two components: belief and focus. While competing, athletes who are mentally tough have an "unshakeable belief" (they know they can do anything they set their minds to do), they stay focused, their performance is regulated (increase effort as necessary), they cope well with pressure, are aware of, and control, their thoughts and feelings, finally they control the environment. After mentally tough athletes have completed their competition, he or she is able to cope with both failure and loss. Instead of letting their failures get them down, they learn from their mistakes and use them as motivation for future success. An athlete who is mentally strong also knows well how to balance competition with their personal life priorities. The life they live is evenly weighted and nothing of importance lacks their attention.
Define peak performance and describe when it is most likely to occur.
Peak performance is defined as "An episode of superior functioning." A peak performance is most likely to occur when an athlete's skills match the demand or challenge of the situation. In other words, when an athlete has mastered their skills to such an extent that they are able to accurately and easily complete the task that is before them.
Identify and describe the components of the TARGET strategy for helping athletes become more mastery-oriented.
The TARGET concept helps structure tasks, authority, rewards, grouping, evaluation, and time. The components are Task structure, Authority structure, Reward structure, Group structure, Evaluation structure, and Time structure. Reward structure: design practice activiteis that emphasize self-improvement and learning and that are both challenging and fun. Realistic short term goals based on performance improvement. Authority structure: create opportunities for independence, responsibility, and self-direction by creating an autonomy supportive environment. Give athletes a sense of responsibility and involve them in decision making. Reward structure: recognize athletes' learning effort, and improvement ahead of winning . Ensure that athletes receive positive recognition for playing well even if they lose. Group structure: use variety in grouping athletes to expand learning opportunities. Clearly define their roles and foster role acceptance. Evaluation structure: ensure that evaluation is based on concrete performance criteria, including individual skill development, progress, improvement, and mastery. Encourage athletes to self-evaluate rather than rely on coaches. View mistakes as a natural part of the process. Time structure: Adjust time allotments based on athletes' ability and on task difficulty so each player has adequate time to learn skills successfully. Emphasize skill improvement and learning in each practice throughout the season.
Identify and briefly describe the common psychological characteristics of the experience of peak performance.
The common psychological characteristics associated with peak performances are: loss of fear - no fear of failure, total immersion in the activity, narrow focus of attention on the present, feeling in complete control, time/space disorientation (usually slowed down), feeling that performance was automatic and effortless, control over emotion, thoughts, and arousal, highly self-confident, physically and mentally relaxed, and highly energized. The characteristics show that when an athlete experiences peak performance they are completely focused, in control, and confident in their abilities. These characteristics were described by athletes in summation as "being in the cocoon." They were ultimately in full focus of what they were doing while simultaneously drowning out their surroundings.
Name and describe the nine dimensions of flow.
The nine dimensions of flow are as follows: the challenge of the situation matching the skills of the athlete, and these challenges and skills are at a personal high level, awareness and action merge, the athlete "causes to be aware of herself as separate from her action," goals are clear, unambiguous feedback indicates that what is being done is correct, total and complete concentration on the task at hand occurs, there is a paradox of control, or the sense of being in complete control (also described as effortless and without fear of failure), loss of self-consciousness whereby one is aware of performing but is not concerned with self-evaluation, time seems to speed or slow down, the experience is autotelic - the activity is enjoyable and participation becomes its own reward. These characteristics of flow could be defined as an athlete's maximum performance level in which they have clear goals, complete concentration, as well as a total fulfilling enjoyment for the activity they are taking part in. So much so that even a loss would not be considered a loss in their mind.
Define flow; explain the relationship between flow and peak performance
The psychological construct, flow, can be defined as "the state in which people are so involved in an activity that nothing else seems to matter." Flow can be independent from peak performance, but when one reaches peak performance they experience a flow state. The difference between flow and peak performance is that "flow may be described as a precursor to, or the psychological process underlying, peak performance and it has been found to be positively related to performance." Therefore, we can conclude that flow and peak performance can easily work hand in hand with each other because those who find themselves in peak performance typically also describe a flow state.
Describe the effects of extrinsic rewards on internal motivation. (see Burton Ch 8 #8)
When you are intrinsically motivated to do something, putting a reward with it can cause it to become an extrinsic motivation. Rewards do not motivate in the short term and kill motivation in the long term. A strategy would be to avoid putting yourself in a position in which you get paid or rewarded for doing what you desire most.
Explain what factor(s) affects the impact of rewards on intrinsic motivation. What strategies can be used so that rewards increase (or at least not damage) intrinsic motivation.
When you are intrinsically motivated to do something, putting a reward with it can cause it to become an extrinsic motivation. Rewards do not motivate in the short term and kill motivation in the long term. A strategy would be to avoid putting yourself in a position in which you get paid or rewarded for doing what you desire most.
Describe the effect of extrinsic motivators (tangible and intangible rewards) on intrinsic motivation and explain how/why this happens.
When you are intrinsically motivated to do something, putting a reward with it can cause it to become an extrinsic motivation. This happens because the thing you love to do is paired with a reward which causes us to want the reward instead of what we desire most.
Identify and describe the reasons goals improve performance.
feedback: without goals, can't have meaningful feedback. Focuses energy: Removes distraction: attention only on things that are important Success: makes success possible
Describe the characteristics of goals.
specific: observable, measurable, countable (behavior) Personal: reflect the values of the performer. "owned" Challenging: difficult, moderate, easy, do your best, no goal at all. Group with more difficult goal performs better. Be as difficult as possible while still attainable. Both difficult and believable. Feedback Under control of of the performer- goals cannot be controlled by others' actions
Define "goal."
what the individual is trying to accomplish, it is the aim or object of an action.