Identify and discuss the gaps in conventional wisdom around motivation. Discuss self-determination theory and our basic psychological needs

Transcription

1 MOTIVATION SCIENCE THEORY AND APPLICATION LEARNING OBJECTIVES Identify and discuss the gaps in conventional wisdom around motivation Discuss self-determination theory and our basic psychological needs Discuss the role that motivation plays on motor learning Discuss a systematic approach to optimizing an athletes autonomy, competence, and relatedness 2014 Athletes Performance, Inc Athletes Performance, Inc. 1

2 motivation: The reason or reasons one has for acting or behaving in a particular way What do we typically think about when we hear the word Motivation? 2014 Athletes Performance, Inc. 2

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5 What do all these forms of motivation have in common? Externally Regulated Is Being Motivated the Same as Being Motivated? Probably Not 2014 Athletes Performance, Inc. 5

6 Gym Is Empty Motivator Is Gone 2014 Athletes Performance, Inc. 6

7 Just Us How sustainable and effective is this form of motivation? 2014 Athletes Performance, Inc. 7

8 What is missing? Role of Environment Role of Individual I Knew It! 2014 Athletes Performance, Inc. 8

9 MOTIVATION Self Determination Theory 2014 Athletes Performance, Inc. 9

10 SELF-DETERMINATION THEORY Within social-cognitive theory, SDT proposes that intrinsic motivation emerges in accordance with the fulfillment of psychological needs SDT emphasizes the role of the environment (i.e. coach/trainer) in fueling people s perceptions of self-determined autonomy, competence, and relatedness (Deci & Ryan, 1985; Mallett,, 2005) SELF-DETERMINATION THEORY Autonomy (Control) TRANSFORMATION Relatedness Competence 2014 Athletes Performance, Inc. 10

11 SELF-DETERMINATION THEORY Autonomy (Control) The opportunity to govern one s self; freedom from unwanted external control and influence; self-directed Competence The ability and belief in one s ability to successfully or efficiently perform a task; self-efficacy Relatedness The connection one has with others; shared empathy and the ability to understand another person s point of view Autonomy Competence Relatedness Basic Psychological Needs Extrinsic Motivation Intrinsic Motivation Integrated Regulation Identified Regulation Introjected Regulation External Regulation Amotivation Enjoyment, pleasure, and fun No rewards Integrated behaviors satisfying a psychological need Behaviors based on identified value to individual Behaviors based on avoiding external disapproval or gaining approval Behaviors based on avoiding external punishment or gaining rewards Lack of personal intention or causation High (Control) Autonomy Low (Control) Autonomy Integrated High Internalization Low (Ryan & Deci, 2007) 2014 Athletes Performance, Inc. 11

12 MOTIVATION: WEIGHT LOSS EXAMPLE Self-Determined Non Self-Determined Intrinsic Internal (Intrinsic) Partially Internal Partially External External (Extrinsic) Amotivation I love to workout and train for fun events I am losing weight because it is personally important to me and my values I am losing weight because I see the value in being healthy I am losing weight because I feel bad about myself I am losing weight for a company challenge or to avoid increases in life insurance There is no point trying as my success is unlikely or impossible High Internalization Low Internalization How do I influence one s Self-Determination as a coach? 2014 Athletes Performance, Inc. 12

13 Controlling Behaviors: Pressure to think, feel, or behave in specified ways, thereby ignoring the person s needs and feelings Powerassertive Pressure to comply. (Mageau & Vallerand,, 2003, p. 886) Autonomy-Supportive Behaviors: Takes the other s perspective, acknowledges the other s feelings, and provides the other with pertinent information and opportunities for choice, while minimizing the use of pressure and demands. (Mageau & Vallerand,, 2003, p. 886) 2014 Athletes Performance, Inc. 13

14 IN SUMMARY Motivation emerges when the basic psychological needs for autonomy, competence, and relatedness are fulfilled Motivation is multidimensional and changes based on the task, situation, and environment Coaches can affect motivation through developing controlling or autonomysupportive environments 2014 Athletes Performance, Inc. 27 CHECK FOR LEARNING 01 List the 3 basic psychological needs and any important characteristics of each List the 6 zones of motivation, important characteristics, and which zones are selfdetermined forms of motivation Reflect on your clients/athlete and list an example goal that falls into each on the 5 primary zones of motivation 2014 Athletes Performance, Inc Athletes Performance, Inc. 14

15 Should motivation just motivate or is there something else? MOTOR LEARNING Self-Determination Theory 2014 Athletes Performance, Inc. 15

16 More Effort and Persistence (Mageau & Vallerand,, 2003) Perform Better (Mageau & Vallerand,, 2003) 2014 Athletes Performance, Inc. 16

17 Concentration (Mageau & Vallerand,, 2003) Providing clients with controlled choice over a specific practice variable has been shown to improve motor learning and skill acquisition (Sanli et al., 2013) 2014 Athletes Performance, Inc. 17

18 When given the opportunity to control feedback, clients will request feedback less often the more they perform a task (Chiviacowsky et al., 2008) When given the opportunity to control feedback, clients will request feedback <30% of the time (as low as 7%) (Chiviacowsky et al., 2008; Janell et al., 1995/1997) 2014 Athletes Performance, Inc. 18

19 Clients will request feedback after successful trials more often than they will request feedback after poor trials (Chiviacowsky & Wulf, 2002/2007) Providing clients with controlled choice over progressions and difficulty has been shown to improve motor learning and skill acquisition (Wulf &Toole, 1999; Keetch & Lee, 2007; Andrieux et al., 2012 ) 2014 Athletes Performance, Inc. 19

20 IN SUMMARY Practice is individualized to the client - (i.e. Feedback, Demonstrations, & Progressions) Clients can request feedback after good reps Clients extract more information from model demonstrations Self-control leads to higher motivation, active involvement in the learning process, and deeper information processing (Wulf, 2007) 2014 Athletes Performance, Inc. 39 CHECK FOR LEARNING 02 Write down the characteristics of those with higher levels of autonomy, competence, and relatedness Write down 3-5 sentences discussing the importance of choice within the context of the training environment 2014 Athletes Performance, Inc Athletes Performance, Inc. 20

21 How do I apply this principle in my setting? MOTIVATIONAL ENVIRONMENT Autonomy Competence Relatedness 2014 Athletes Performance, Inc. 21

22 motivation; movement; monto: Share the Latin Root movere, meaning to move Humans are more than neutral processors of information, and evidence suggests that learning is optimized by practice conditions that account for motivational factors. (Lewthwaite & Wulf, 2012, p. 173) 2014 Athletes Performance, Inc. 22

23 MOTOR LEARNING MOTIVATION AUTONOMY 2014 Athletes Performance, Inc. 23

24 Provide controlled choice as often as possible (Mageau & Vallerand,, 2003) Provide a rational for programming elements and any training limitations (Mageau & Vallerand,, 2003) 2014 Athletes Performance, Inc. 24

25 Acknowledge the client s feelings and perspectives relative to the training process (Mageau & Vallerand,, 2003) Empower clients to take initiative within and outside of the training process (Mageau & Vallerand,, 2003) 2014 Athletes Performance, Inc. 25

26 Avoid excessively controlling behaviors as the coach or trainer (Mageau & Vallerand,, 2003) COMPETENCE 2014 Athletes Performance, Inc. 26

27 Purposeful struggle engages the client while preserving their sense of competence (Chiviacowsky et al., 2012; Coyle, 2012) HIGH CHALLENGE POINT HYPOTHESIS (Guadagnoli & Lee, 2004) Beginner POTENTIAL FOR LEARNING Skilled Intermediate = Optimal Task Difficulty Expert LOW LOW TASK DIFFICULTY (PROGRESSION) HIGH 2014 Athletes Performance, Inc. 27

28 Positive feedback drives motor learning and motivation (Nieuwenhuis et al., 2005; West et al., 2005) Reinforce the good more often than correcting the bad 2014 Athletes Performance, Inc. 56 (Chiviacowsky & Wulf, 2002/2007) Chiviacowsky & Wulf, 2002/2007) 2014 Athletes Performance, Inc. 28

29 Great job getting under the bar John VS. Great job John Provide feedback on the Process over the Person (Kamins & Dweck, 1999) Provide Rationale Provide Choice Ask Questions Non-Controlling Language 2014 Athletes Performance, Inc. (Mouratidis et al., 2008/2010) Athletes Performance, Inc. 29

30 RELATEDNESS Group training environments create the strongest opportunity for relatedness 2014 Athletes Performance, Inc. 30

31 Create individual challenge within the context of a unified group effort create a common bond When possible create opportunities for individuals to PR and rally the team around their effort 2014 Athletes Performance, Inc. 31

32 Create a culture where individual and team success are one When possible provide clients with the opportunity to interact within the context of training 2014 Athletes Performance, Inc. 32

33 Client interaction will result in peer coaching and observational learning Create natural opportunities for clients to be social, share success, and discuss limitations 2014 Athletes Performance, Inc. 33

34 Give clients a stage to be heard Start and finish every session with a message Who s Got The Breakdown? We will rise higher as a team than we will as individuals 2014 Athletes Performance, Inc. 34

35 CHECK FOR LEARNING 03 List 3-5 strategies that you can employ to improve autonomy, competence, and relatedness within the context of training (Note: Try and come up with 2-3 additional strategies beyond what was presented) 2014 Athletes Performance, Inc. 69 CONCLUSION Focus on the process to get to your goals, but focus on your goals to get through the process 2014 Athletes Performance, Inc. 35

36 Optimizing the motivational climate involves a balance of contribution from the coach and the client/athlete Autonomy-supportive environments enrich athletes and help them to feel self-determined in their development of competence and relatedness 2014 Athletes Performance, Inc. 36

37 Developing environments that drive relatedness act as a protective agent over an athlete s competence and affirms their use of autonomy In the end It is not about motivating the athlete/client, rather, it is about creating an environment that allows the athlete/client to motivate themselves 2014 Athletes Performance, Inc Athletes Performance, Inc. 37

38 APPENDIX Andrieux, M., Danna, J., & Thon, B. (2012). Self-control of task difficulty during training enhances motor learning of a complex coincidence-anticipation task.research quarterly for exercise and sport, 83(1), Chiviacowsky, S., & Wulf, G. (2002). Self-controlled feedback: Does it enhance learning because performers get feedback when they need it?. Research Quarterly for Exercise and Sport, 73(4), Chiviacowsky, S., & Wulf, G. (2007). Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport, 78(2), Chiviacowsky, S., Wulf, G., de Medeiros, F. L., Kaefer, A., & Tani, G. (2008). Learning benefits of self-controlled knowledge of results in 10-year-old children.research Quarterly for Exercise and Sport, 79(3), Chiviacowsky, S., Wulf, G., & Lewthwaite, R. (2012). Self-controlled learning: the importance of protecting perceptions of competence. Frontiers in psychology, 3. Coyle, D. (2012). The little book of talent: 52 tips for improving your skills. Random House LLC. Deci, E. L., & Ryan, R. M. Intrinsic motivation and self-determination in human behavior, Deci, E. L., & Flaste, R. (1995). Why we do what we do: The dynamics of personal autonomy. GP Putnam's Sons. Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry,11(4), Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning.journal of motor behavior, 36(2), Athletes Performance, Inc Athletes Performance, Inc. 38

39 APPENDIX Janelle, C. M., Kim, J., & Singer, R. N. (1995). Subject-controlled performance feedback and learning of a closed motor skill. Perceptual and motor skills,81(2), Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997). Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment. Research Quarterly for Exercise and Sport, 68(4), Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: implications for contingent selfworth and coping. Developmental psychology, 35(3), 835. Keetch, K. M., & Lee, T. D. (2007). The effect of self-regulated and experimenter-imposed practice schedules on motor learning for tasks of varying difficulty. Research quarterly for exercise and sport, 78(5), Lewthwaite, R., & Wulf, G. (2012). 10 Motor learning through a motivational lens. Skill Acquisition in Sport: Research, Theory and Practice, 173. Mageau, G. A., & Vallerand, R. J. (2003). The coach athlete relationship: A motivational model. Journal of sports science, 21(11), Mallett, C. J. (2005). Self-Determination Theory: A Case Study of Evidence-Based Coaching. Sport psychologist, 19(4). Mouratidis, A., Vansteenkiste, M., Lens, W., & Sideridis, G. (2008). The motivating role of positive feedback in sport and physical education: evidence for a motivational model. Journal of Sport & Exercise Psychology, 30(2) Athletes Performance, Inc. 77 APPENDIX Mouratidis, A., Lens, W., & Vansteenkiste, M. (2010). How you provide corrective feedback makes a difference: the motivating role of communicating in an autonomy-supporting way. Journal of sport & exercise psychology, 32(5). Nieuwenhuis, S., Slagter, H. A., Geusau, V., Alting, N. J., Heslenfeld, D. J., & Holroyd, C. B. (2005). Knowing good from bad: differential activation of human cortical areas by positive and negative outcomes. European Journal of Neuroscience, 21(11), Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin. Ryan, R. M., & Deci, E. L. (2007). Active human nature: Self-determination theory and the promotion and maintenance of sport, exercise, and health. Intrinsic motivation and self-determination in exercise and sport, Sanli, E. A., Patterson, J. T., Bray, S. R., & Lee, T. D. (2012). Understanding self-controlled motor learning protocols through the self-determination theory.frontiers in psychology, 3. Su, Y. L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23(1), West, R. L., Bagwell, D. K., & Dark-Freudeman, A. (2005). Memory and goal setting: the response of older and younger adults to positive and objective feedback. Psychology and aging, 20(2), 195. Wulf, G., & Toole, T. (1999). Physical assistance devices in complex motor skill learning: Benefits of a selfcontrolled practice schedule. Research Quarterly for Exercise and Sport, 70(3), Wulf, G. (2007). Self-controlled practice enhances motor learning: implications for physiotherapy. Physiotherapy, 93(2), Athletes Performance, Inc Athletes Performance, Inc. 39

40 (Mageau & Vallerand, 2003) 2014 Athletes Performance, Inc. 40