Motivation Motivation

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Augustine Cooper
6 years ago
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1 This should be easy win What am I doing here! Motivation Motivation

2 What Is Motivation? Motivation is the direction and intensity of effort. Direction of effort: Whether an individual seeks out, approaches, is attracted to a situation or driven away. Intensity of effort: How much effort an individual puts forth in a situation. What motivates and guides your life? What motivates you in sport/exercise?

3 Motivation definition 1 combination of effort plus desire to achieve the goal of x, plus favorable attitudes towards x.

4 Motivation definition 2 Is about the psychological factors determining the amount of effort a learner is prepared to put into learning x

5 Key point Ultimately the learner has to put in the effort They are the engine And they are the driver

6 Generally accepted features State or Condition of an individual that is Internal Directed Energizing Involved in Maintenance of behavior

7 Characteristics Activation observable action, persistence, energy Direction toward / away indicator of strength

8 Motor Learning MOTIVATION Drive / Intensity Direction / Focus Negative / Positive

9 Very basic Reasons for Motivation Integrative - refers to learners desire to integrate (be part of) with the members of the target group Instrumental - refers to more functional reasons for learning such as performing better, playing, winning a game, getting rewarded

10 How Do we Motivate? A complex topic does not lend itself to simplistic approaches such as Key principles be organized, develop trust, be knowledgeable Stork Approach Something given to players Players have only one goal satisfied by little bundle delivered by coach Donkey Approach Carrot (rewards) Stick (punishment)

11 Motivation Gimmicks reward schemes, posters, slogans Motivational packages written materials, audiovisual aids, consultants Faulty assumptions athletes are not motivated (because they do not do everything the way the coach wants).

12 Building Motivation Guideline 1 Recognize the interaction of personal and situational factors influencing achievement behavior. Goal orientation Primary attributions Situations approached or avoided

13 Building Motivation Guideline 2 People have multiple motives for involvement. Understand why people participate in activity. People participate for more than one reason. People may have competing motives for involvement. People have both shared and unique motives. Motives change over time.

14 Motivation The challenge is not only to find a means to motivate, but to avoid destroying the intrinsic motivation of his or her athletes

15 Motivation Coaches objective is to increase athletes Quantity of their behavior Quality of their behavior Motivation is concerned with Intensity (activated, energized) Direction(choosing a goal, approach)

16 Motivation Basics Key Topics Intrinsic & extrinsic motivation Direct and indirect methods Locus of Control Athletes needs and motivation

17 Intrinsic Motivation Inner striving to be Competent and self-determining Master the task and be successful Love of the activity Inner pride Satisfaction & accomplishment

18 Intrinsic Self-fueling rewards FUN

19 Extrinsic Deficiency based needs medals, money As earned become less meaningful Indicative of something else From other people through Reward Appropriate rewards used? Made contingent on appropriate behavior? Given at the right time? Coach as only source (stork) Lose effect if seen as used to control Punishment

20 Direct Motivation Compliance if., then.. Identification team, coaches ideas, etc. Internalization appeal to player s own beliefs and values

21 Indirect Alters the situation or environment Physical change location, change routine Psychological adding or removing other people or by changing their behavior Positive rather than negative attitude of coach Give athletes more control over situation

22 Thoughts critical to variations in motivation Individuals feel and act more motivated when they think they have the competence to meet the demands of the task at hand and believe they have some control, or autonomy, in regard to their participation. Competence and control are basic human needs.

23 Contemporary Theories of Motivation: Self-Efficacy Theory Attribution theory Achievement goal theory Competence motivation theory

24 Theories underlying motivation Self-efficacy Attribution theory Self-determination theory (intrinsic/ extrinsic) Achievement goal theory Confidence Motivation theory

25 Self-efficacy believing that one can SE defines a person s judgment about her/his capability to successfully perform a particular task Self regulatory efficacy- beliefs regarding person s capabilities to produce performance that will lead to anticipated outcomes Relates to Level of performance Certainty of beliefs Generality of those beliefs

26 Self-efficacy SE mediates subsequent thought patterns, affective responses, and action Positively related to motivation Previous performance is best predictor of subsequent pre-task SE These Athletes Try harder Choose challenging tasks Experience positive emotions Feel less anxious Realistic

27 Attribution Theory perception is the key element Assumes people strive to explain, understand, and predict events based on their cognitive perception of them. Choice - Persistence - Effort It is not the particular cause we give to explain success or failure, but characteristics that underlie those causes that have motivational significance Key is to understanding when and why people select certain categories of attribution

28 Explaining our sport success or failure Causality Internal / Eternal Stability - Unstable/ Stable Control - Uncontrollable / Controllable

29 Locus of Control To whom or to what do I attribute my success or failure External luck, chance powerful people, circumstance. Set unrealistically high or low goals Internal dependent upon own behavior Raise goals after success, lower slightly after failure Reactions to failure are less negative More persistent, delay gratification

30 Stable / Unstable If athlete succeeds and attributes to something stable, he / she is likely to have positive expectations for success the next time around. Successful outcomes attributed to unstable causes does not promote positive performance expectations

31 Achievement Goals Importance of how we judge our competence Goal perspective Task gain skill or knowledge, exhibit effort, perform one s best, personal improvement Ego - adequacy of ability, demonstration of superior competence compared to others, social comparison, how to prove competence

32 Attributions and Achievement Motivation Attributions Psychological result Stable Internal cause In one s control Increased expectation of success Increased pride or shame Increased motivation Autonomy

33 Confidence Motivation Expectation to succeed based upon past experiences Want to Engage Stay Engaged longer Re-engage faster Seek and enjoy challenges

34 Athletes Needs and Motivation Play for FUN stimulation and excitement Challenge Interesting, novel Keep involved Realistic performance goals Time to just PLAY activity To be with other people affiliate, belong to group Demonstrate competence - to meet need to Feel Worthy

35 Coach/ Teacher Style Reward - good performance, give technical feedback, encourage Punish - poor performance, blame, chastise, guilt, criticism

36 Control & Responsibility Autocratic style directs everything, controls, dictates Democratic style involves, shares, gets input

37 Goal Setting Found to be one of the most effective ways to MOTIVATE

38 Goal - setting Improves performance Improves the quality of practices Clarifies expectations Relieves boredom by individualizing challenge Increase the intrinsic motivation to achieve Increases pride, satisfaction, self-confidence

39 Goals & Objectives Relationship between goals and objectives are akin to pinnacle and steps of a ladder Goal Objective 4 Objective 3 Objective 1 Objective 2

40 Goal-setting Principles Set performance, not outcome Set realistic and challenging Set specific, not general Set short-term, not long-term Set individual, not team

41 Performance not Outcome Goals Control Failure on factors beyond your control is detrimental to self-worth You may develop an external locus of control Internal and external to whom or what you contribute your success or failure Look at activity and determine elements performer can control

42 Guidelines for Building Motivation Leaders influence motivation, directly and indirectly. Knowledgeable Demanding Helpful Demonstrate concern for individual

Why Do Kids Play Soccer? Why Do You Coach Soccer?

COMMUNICATION MOTIVATION Why Do Kids Play Soccer? Why Do You Coach Soccer? Why Do Kids Play Soccer? Because they want to have fun Because they want to learn, develop, and get better Because they want to