Achievement motivation McCelland and Atkinson (1964)

The behaviour of an individual is based on his or her interaction with the environment and the desire to succeed

Two underlying motives when placed in a situation: N.Ach – (need to achieve) motivation to succeed Sense of pride and satisfaction from competing Perseverance Quick completion of the task Welcome feedback Optimism Confidence Take responsibility for their own actions Attribute performance to internal factors Prepared to take risks and face challenges Enjoy performing in front of others and being evaluated Do not mind failing – see it as a learning experience

Attempt to avoid shame and humiliation Worry about failure N.Af – (need to avoid failure) motivation to avoid failure Attempt to avoid shame and humiliation Worry about failure Avoid situations with a 50/50 chance Choose tasks which are easy or very hard Dislike personal feedback Attribute performance to external factors Performance tends to deteriorate when being evaluated Give up easily

Competition time!!! Merit Merit Merit With a partner outline as many characterises as you can that performers may display if they are N.Ach and N.Af Merit Merit Merit Merit Merit Merit Merit

Achievement motivation = Desire to succeed – fear of failure

Takes into account the situation of the performer Level of achievement motivation is a combination of personality and an evaluation of the situational factors (which approach is this!?)

Two aspects to evaluate: Probability of success Incentive value of success (feelings of pride or shame) (Ms – Maf) x (Ps x (I – Ps) )

Performers who have… Higher motive to achieve (n.Ach) tend to have Approach behaviour Take risks Rise to challenges Satisfaction from tasks even when hard Higher motive to avoid failure (n.Af) will have Avoidance behaviour Opt for easier choices or not attempt task Protect self esteem What behaviour would a coach what to try and encourage?

Evaluation of the theory Most useful when task is 50/50 chance Success may mean different things Using attitude and anxiety scales may be unreliable Achievement motivation is not a global concept – performers may react differently in different sporting situations No clear relationship between achievement motivation and performance has been established. Useful when predicting long-term motivation

Question: Explain with reference to achievement motivation theory the decision of each of the players in the following scenario: ‘In a cup final the scores are level at the end of full time. The coach asks different players to participate in a penalty shoot out. Some agree and others refuse’ (5 marks)

Achievement goal theory Suggests that a performer’s level of achievement motivation will differ depending on the reasons for his or her participation, the goals set and the relative meaning of those goals.

Outcome goal: Task orientated goal: Judge the performance of the individual against others and the end result Efficiency and manner of the performance is not important – only the end result If achieved – motivation and self esteem increased If goal is not reached – demotivating, attribute failure to internal factors, may adopt avoidance behaviour Task orientated goal: Judge the performance of the individual against his or her own standards E.g. using the correct tactics, comparing times to personal best Reduces anxiety, allows motivation regardless of where the athlete finishes Can develop approach behaviour

Development of approach behaviour: Provide positive child hood experiences Encourage feelings of pride and satisfaction through success Reduce punishment and negative feelings Gradually increase task difficulty – ensure challenging tasks are set Cater for all levels of ability Raise levels of self efficacy and avoid learned helplessness Setting appropriate goals (outcome or task orientated) Consider cultural differences Using attributions correctly Provide encouragement from significant others