1. C H A P T E R
C H A P T E R 3 3
Motivation
Motivation

2. Session Outline What Is Motivation? Views of Motivation
Five Guidelines for Building Motivation
Developing a Realistic View of Motivation
Achievement Motivation and Competitiveness
(continued)

3. Session Outline
Why Are Achievement Motivation and Competition Important?
Theories of Achievement Motivation
Developing Achievement Motivation and Competitiveness
Implications for Professional Practice

4. Motivation is the direction and intensity of effort.
What Is Motivation?
Motivation is the direction and intensity of effort.
Direction of effort: Whether an individual seeks out, approaches, or is attracted to a situation.
Intensity of effort: How much effort an individual puts forth in a situation.
Direction and intensity of effort are closely related.

5. Participant– or trait–centered view Situation–centered view
Views of Motivation
Participant– or trait–centered view
Situation–centered view
Interactional view

6. Participant– or Trait–Centered View
Views of Motivation
Participant– or Trait–Centered View
Motivated behavior is primarily a function of individual characteristics (e.g., needs, goals, personality).

7. Situation–Centered View
Views of Motivation
Situation–Centered View
Motivated behavior is primarily determined by situational factors.

8. Interactional View Views of Motivation
Motivated behavior results from the interaction of participant factors and situational factors.

9. Interactional View of Motivation

10. Five Guidelines for Building Motivation

11. Both situations and traits motivate people.
Guideline 1
Guidelines for Building Motivation
Both situations and traits motivate people.

12. People have multiple motives for involvement.
Guideline 2
Guidelines for Building Motivation
People have multiple motives for involvement.
Understand why people participate in physical 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.

13. Talk informally to others. Ask participants directly.
How to Identify Participant Motives
Observe participants.
Talk informally to others.
Ask participants directly.

14. Major Motives for Sport Participants
Improving skills
Having fun
Being with friends
Experiencing thrills and excitement
Achieving success
Developing fitness

15. Major Motives for Exercise Participants
Joining
Continuing
Health factors
Enjoyment
Weight loss
Like instructor
Fitness
Like type of activity
Self-challenge
Social factors
Feeling better

16. Change the environment to enhance motivation.
Guideline 3
Guidelines for Building Motivation
Change the environment to enhance motivation.
Environment may be competitive or recreational.
Provide for multiple motives and opportunities.
Adjust to individuals within groups.

17. Leaders influence motivation, directly and indirectly.
Guideline 4
Guidelines for Building Motivation
Leaders influence motivation, directly and indirectly.

18. Use behavior modification to change undesirable participant motives.
Guideline 5
Guidelines for Building Motivation
Use behavior modification to change undesirable participant motives.

19. Developing a Realistic View of Motivation
Motivation is a key variable in both learning and performance contexts.
Other physical and psychological factors beyond motivation influence behavior and must be considered.
Some motivational factors are more easily influenced than others.

20. What Are Achievement Motivation and Competitiveness?
An individual’s orientation to strive for task success, persist in the face of failure, and experience pride in accomplishments. (Gill, 1986)

21. What Are Achievement Motivation and Competitiveness?
“A disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of evaluative others.” (Martens, 1986)

22. What Are Achievement Motivation and Competitiveness?
Keys:
Competitiveness = Social evaluation or comparison
Achievement motivation = Self-comparison or achievement

23. Achievement motivation influences persistence (in the face of failure)
Why Achievement Motivation Is Important
Achievement motivation influences
choice of activities
effort to pursue goals
intensity of effort
persistence (in the face of failure)

24. Theories of Achievement Motivation
Need achievement theory
Attribution theory
Achievement goal theory
Competence motivation theory

25. Need Achievement Theory

26. Attribution Theory Attributions Attribution categories
How people explain their successes and failures
Attribution categories
Stability
Locus of causality
Locus of control

27. Weiner’s basic attribution categories
Attribution Theory
Weiner’s basic attribution categories

28. Attributions and Achievement Motivation
Psychological result
Attributions
Stable
Increased expectation of success
Internal cause
Increased pride or shame
In one’s control
Increased motivation
(See Table 3.1 on page 61 of text)

29. Achievement Goal Theory
Achievement goals
Outcome goal orientation (or competitive goal orientation) focuses on comparing performance with others and defeating others.
Task goal orientation (or mastery goal orientation) focuses on improving relative to one’s own past performances.

30. Achievement Goal Theory+

31. Achievement Goal Theory
Keys:
Focus extra attention on task-oriented goals.
Foster mastery or task motivational climates.

32. Competence Motivation Theory

33. People are motivated to feel worthy or competent.
Competence Motivation Theory
Keys:
People are motivated to feel worthy or competent.
Feelings of competence and worth, as well as perceptions of control, determine motives.

34. What Theories of Achievement Motivation Tell Us About High Achievers
Motivational orientation
High motivation to achieve success
Low motivation to achieve failure
Focuses on the pride of success

35. What Theories of Achievement Motivation Tell Us About High Achievers
Attributions
Ascribes success to stable and internal factors within one’s control
Ascribes failure to unstable and external factors outside one’s control
Goals adopted
Usually adopts task goals

36. What Theories of Achievement Motivation Tell Us About High Achievers
Perceived competence/control
Has high perceived competence and feels that achievement is within his or her control
Task
choice
Seeks out challenges and able competitors/tasks
Performance
Performs well in evaluative conditions

37. What Theories of Achievement Motivation Tell Us About Low Achievers
Motivational orientation
Low motivation to achieve success
High motivation to achieve failure
Focuses on shame and worry that may result from failure

38. What Theories of Achievement Motivation Tell Us About Low Achievers
Attributions
Ascribes success to unstable and external factors outside one’s control
Ascribes failure to stable and internal factors within one’s control
Goals adopted
Usually adopts outcome goals

39. What Theories of Achievement Motivation Tell Us About Low Achievers
Perceived competence/control
Has low perceived competence and feels that achievement is outside his or her control
Task choice
Avoids challenges; seeks out very difficult or very easy tasks/ competitors
Performance
Performs poorly in evaluative conditions

40. Developing Achievement Motivation and Competitiveness
Stages
Autonomous competence stage
Social comparison stage
Integrated (self and social comparison) stage

41. Developing Achievement Motivation and Competitiveness

42. Developing Achievement Motivation and Competitiveness
Keys:
Recognize stages of achievement motivation
Ultimate goal is the integrated stage.
Motivational climate influences achievement motivation.

43. Implications for Professional Practice
1. Recognize the interaction of personal and situational factors influencing achievement behavior.
Stage of achievement behavior
Goal orientation
Attributes
Situations approached or avoided

44. Implications for Professional Practice
2. Emphasize mastery (task) goals and downplay outcome goals.
3. Monitor and alter attributional feedback.
4. Assess and correct inappropriate attributions.
5. Determine when competitive goals are appropriate.
6. Enhance feelings of competence and control.