1. Achievement motivation
McCelland and Atkinson (1964)

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

3. 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

4. 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

5. 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

6. Achievement motivation = Desire to succeed – fear of failure

7. 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!?)

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

9. 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?

10. 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

11. 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)

12. 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.

13. 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

14. 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