1. Chapters 9-10 (LeUnes) Chapters 1-3 (Orlick) Motivation Psychology of Sport Sep 16, 21-23, 2009 Classes #9, 11-12

2. Who is going to Heaven? Bill Clinton Dennis Rodman Oprah Winfrey Princess Diana Mother Theresa YOU?

3. Self-Serving Attributional Bias A tendency to view oneself favorably Generally believe that you do more work & anything good Were less responsible for accidents, divorces, & anything bad

4. Cognitive Attribution Model Causal Antecedents for Behavior  Ability  Effort  Task  Luck

5. Attribution Theory for Sports-Related Activities INTERNALEXTERNAL STABLESTABLE ABILITY COACHING UNSTABLEUNSTABLE EFFORTLUCK LOCUS OF CONTROL

6. Self-efficacy Bandura (1977)  A belief in our own possibilities; competency to execute skills demanded of the situation  Efficacy expectancy: Person’s belief about their abilities High in this:  more persistent, less anxious, less depressed

7. The Wheel of Excellence Self-Efficacy Self-Confidence

8. Functional Attribution Model A model used by sport psychologists to study attributions It assumes that the main function of an individual's attributions of the causes for a particular performance is to maintain self-esteem Thus, athletes tend to attribute positive outcomes to personal controls (e.g. ability) and negative outcomes to external controls, such as luck The model assumes that athletes adopt a self-serving attributional bias

9. Motivation The underlying processes that initiate, direct and sustain behavior in order to satisfy physiological and psychological needs or wants The underlying processes that initiate, direct and sustain behavior in order to satisfy physiological and psychological needs or wants Psychological and social factors involved insofar as direction, intensity of behavior/effort are concerned Psychological and social factors involved insofar as direction, intensity of behavior/effort are concerned –As well as sustaining that direction and intensity over time

10. Achievement Motivation Henry Murray(1938)  He defined achievement motivation as: A desire for significant accomplishment, for mastering skills or ideas, for control over things or people, and for rapidly attaining a high standard of excellence The desire to do things well and feel pleasure in overcoming obstacles  E.g., sports, science, business, etc.

11. Achievement Motivation People with a high need achievement are motivated to master tasks and take great pride in doing so  In contrast, people with low achievement needs seem to enjoy success because they have avoided failure

12. Characteristics of High Need Achievers Easy, Hard, or Moderate Goals?  People with a high need to achieve set challenging but realistic goals that have clear outcomes They like these intermediate tasks because it provides the most information about their ability If they do well on an easy task – who cares If you fail at a hard task – well, no one does well on those Same thing applies to their risk-taking tendencies…  Moderate risk-takers

13. Characteristics of High Need Achievers Feedback or not?  They like feedback from competent critics (ASAP, please)  Concrete feedback is best Stay or move on to easier things?  Stay and persevere – “never give up” Concern or no concern for measurements of success?  Very concerned  Bonuses, incentives, etc. are very important This is closely related to feedback

14. Characteristics of High Need Achievers Social problems?  Unfortunately, often this is the case Strong need to be able to anticipate and make long term plans  Not really into surprises  Need to have things mapped out They use information well in their planning  This helps them to avoid those surprises mentioned above

15. Characteristics of High Need Achievers Very energetic approach  To all things but especially to work  They like to work  They are especially invigorated by creative tasks Development of Achievement Motivation  The need for achievement appears to be largely learned from parents and other cultural arenas Intrinsic Motivation (inner reasons)  Appears to be a major motivator here

16. Intrinsic vs. Extrinsic Motivation EXTRINSIC: Motivated by external rewards EXTRINSIC: Motivated by external rewards –Performing an activity to achieve instrumental outcomes

17. Impact of Rewards on Behavior What types of things make you want to improve or perform better? What types of things make you want to improve or perform better? What types of things are most rewarding? What types of things are most rewarding?

18. Intrinsic vs. Extrinsic Motivation INTRINSIC: Inner striving to be competent, master task INTRINSIC: Inner striving to be competent, master task –Engage in interesting activities to seek and achieve optimal challenges

19. How to Enhance Intrinsic Motivation Assess both situational and personal factors Assess both situational and personal factors –Think interaction! Structure situations to meet people’s needs Structure situations to meet people’s needs Provide for successful experiences Provide for successful experiences

20. How to Enhance Intrinsic Motivation Reward contingent on performance Reward contingent on performance Use verbal and nonverbal praise Use verbal and nonverbal praise Vary content & sequence of practice drills Vary content & sequence of practice drills

21. How to Enhance Intrinsic Motivation Involve athletes / students / clients in decision making Involve athletes / students / clients in decision making Set realistic performance goals Set realistic performance goals Recognize that YOU are a critical part of the motivational climate! Recognize that YOU are a critical part of the motivational climate!

22. But be careful of overjustification… Example: Child cleaning his/her room… Example: Child cleaning his/her room… –Why do they do it?

23. McClelland, Atkinson, Clark, & Lowell (1953) Thematic Apperception Test (TAT)  Measures latent needs (needs that can not be openly observed)  Apperception is the process of projecting imagery onto an outside stimulus, such as a picture. The theory suggests the stories you describe reflect your latent motivations (dispositional needs)  It assesses your motives by telling or writing a story about ambiguous pictures

24. Coaches’ Attempts to Motivate A Major League baseball coach agrees to dye his hair if his team wins three games in a row A Major League baseball coach agrees to dye his hair if his team wins three games in a row

25. He later wondered if he did the right thing…

26. Coaches’ Attempts to Motivate Piniella said after the third victory that he intended to rescind his offer to dye his hair if the Devil Rays had not won because he thought the pledge had the potential to become a hindrance to the team Piniella said after the third victory that he intended to rescind his offer to dye his hair if the Devil Rays had not won because he thought the pledge had the potential to become a hindrance to the team –“The color of my hair has nothing to do with wins and losses” The winning streak ended abruptly with an 11-3 loss. The winning streak ended abruptly with an 11-3 loss.

27. Would this make you swim faster???

28. Motivating Athletes... Why do people participate in sport and exercise? Why do people participate in sport and exercise? –What motivated you as an athlete, student, etc.? Why do they drop-out? Why do they drop-out? –What demotivated you? How do you motivate your athletes, students, clients? How do you motivate your athletes, students, clients?

29. Rotter (1966): Locus of Control Internal External

30. Locus of Control Measurement with Youth Older children generally more internal than younger children

31. Self-Fulfilling Prophecy The tendency to create or find in a situation or individual what one expects to find The tendency to create or find in a situation or individual what one expects to find Because one believes something, one acts in a way that makes the outcome more likely Because one believes something, one acts in a way that makes the outcome more likely

32. Self-Actualization Maslow (1970)  Reaching one’s peak or spiritual level  Full-potential

33. Setting Performance Goals in Sport Locke and Latham (1985)  Specific, difficult goals  Short-term goals important  Goals help insofar as effort, persistance, and direction of attention is concerned  Feedback  Goals must be accepted to affect performance

34. Credits: Several slides prepared by:  http://fpdc.kent.edu/programs/t_scholars/ppt/Understanding%20and%20 Increasing%20Student%20Motivaiton%20for%20TEAMa.ppt#288,25,Te acher characteristics that promote motivation  http://clem.mscd.edu/~manuella/Self-Efficacy.ppt#258,2,Who is going to Heaven?  http://psych.umb.edu/Faculty/milburn/Teaching/psych230/Lectures/Attri bution_Theory/Social--08.5-- Social_Cognition_(Attr_+_SFP).ppt#257,2,Social Cognition/Attribution Theory  http://www.monm.edu/department/phy- ed/jones/PHED190sportpsychology.ppt http://www.monm.edu/department/phy- ed/jones/PHED190sportpsychology.ppt  http://cc.ysu.edu/~gjkerns/pdfs/Are%20You%20In%20The%20Zone.ppt http://cc.ysu.edu/~gjkerns/pdfs/Are%20You%20In%20The%20Zone.ppt  http://www2.canisius.edu/~rossk/title%20ix%20power%20point.ppt http://www2.canisius.edu/~rossk/title%20ix%20power%20point.ppt  http://www.isbe.state.il.us/spec-ed/ppt/mod3_pp_slides.pps http://www.isbe.state.il.us/spec-ed/ppt/mod3_pp_slides.pps