Motivation

1
Motivation Participationin Sport and Physical
Activity

• KIN 340

2
Opening Activity

• Divide into 8 groups (4 Jumping Rope 4 Playing
  Jacks)
• After activity, think about and jot down
• your willingness to participate before doing the
  task
• how successful were you and your group at the
  task
• what you consider to be successful at this task
• comments made by you and your group members
  before, during, and after completing the task
• behaviors you and your group members exhibit
  before, during, and after completing the task

3
Motivation

• Motivation (definition 1)
• the product of the interaction between the
• the individual person
• the situation, and
• the task

4
Motivation

• Person Factors influencing motivation
• Why do children participate in sport?
• to have fun
• be fit / stay in shape
• learn new skills
• to win
• be with friends
• excitement of competition
• to go to higher level of competition

5
Motivation

• Situational factors influencing motivation
• coaches style positive approach enthusiasm
• win/loss record
• positive/negative approach
• parents approach expectations
• opponent
• Task factors influencing motivation
• difficulty
• experience with, exposure to

6
Motivation

• Motivation (definition 2)
• 2. the intensity, direction, and duration of
  behavior or effort
• Intensity - how much effort a person puts forth
  in a situation or task
• Direction - whether an individual seeks out,
  approaches, or is attracted to a situation or
  task
• Duration - how much time a person engages in a
  task

7
Motivation

• Ames
• Contends that a focus on intensity, direction,
  and duration of behavior/effort does not help us
  think about how to develop and nurture motivation
  to learn in our students
• Instead, should be concerned with
• a. the quality of task engagement rather than
  duration
• b. students reasons or goals for learning rather
  than direction, and
• c. define adaptive and maladaptive or positive
  and negative motivation patterns and to
  understand how and why these patterns develop
  over time rather than intensity

8
Achievement Motivation

• The desire to achieve at a task in which an
  individual is competing, being evaluated at, or
  attempting to attain some standard of excellence
• Motivated behavior is identified by
• choice of activity
• effort to pursue goals
• intensity of effort (how hard try)
• persistence in the face of failure

9
Achievement Goal Theory(Maehr Nichols, 1980)

• Individuals strive to demonstrate competence
• Approach activities in which they are competent
• Avoid activities in which they are not competent
• How individuals judge competence (success
  failure) differs
• Differences in judging competence are expressed
  through achievement goals which influence
  motivated behavior

10
Achievement Goal Orientations

• Students are interest in either
• learning new things and developing their skills
  and ability (mastery/task-oriented)
• demonstrating their ability at a task or
  protecting their ability when threatened
  (performance/ego-oriented)

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Achievement Goal Orientations

• Mastery/Task
• focus on improving personal ability
• feel successful when work hard, improve skills,
  and/or master skills
• believe that effort leads to success

• Performance/Ego
• focus on proving one has high ability
• feel successful when have high ability in
  comparison to others
• outdoing others leads to success regardless of
  effort

12
How do goal orientationsinfluence motivation?

• Mastery/Task
• Report higher levels of effort
• Invest more in learning
• Desire more challenging tasks
• Tend to persist when experiencing failure
• Report higher levels of enjoyment
• Place greater value on fair play and sportsmanship

• Performance/Ego
• Report lower levels of effort
• Invest less effort in learning
• Tend to give up easily with failure or withdraw
  from physical activity
• Report lower levels of enjoyment and greater
  anxiety
• More likely to endorse cheating, deceptive
  tacktics, or unsportsmanlike behavior

13
Class ActivityHow does a students perceptions
of ability affect his/her motivation to achieve?
Self-Perception
High Ability
Low Ability
Task
Ego
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How does a students perceptions of ability
affect his/her motivation to achieve?
Self-Perception
High Ability
Low Ability

• Select challenging tasks
• Exert maximal effort
• Remain persistent when struggling

• Redouble concentration
• Issue more self-instruction
• Maintain positive affect
• Use sophisticated strategies

Task

• Expect to succeed in moderately difficult tasks
• Select challenging tasks
• Exert maximal effort
• Remain persistent when struggling

• Exhibit helpless behavior
• Expect to fail at moderately difficult tasks
• Challenging tasks as threat
• Exert greatest effort for easy very difficult
  tasks

Ego
15
Is an ego/performance goal perspective bad?

• Ans.
• Not necessarily
• when buffered by high task orientation
• when buffered by high perceived ability
• when placed in a task-involving climate

16
Ames Framework for Motivation

• Teachers must be guided by goals that assign
  primary importance to developing a motivation to
  learn in students
• Teachers need a framework for identifying those
  aspects or structures of the classroom that can
  be manipulated
• Identify strategies that will serve to enhance
  the motivation of students
• Strategies to enhance motivation must be grounded
  in theory and research and evaluated in relation
  to developmental factors, motivational
  constructs, and individual differences

17
Motivational Climate

• Achievement goals can be influenced by the
  situational context or classroom climate
• TARGET Principle (Ames, 1990)
• Task
• Authority
• Recognition
• Grouping
• Evaluation
• Timing

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Creating a Task/Mastery Motivational Climate
TARGET

• Task
• select tasks that provide an optimal level of
  challenge and are interesting to the learner
• design activities for variety, individual
  challenge, and active involvement
• help students set realistic, short-term goals
• Authority
• involve children in decision-making and
  leadership roles
• help students develop self-management and
  self-monitoring skills

19
Creating a Task/Mastery Motivational Climate
TARGET

• Recognition
• recognize progress and improvement
• make recognition meaningful and non-comparative
• assure equal opportunities for rewards
• Groupings
• use flexible and heterogeneous groupings
• provide for multiple grouping arrangements
• use group learning methods
• minimize competition and social comparison

20
Creating a Task/Mastery Motivational Climate
TARGET

• Evaluation
• use criteria of individual progress, improvement,
  and mastery
• make evaluation private and meaningful
• provide praise and feedback contingent upon prior
  performance
• involve student in self-evaluation
• Timing
• provide opportunities and time for improvement
• help students establish work and practice sessions

21
Why do children drop out of sport?

• other interests
• not having fun
• want to work (H.S. students)
• need time to study
• coach yells too much
• coach plays favorites
• coach doesnt know sport

22
Losing Motivation to Participate

• 50 of youth drop out of sport by age 12
• How can we change youth sport to keep more youth
  involved?

23
Changes to Make in Sport Programs to Avoid Drop
Out

• Keep practices fun
• Allow all players sufficient playing time
• Coaches try to understand the players better
• Avoid conflict between practice/games and
  studies
• Avoid conflict between practice/games and social
  life
• Continuing education for coaches (sport
  leadership style)
• Place less emphasis on winning
• Avoid yelling at learner/athlete

24
Ames Article Activity

• How do developmental changes and situational
  influences affect childrens understanding about
  their ability?
• What is meant by failure-avoiding tactics? How
  can teachers/coaches prevent learners from
  adopting these tactics?
• What are the characteristics of learned
  helplessness? How do attributional beliefs
  affect students learning strategies and
  self-regulated thought processes?
• Is success enough to alleviate learned
  helplessness? If not, then what will?
• How can praise undermine achievement behavior in
  children? What are some pitfalls for using
  extrinsic incentives/rewards?