1. C H A P T E R 3
Motivation
Chapter 3: 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 (continued)
Why are achievement motivation and competitiveness important?
Theories of achievement motivation
Developing achievement motivation and competitiveness
Implications for professional practice

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

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

6. Figure 3.1

7. Five Guidelines for Building Motivation: Guidelines 1 and 2
Guideline 1: Both situations and traits motivate people.
Guideline 2: People have multiple motives for involvement. Understand why people participate in physical activity.

8. Motives for Involvement
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.
Motives differ across cultures.

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

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

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

12. Five Guidelines for Building Motivation: Guideline 3
Guideline 3: Change the environment to enhance motivation.
Provide both competitive and recreational opportunities.
Provide for multiple motives and opportunities.
Adjust to individuals within groups.

13. Five Guidelines for Building Motivation: Guidelines 4 and 5
Guideline 4: Leaders influence motivation directly and indirectly.
Guideline 5: Use behavior modification to change undesirable participant motives.

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

15. Achievement Motivation and Competitiveness
Achievement motivation is a person’s orientation to strive for task success, persist in the face of failure, and experience pride in accomplishments (Gill, 2000).
Competitiveness is a disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of evaluative others (Martens, 1986).

16. Keys to Achievement Motivation and Competitiveness
Achievement motivation: Self-comparison of achievement.
Competitiveness: Social evaluation or comparison.

17. Achievement Motivation Influences
Choice of activities
Effort to pursue goals
Intensity of effort
Persistence in the face of failure

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

19. Figure 3.4

20. Attribution Theory
Attributions: How people explain their successes and failures
Examples include the following:
Stability
Locus of causality
Locus of control

21. Figure 3.5

22. Table 3.1

23. Achievement Goal Theory
Outcome goal orientation (or competitive goal orientation): Comparing performance with and defeating others.
Task (mastery) goal orientation: Improving relative to one’s own past performances.
Social goal orientation: Judging competence in terms of affiliation with the group and recognition of being liked by others.

24. Figure 3.6

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

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

27. Figure 3.7

28. What Achievement Motivation Says About High Achievers
High motivational orientation to achieve success
Low motivation orientation to avoid failure
Focus on the pride of success
(continued)

29. What Achievement Motivation Says About High Achievers (continued)
Ascribe success to stable and internal factors within their control
Ascribe failure to unstable and external factors outside their control
Usually adopt task goals \
(continued)

30. What Achievement Motivation Says About High Achievers (continued)
Perceived competence and control: Have high perceived competence and feel that achievement is within their control
Task choice: Seek out challenges, able competitors, and demanding tasks
Performance: Perform well in evaluative conditions

31. What Achievement Motivation Says About Low Achievers
Low motivational orientation to achieve success
High motivational orientation to avoid failure
Focus on shame and worry that may result from failure
(continued)

32. What Achievement Motivation Says About Low Achievers (continued)
Ascribe success to unstable and external factors outside their control
Ascribe failure to stable and internal factors within their control
Usually adopt outcome goals
(continued)

33. What Achievement Motivation Says About Low Achievers (continued)
Perceived competence and control: Have low perceived competence and feel that achievement is outside their control
Task choice: Avoid challenges, seek out very difficult or very easy tasks or competitors
Performance: Perform poorly in evaluative conditions

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

35. Figure 3.8

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

37. Implication for Professional Practice
Recognize the interaction of personal and situational factors influencing achievement behavior.
Stage of achievement behavior
Goal orientation
Attributions
Situations approached or avoided
(continued)

38. Implications for Professional Practice (continued)
Emphasize mastery (task) goals and downplay outcome goals. Create a mastery motivational climate.
Monitor and alter attributional feedback.
Monitor and correct inappropriate attributions.
(continued)

39. Implications for Professional Practice (continued)
Determine when competitive goals are appropriate.
Enhance feelings of competence and control.