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Analysing motivation theories
Analysing motivation theories
Introduction on intrinsic and extrinsic motivation
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INTRODUCTION
Why am I still involved in football? Why do I want to be a better football coach? Why did I start a new journey through university, at 44 years old, having retired from a 25 year career in the oil and gas industry? Surely the sensible thing to do is just kick back, relax and enjoy the fruits of my labour. Maybe this essay can help me find an answer or two.
DESCRIPTION AND EVALUATION OF RELEVANT THEORIES
Intrinsic and Extrinsic Motivation
Vallerand (2004) explains that psychologists have come to realise there are various types of motivation. The two main types are intrinsic and extrinsic. Vallerand (2004) and Biddle et al. (2015) teach us that Intrinsic motivation means taking part in an activity just for the enjoyment of participation. Vallerand et al. (1992) tell us that there are three main categories of instrinsic motivation are to know, motivation to try and better oneself and motivation to experience stimulation (sensory and aesthetic). That answers question 1! People motivated extrinsically do not take part in activity for pleasure but to win or receive rewards. Without knowing it at the time this is maybe why I became a coach. Deci and Ryan (1985) proposed there was a number of types of extrinsic motivation. The types of
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Extrinsic motivation must have entered at some point as I remember dreaming of the glory and success of the professional players at the time, pretending to be them during games and winning the World Cup. As a coach and as I have become better educated, either through experience, from academic knowledge or from attending many governing body or other relevant courses I have gone from thinking I was intrinsically motivated but really being extrinsically motivated to win, to redefining winning and realising that my intrinsic motivation to know more through experience or education and to better myself leads to the whole experience being more enjoyable for
The first of the three, intrinsic motivation, explains that the individual does something purely out of enjoyment, and that the activity is gratifying in itself. Vallerand and O’Connor (1989) came up with a three part grouping of intrinsic motivation. There is intrinsic motivation to experience stimulation, which is doing something for the sensory pleasure it brings, like a person parachuting because they enjoy the sensation of falling through the air. Intrinsic motivation to know relates to doing an activity in order to learn. A person taking an online class to learn more on that field shows off this type of motivation. The last part of intrinsic motivation is to accomplish. This refers to an individual performing an activity for the pleasure of achievement, creating, or to surpass oneself. When a person is focused more on the process of achievement rather than the actual achievements results, they are intrinsically motivated through accomplishment (Vallerand and Grouzet, 2001). Extrinsic motivation is present whenever there some kind of external factors waiting for the individual at the end of the activity. There are four different forms of extrinsic motivation, which are defined by the degree to which the motivation is self-determined (Lapointe and Perreault, 2013). First of the four is integrated regulation, which means an individual joined
Football academies are environments in which promising footballers are trained and developed with the goal of becoming elite senior athletes (Crust, Nesti & Littlewood, 2010). English academies operate a dual sporting goal according to Isoard-Gautheur, Guillet-Ducas & Duda (2013), in which they aim to teach and help athlete’s master skills, but also have an obligation to ensure enough athletes break through into the senior team. Academies train athletes from the ages of 10 to 18 on a part time format, using elite coaches and elite competition between other academies to enhance their player’s ability (Crust, Nesti & Littlewood, 2010). Academies are very much utilised as a progressive filter, which begins with a large number of athletes at the youngest age, with progressively smaller numbers of athletes in each age group as age increases (Crust, Nesti & Littlewood, 2010). Whether an athlete is retained for the next year is subject to player evaluation by coaches and directors within the academy, thus requiring athletes to demonstrate competency as well as achieving success (Isoard-Gautheur, Guillet-Ducas & Duda, 2012; Crust, Nesti & Littlewood, 2010).
Pausch explains to his audience that becoming a National Football Player was one of his dreams as a little kid. However, Pausch did not achieve this particular dream. Throughout the lecture, Pausch informs viewers that even though he did not become a National Football Player, the sport played a major part in his success. It is always rewarding to strive for personal dreams and goals, even if they are not succeeded. Pausch says, “Experience is what you get, when you didn’t get what you wanted.” I learned that people gain experience from failing. It is the reward for attempting to achieve a goal because when mistakes are made, people learn from
Once stated by Dwight D. Eisenhower, “Motivation is the art of getting people to do what you want them to do because they want to do it.” The aforementioned ideology places an emphasis on an individual’s internal desires, rather than an outside/external force driving the individual’s consciousness (cognitive evaluation.) Therefore intrinsic motivation is one in which an individual 's own desire comes from within; a relentless and genuine passion for an intended goal. On the contrary, when an individual relies on external factors such as, a reward or any other form of external reinforcement, an extrinsic motivation is exhibited. Although society likes to stress the importance in pursuing an internal motivation, in today 's modern world, an extrinsic factor far outweighs an internal desire to accomplish an objective.
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
In June 1985, British mountain climbers Joe Simpson and Simon Yates ventured the unclimbed western face of Siula Grande, a 21,000 ft. high peak that is located in the Peruvian Andes. Simpson and Yates were both aware that what they are aspiring is nearly impossible because if something gone wrong it can be serious, which may lead to death, and there is no rescue available; in addition, mountain climbers before them who attempted to reach the mountain’s summit never achieved this goal. However, this didn’t stop them from climbing the west face of Siula Grande. They want to climb the mountain mainly because “it was just brilliant fun.” (2009). When people are aware that they are getting their selves in a detrimental situation, they still continue to do what they want to do. In my opinion, I believe people behave this way because they just want to try something extraordinary or they want to prove something to someone; but in Psychology, people behave this way because of motivation. Motivation is defined as the process “that makes a person move toward a goal.” (SparkNotes Editors, 2005); a motivation can be intrinsic, extrinsic, or both. Intrinsic motivation is a type of motivation which causes an individual to act or engage in activities to enhance their self-concept, while extrinsic motivation is a type of motivation that causes an individual to act in such a way for external awards. In Simpson’s and Yates’ case, they are both experiencing intrinsic and extrinsic motivation; despite of getting their selves in danger, they still yearn to reach the mountain’s summit because of interest, enjoyment, and rewards.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum
Intrinsically motivated behaviors are those that one does for enjoyment of the activity itself. There is no external reward for these behaviors, and it is seen as a prototype for autonomous behaviors. Extrinsically motivated behaviors are those that one does to illicit a direct consequence. In some cases, one might behave a certain way to avoid punishment, or alternatively, to receive a reward. Most people are extrinsically motivated to go to work every day. There are four different types of extrinsic motivation: External, introjected, identified, and integrated. For certain activities, Amotivation can occur, which usually has negative effects. This occurs when people’s needs aren’t being satisfied by whatever they are doing. Each of the types of motivation can be located on The Self-Determination
An intrinsic motivation is characterized as a motivation for the sack of doing it. There is no external reward for completing the specific task in intrinsic motivation. The motivation come from the person 's desire to complete the task because they know the task itself is rewarding enough. An internal motivation differs slightly from intrinsic motivation. Internal motivation is strictly from the desire and willingness of the person to complete the task. External motivation is a motivation factored by outside influences. Whether the outside influence is negative or positive, the motivation comes from money, grades, awards, tokens, criticism, or punishments.
Playing for a football team throughout my whole life has allowed me to enhance my natural skills of being a team player and good communication in order to work well with others and get the best results, a concept I can transfer from playing football to studying and working in the football industry. Alongside my skills in being a team player and having good communication, I also possess efficient problem solving skills, which I know will help me in my studies and also enable me to advance in my future career in the football industry. Working for Gillingham Football Club has given me an insight into other ways in which a football club can generate more profit, for example in the hospitality sector offering exclusive executive suites for match sponsors and VIP experiences for devoted football fans, something which benefits both the club and the
medals. An example of this could be a player who is offered a lot of
Mullins (2002) also classifies motivation into Intrinsic and Extrinsic types. Intrinsic motivation involves psychological rewards to enhance job satisfaction, such as the opportunity to use one's ability, a sense of achievement, receiving appreciation and positive recognition or being treated in a considerate manner (Mullins, 2002:P490). Such methods ensure employees are constantly motivated while being engaged in activities that are enjoyable and rewarding.
Theorists believe that motivation within the classroom has its benefits when able to produce work from students. Some students have the ability to work without much motivation. This is known as intrinsic motivation. Intrinsic motivation is where students are able to motivate themselves and produce work at high standard. The students have to be determined to strive and have the self-ability to do the work that is needed (Brewer, Dun, Olszewski, 1988). Students who need more praise and encouragement to produce work come under the category of extrinsic motivation. Extrinsic motivation is about rewarding the students for their work. If a student is able to get done what they have been asked, they will be rewarded with for example a sticker or a lucky dip. Extrinsic motivation for some students means the reward is...
Remember the time we played football at Wembley, the dream stadium of every football player’s career. The tension was gradually getting more and more intense, and the pressure is building up. We were sitting in the dressing room waiting to go out onto the pitch. We lined up and walked out to the pitch.
According to Robert E. Quinn(p.205) there are two types of motivation (extrinsic and intrinsic). Extrinsic motivation refers to the source of motivation in which the behavior concern external factors such as money, praise or rewards. Whereas intrinsic motivation is the behavior which is internally concerning an individual.