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Motivational theories and their importance
Motivational theories and their importance
Extrinsic vs intrinsic motivation
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Motivation
Motivation is derived from the Latin word movere, meaning “to move.” It is “the tendency for the direction and selectivity of behavior to be controlled by its connections to consequences, and the tendency of this behavior to persist until a goal is achieved.” (Anshel, 1948) An athlete with motivation is energized to participate in a purposeful and meaningful task. Motivation is fueled by motives, which are an individual’s anticipation of reaching a goal. The purpose of motivation is to prolong desirable feelings and actions of athletes. (Straub, 1984) Athletes are motivated because they want to improve their performance in a sport. Athletes can improve their motivation by engaging in activities that they find pleasant and have realistic expectations for some success. Motivation can be found in personal characteristics that foster ambition, as opposed to just personality type as many would assume. Personality type contributes to the amount of motivation in an individual but it is only a part of the combination needed for the highest level of motivation. Certain personal characteristics may be combined with other factors in an individual’s environment to increase motivation. (Anshel, 1948) Motivation is based on success and failure, and how an athlete reacts to these instances. The many types of motivation affect athletes in various ways, depending on their current levels of motivation and their reaction to the events in their life.
Intrinsic Motivation
An athlete’s drive to improve in order to satisfy their own personal needs is classified as intrinsic motivation. (Anshel, 1948) This concept helps explain why people engage in activities for no obvious reward. The athlete wants to feel competent and be self-det...
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... Inc., 1995) Frequent decrease in intrinsic motivation results in amotivation, which is why athletes need to focus on internal success rather than external. When this happens it may result in burnout, mental withdrawal, and eventually quitting the activity. Another issue with motivation is that an athlete may be completely intrinsically motivated in their sport, but their body cannot handle the harsh physical demands. This may result in failure to meet goals even though the athlete put in the right effort. The athlete then has to either play the sport because they enjoy it and not for competitive reasons or quit altogether. Not every athlete can compete at a high level in every sport. Along with motivation comes realistic expectations and limitations. Motivation levels are a key in athletics, but they can only take an athlete so far when physical limitations exist.
A change from a self-determined engagement in a sport to a much lesser degree of self-determination is a common theme among athletes’ burning out. In other words, as the true passion and love for the game fades away, the perceived costs of sustained engagement begin to outweigh the rewards afforded by the sport. After time passes, the inability to handle the negative appraisals can lead to such harmful outcomes as physical and emotional exhaustion, reduced accomplishment, devaluation, and then complete dropout of the sport (Holmberg and Sheridan,
Smith, R. E., Smoll, F. L., & Cumming, S. P. (2009). Motivational climate and changes in young athletes’ achievement goal orientations. Motivation and Emotion, 33(2), 173-183.
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. As humans, we are too diverse in the way we think and develop, lending the mere classification of an internal motivation to become redundant. Furthermore, as
According to Robbins et al; (Robbins et al, pg 296) motivation refers to the process by which a persons efforts are energized, sustained, and directed towards a goal. This definition has three key elements: energy, direction, and persistence. Motivation is a complex and important subject, has historically been given a great deal of attention by Psychologists, who have proposed theories to explain it. (Riggio, pg 188),
Failure- Acceptors are solely focused on playing the sport, because of that they are more dedicated to the demands athletics have. These student athletes will put forth more of their time and effort to that sport (Simons, Rheenen and Covington, 2014). Failure- Acceptors only have one academic motivation which is “to remain minimally academically eligible to play their sport” (Simons, Rheenen and Covington, 2014,p.444). This quote explains that student athletes only work on academics to maintain a certain GPA to remain playing. On the other hand Failure-Avoiders failure plays a much stronger factor to causing them to put less time and effort into academics and to make a greater commitment to athletics. This type of athlete works to avoid failure. These students “often have a low self-worth due to a history of academic failure” (Simons, Rheenen and Covington, 2014,p.435). That academic failure could be the reason for pushing them towards being more interested in athletics and changed what they were most motivated about. Both of these types of athletes show the action of undertaking a sport takes more from them mentally and
Based on the different reasons or goals that give rise to an action, motivation can be classified into intrinsic motivation and extrinsic motivation (Ryan and Deci, 2000). The first type, intrinsic motivation, refers to doing something because “it is inherently interesting or enjoyable” (Ryan and Deci, 2000, p. 55). This type of motivation refers to the reasons for L2 learning that are derived from one’s inherent pleasure and interest in the activity and the activity is performed because of the spontaneous satisfaction associated with it (Noels, 2001). Researchers (e.g. (Vallerand, 1997; Vallerand et al., 1992; Noels et al., 2000) have categorized intrinsic motivation into three subtypes: (1) intrinsic motivation-Knowledge, which is the motivation
Theories of Motivation What is the motivation for this? According to the text, motivation is defined as a set of factors that activate, direct, and maintain behavior, usually toward a certain goal. Motivation is the energy that makes us do things; this is a result of our individual needs being satisfied so that we have inspiration to complete the mission. These needs vary from person to person as everybody has their individual needs to motivate themselves.
Deci and Ryan (1987) proposed that intrinsic motivation stems from drive-like human needs to be self-determining and competent, i.e., to be autonomous rather than externally-controlled. In concrete terms, an intrinsically motivated behaviour is that which appears to be spontaneously initiated by the person in pursuit of no other goal than the activity itself. According to Deci and Ryan, events that foster self-determination or competence will enhance or maintain intrinsic motivation, whereas events that weaken self-determination or competence will decrease intrinsic motivation.(1) Supporting research evidence shows that events that enhance self-perceived autonomous functioning produce increased intrinsic motivation for the target activity. The ability to make choices about how to pursue an activity, for example, has been shown to enhance or maintain intrinsic motivation (Enzle, Roggeveen, & Look, 1991; Zuckerman, Porac, Lathin, Smith, & Deci, 1978), as has positive performance feedback (e.g., Enzle & Ross, 1978; Vallerand & Reid, 1988). Externally-controlling events that are antagonistic to self-perceived autonomy, on the other hand, result in decreased intrinsic motivation and perceptions of external causality. Thus, task-contingent rewards (e.g., Lepper, Greene, & Nisbett, 1973), negative performance feedback (e.g., Enzle & Ross, 1978), and controlling forms of surveillance (e.g., Enzle & Anderson, 1993) have been shown to undermine intrinsic motivation.
Pressure is placed on athletes to perform better. The fierce competitive nature of the real sports world in with the peoples excellence has caused athletes to seek alternative means to ...
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum
Athletic staleness and burnout is a big problem for many of today’s athletes whether they are at the amateur or professional level. The good thing about this problem that ends up in total and complete physical and emotional exhaustion is that it can be recognized when it is taking place. It can also be treated if the recognition comes at too late of a stage of the onset of staleness and burnout. But the best remedy for athletic staleness and burnout is prevention of it in the first place. There are three different models that have been used to explain the causes of athlete burnout.
It is amazing to watch how most athletes perform at their peak and continue to produce and set record-breaking performances. What drives them to these high levels of motivation and productivity? They may come from various influences and source of motivation and these similar sources can also energize certain individuals affect behavior and arouse their drive.
According to Greenberg (1999) motivation is defined "as a process of arousing, directing and maintaining behaviour towards a goal." Where directing' refers to the selection of a particular behaviour; and maintenance' refers to the inclination to behave with consistency in that manner until the desired outcome is met.
Motivate the motivation, simple words that can mean some much to an athlete, but what is motivation really? In the games and sports, psychological and physiological factors play an important role in determining the performance level (Grange & Kerr, 2010; Schilling & Hyashi, 2001). Motivation also plays an important role in determining the performance level an athlete, but plays a role in the psychological and physiological factors as well. Motivation is more than a behavior or idea, it is an impact on how we interact with others, how we process defeat, feel, and how we play. Motivation will not only help an athlete get the starting position or gain an award but more importantly, help an athlete reach their potential. Motivation like most things
In daily life, we need motivation to improve our performance in our job or in studies. Motivation is an internal force, dependent on the needs that drive a person to achieve. In the other words, motivation is a consequence of expectations of the future while satisfaction is a consequence of past events (Carr, 2005). We need to give reward to our self when we did correctly or we has achieve our target. Reward is something that we are given because we have behaved well, worked hard, or provided a service to the community. Theories of motivation can be used to explain the behavior and attitude of employees (Rowley, 1996; Weaver, 1998). The theories include content theories, based on assumptions that people have individual needs, which motivate their action. Meanwhile according to Robbins (2001), motivation is a needs-satisfying process, which means that when a person's needs are satisfied by certain factors, the person will exert superior effort toward attaining organizational goals. Schulze and Steyn (2003) affirmed that in order to understand people’s behavior at work, managers or supervisors must be aware of the concept of needs or motives which will help “move” their employees to act.Theories such as Maslow (1954), McClelland (1961), Herzberg (1966) and Alderfer (1969) are renowned for their works in this field. The intrinsic reward or also be known as motivators factors is the part of Herzberg motivation theory. Motivators are involve factors built into the job or the studies itself such as achievement, recognition, responsibility and advancement. Hygiene factors are extrinsic to the job such as interpersonal relationship, salary, supervision and company policy (Herzberg, 1966. There have two factors that are called hygiene fac...