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Motivational theory
Motivational theory
Positive effects of motivation on sport
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The theory of motivation is seen in both the negative and positive experiences. Reinforcement is an action that follows a specific behaviour, increasing the likelihood of that particular behaviour being repeated in the future (Potgieter, 2013). With regards to positive reinforcement, Thorndike’s Law of Effect proposes that one is more likely to repeat a specific behaviour when it results in something positive (eg: a reward) (Potgieter, 2013). Positive reinforcement consists of two aspects namely; intrinsic and extrinsic rewards (Potgieter, 2013). Intrinsic rewards are derived from an engaging in tasks willingly and attempt to improve their own skills whereas, extrinsic rewards are when a task is undertaken in order to attain a certain outcome (Weiten, pg 285).
In regards to the negative experience, extrinsic rewards were a stronger motivator for the coach. This was seen as he was more concerned with winning rather than focusing on the well-being of the players. Overly relying on extrinsic material rewards weakened the team’s intrinsic motivation (Potgieter, 2013). Athletes began to feel that if the team did not win, they had let the coach down. We began to lose enjoyment in the task itself and no longer engaged in tasks willingly. Whereas, in the positive experience, intrinsic rewards were seen when the coach put in the extra effort to help the team improve the skills and techniques.
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In the negative experience, the coach should ignore favouritism and focus on forming good relationships with all team members rather than just one or two and mentally aid an athlete. As an injured athlete I was unable to participate due to the severity of the injury. The coach should focus on all the players including the injured. Studies have shown that the support from the coach to an injured player reduces stress and improves motivation of the injured athlete (Nicholls and Jones,
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
Like most normal people, I do not particularly enjoy working out. What I do enjoy, however, is binge watching television shows on Netflix. Unfortunately, laying in my bed watching hours of Shameless (the current TV show I am obsessed with) does not burn calories or tone my body. Therefore, my desired behavior is to workout daily for 45 minutes. To help achieve that behavior, I can utilize positive reinforcement, a form of operant conditioning. Positive reinforcement increases the chances of me working out by adding a pleasant stimulus, which is allowing myself to watch an episode of Shameless after I am done with my workout.
Due to the nature of sport, athletes will always be faced with the possibility of becoming injured. Empirical research has demonstrated that injury has a psychological impact on athletes (Quinn & Fallon, 1999). Indeed, sports practitioners often witness negative psychological impacts such as depression and in extreme cases suicidal tendencies in the injured athlete (Jevon & Johnston, 2003). Injuries have a dramatic impact upon an athlete’s life (Deutsch, 1985), Crossman (1997) interviewed athletic trainers and established that 47% of respondents believed that every injured athlete suffered psychological trauma. Walker, Thatcher and Lavallee (2007), explain there is a need to advance current knowledge of the way injured athletes psychologically respond, with deeper understanding it would be possible to aid rehabilitation professionals and help the athlete cope better psychologically. Psychological issues have an important role in the athletes ability to recover from injury (Arvinen-Barrow, Penny, Hemmings, & Corr, 2010), understanding how an athlete responds will have multiple practical implications. Ford and Gordon (1997) suggest that if an athlete experiences negative emotions then it will lead to non-complinace of the rehabilitation process. In order to understand athletes psychological responses to injury several frameworks have been suggested. These include the: integrated model of response to sports injury and rehabilitation (Wiese-Bjornstal, Smith, Shaffer, & Morrey, 1998), the Bio-Psychosocial model of sport injury rehabilitation (Brewer, Andersen, & Van Raalte, 2002), the staged-based grief response models (Kubler-Ross, 1969) and the stage model of the return to sport (Taylor & Taylor, 1997).
“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)
The attribution theory is essential to coaching and understanding our athletes and their motivations. Throughout sports and competitive activities, individuals are determining whether the activity they are doing is a success or a failure. But the real question that needs to be asked is why are they attributing something as a success or a failure. What is guiding them to view something that can be as simple as getting out of bed in the morning as a success or failure? This paper will dive into why the attribution theory is so critical to coaching and how you can use it to guide yourself, your players, and your teams to become as successful as possible.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum
During that duration of time, the idea of waiting and not performing can sometimes cause an athlete to feel angry, to be in denial, and grief about it. According to Arlene and Brownell, Ph.D. professors) define social support as “an exchange of resources between at least two or more individuals perceived by the provider or the recipient to be intended to enhance the well-being of the recipient”. Close relatives such as family members, team members, and coaches can have a significant impact on the athlete who is injured. In most cases, the athletic trainer is the primary source of social support simply because they are there in the process of injury recovery.
In this paper I will be discussing the information I have learned from the article “From Positive Reinforcement to Positive Behaviors”, by Ellen A. Sigler and Shirley Aamidor. The authors stress the importance of positive reinforcement. The belief is that teachers and adults should be rewarding appropriate behaviors and ignoring the inappropriate ones. The authors’ beliefs are expressed by answering the following questions: Why use positive reinforcement?, Are we judging children’s behaviors?, Why do children behave in a certain way?, Do we teach children what to feel?, Does positive reinforcement really work?, and How does positive reinforcement work?. The following work is a summary of "Positive Reinforcement to Positive Behaviors" with my thoughts and reflection of the work in the end.
This type of work offered workers few intrinsic rewards, therefore extrinsic rewards were often the only motivational tools available to organizations (Thomas, 2009). Furthermore, extrinsic rewards alone are not sustainable; if you withdraw the reward, the motivation disappears (D 'Ausilio, 2008). Additionally, it hurts intrinsic motivation because rewarding people for doing something removes their innate desire to do it on their own (D’Ausilio, 2008). Today, as stated by Thomas (2009), extrinsic rewards are less important, as day-to-day motivation is strongly driven by intrinsic rewards. According to D 'Ausilio (2008), a Gallup Poll surveyed the top ten employee motivators and listed number one was public praise/recognition. Not having employee motivation can cost an organization dearly. As surveyed by Gallup, according to D’Ausilio (2008), actively disengaged workers cost employers $292- $355 billion per year. Armed with these facts, I would look to intrinsic rewards as a main reward system for employee motivation, mixing in some extrinsic as well. As summarized by D’Ausilio (2008), the two should be combined into a complimentary system to promote
When I was a child my parents would punish and reward me for things I had done. When I was in high school I was expected to get the best grades possible. My parents were always checking to see if my work was done on time and that my grades were to their expectations. I would get small rewards for getting good grades. It was in line with the behaviorism concept of positive reinforcement/punishment and negative reinforcement/punishment. When I would get good grades I would get complements that didn’t seem that sincere. The way they verbalized their praise did not have much enthusiasm. It would make me feel like I didn’t accomplish what they wanted, even though I believed I was doing excellent. However, when I received poor grades the punishments
The topic of positive discipline is one of great importance especially so in the world of athletics. Often time the term discipline is misconstrued by parents, player and unfortunately some coaches. Parents may associate the term as their player being subject to harsh treatment; while athletes my see it as restrictive and punishing, sadly to say some coaches validate both the parents and the athletes view of discipline. Many older or seasoned coaches hold to the concept that discipline simply apply to the performance of all play properly, the athlete focusing solely on the sport they are participating and striving to win every game. Failure to live up to the coaches expectations could result in extreme practices or the like and be falsely labeled as discipline. However, athletes receive positive discipline it spans well beyond the practice or playing field. Positive discipline affects an athlete’s entire life sometimes for their entire life. Undisciplined athletes have the potential to reflect negatively on the entire organization and can be like an infectious disease that spreads rapidly to the whole team. The term “One bad apple will the spoil the bunch” holds especially true in team athletics. In athletics players spend a large amount of their time with fellow teammates making it easy to pick up one another’s habits both good and bad. Coaches and player of sports such as; Baseball, Basketball and Football spend anywhere from two to three hours a day, three to five times a week with one another. Quite naturally do to the many hour’s coaches and players spend together players learn some of their behavior from the coach. Often times coaches have more face time with players than parents; therefore, making positive discipline vit...
Motivation needs motivators to help athletes when they seem to have nothing left. Although in sports we want to see consistent plays, performance, and skills, motivation is something that is not consistent. “Athlete’s motivation is being permanently upgraded, developed and changed under the different environmental influences present during sports participation” (Baric, 2007). “Situational factors act interactively on athletes’ dispositions; the variations in sports behavior are the functions of personal characteristics (goals, skills, knowledge, personality traits, etc.) and the environmental influences (physical and social alike)” (Baric, 2007). Personal and environmental influence can make a difference in how an athlete gains motivation. Motivation from a coach or a parent can lead an athlete to either see the support in a negative or positive view. Screaming, yelling, body language, and tone of voice can really present what someone is saying to be considered either in a positive or negative light. As a coach, you have to understand how you are presenting yourself towards your team or athlete. Parents, teammates, and supporters have to analyze how they are coming off within a situation especially when you are trying to motivate someone. When you have a disconnection between your verbal and non-verbal communication, an athlete can take the information and motivation as a negative and not positively. Coaches as everyone else need to learn how to communicate with their athletes and team. Motivation is something all athlete should posse on their own, but sometimes athlete needs support. No championship or a game was won, because of one person it takes coaches, parents, supporters, trainers, and so much more to make an athlete want to win even if it is a backyard game. Motivation plays a huge role in what a coach can do not only in a leadership role or
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.
According to http://www.thesportinmind.com/articles/extrinsic-vs-intrinsic-motivation/ the fact that extrinsic is caused by external factors means that if the athlete’s has low confidence the support is there whether it is from a crowd cheering or a friend or a family member it is always there. Another advantage is the athlete will always be on a high level of performance which gives the athlete as a chance to improve in order to be on an even higher level. A big advantage is the reward especially if an athlete’s motivation is based on the reward such as sports college scholarship. Meaning that if it is level’s of importance for the athlete such as where their future is going like a scholarship it gives the athlete’s a very big opportunity to be the best and highly motivated. If the athlete is a type of person that is easily motivated externally by a coach the coach’s feedback is another advantage for improving performance and more motivation to be the
During the semester, I learned a lot on how to deal with psychological distress and how as an athletic trainer I should deal with athletes to overcome their situation and be there for them. Throughout my time as an athletic training student, I always liked to observe my preceptors on how they deal with athletics that are having psychological distress after injuries, and how as an athletic trainer I should handle these situations in a professional manner. There is one situation in particular that occurred during the King’s College football season that I would like to discuss.