1) Direction of effort - what people CHOOSE to do with their effor

2) Intensity of effort - how HARD someone is working

3) Persistence (or Duration) of effort - how LONG?

4) Quality of effort - comes through overt behaviours 

1)... as a personality characteristic

2)... as an external influence

3)... as a consequence of behaviour

1) Trait/Person-centered

2) Situation/Environment-centered

3) Interactionist 

... achieving favourable "normative social comparison."

--Am I beating other people!?

Greek 'orthos' meaning "straight"

'gonia' meaning angle 

Thus -- perpendicular, or a right angle....

THUS! NOT A CONTINUUM! You can have any combination of the 2 goal orientations (task, ego)

Personality characteristics -> ____________ -> Amount of effort directed towards these behaviours. 

What is missing piece, which orientation does this belong to & what is the issue!?

Personality characteristics -> Attitude/Beliefs -> Amount of effort directed towards these behaviours. 

Participant/Trait-Centered Assessment of Motivation

The issue is that it does not consider the effect of the SITUATION on the athletes behaviour!!!! Tsk-tsk. 

1) Physical Training/Conditioning

2) Technical Develoment

3) Tactical Development

4) Psychological Development 

An individual's motivational state can be manipulated by changing environment conditions such as feedback. 

Which orientation does this associate with and what is a problem with this orientation?

Situation-Centered Assessment of Motivation

Problem: No consideration given to the characteristics of the individual! 

1) Approval Oriented - the need to gain social approval is STRONGER than the need to avoid social rejection

2) Rejection-Threatened - the need to avoid social rejection is STRONGER than the need to gain social approval

High approval oriented athletes swam quicker in relay race than individual race. Low approval orientated athletes swan quicker in individual race than relay race. 

This represents a _____________ effect.

1) Recognize that both situations and traits have a motivation influence. (& that it's easier to change the situation than the individual)

2) Recognize that there are multiple motives for involvement. 

3) Recognize opportunities where changing the enviro may change motivation.

4) Recognize that coach/leader behaviours can influence athlete motivation. 

5) Recognize the use of behaviour modification programs to change undesirable participant motives.

-improve skills

-have fun (#1!!)

-be with friends (social goal)

-experience thrills and excitement of competition (crazy!?!?!)

-achieve success (task & ego)

-health reasons (medical)

-wt loss 

-fitness development

-personal challenge

-social 

Multiple motives

-Understand why....

-Recognize that people have...

-Recognize that motives can....

1) Competitive vs. Non Competitive Climate

2) Providing multiple "novel" experiences

3) Adjust coaching behaviours in accordance with individuals athlete needs/motives- INDIVIDUALIZED COACHING!?!

1) understand their choice of activity (task difficulty)

2) understand their effort levels on a task (frequency, intensity, duration, quality) 

1) Need Achievement Theory

2) Attribution Theory

3) Achievement Goal Theory

4) Competence Motivation Theory 

5) [Self-Determination Theory]

1) need for competence

2) need for autonomy

3) need for relatedness

1) Personality 

2) Situational Influences

3) Resultant/Behavioural Tendency 

4) Emotional Response

5) Achievement Behaviours

1) Personality

-Motive to ....

-Motive to ....  

-Motive to ACHIEVE SUCCESS! (Healthy) 

-Motive to AVOID FAILURE! (Unhealthy!)

High Achiever = driven/motivated to achieve success. 

Low Achiever = driven/motivated to avoid failure. 

1) Probability of Success - low, high, 50/50

2) Incentive value of success - what can I gain if I win? How satisfying would it be to win/succeed in this situation? ex. nothing riding on the outcome vs. must win to make playoffs

3) Resultant/Behavioural Tendency (of NAT)

High Achievers will ideally seek situations of _______ ________ or ________ _________ (50/50) with _______ possible incentive value. 

POR QUE??

High Achievers will ideally seek situations of maximum challenge or maximum uncertaininty (50/50) with highest possible incentive value. 

Porque... high achievers get the greatest sense of PRIDE (YAYYY!) and accomplishment (WHOHOO!)  when success is achieved in this situation!

Low Achievers will ideally _______ situations with max challenge/uncertainty and ______ _____ very ____ or very _____ situations!

POR QUE?

Low Achievers will ideally avoid situations with max challenge/uncertainty and seek out veryhard or very easy situations

Porque... it is a SELF-PROTECTION STRATEGY! Failing in 50/50 gives onlookers best opportunity to evaluate competence! Therefore, they choose between MAXIMUM SHAME or NO SHAME. When it's really easy or really hard there's already the expectation that they're you going win or going to lose.

4) Emotional Response (of NAT)

Both high and low achievers want to experience pride and avoid shame but..... 

High achievers focus on experiencing ______! [______]

Low achievers focus on experiencing ______! [______]

High achievers focus on experiencing pride! [EXCITEMENT!]

Low achievers focus on experiencing shame! [Worry :( ]

5) Achievement Behaviours (of NAT)

In ________ situations, 

______ achievers will seek out challenge...emotional state generally _______ performance. 

___ achievers will _____ challenges... emotional state generally hinders performance.

In evaluative situations, 

High achievers will seek out challenge...emotional state generally facilitates performance. 

Low achievers will avoid challenges...emotional state generally hinders performance.

A theory that examines various factors upon which people attribute success and failure. 

GO, BERNARD WEINER, GO!

Think.... "weiner" -> whining -> blaming or "attributing" success/failure on you, someone else, lo que sea... 

1) Stability of Conditions - stable vs. unstable

2) Locus of Causality - external vs. internal

3) Controllability -external(not always out of your control)/internal (not always in your control) 

(originally just the first two)

LOCUS OF CAUSALITY!

&

STABILITY!

With respect to Weiner's Original 2-Dimensional Model:

 "INTERNAL" Locus of Causality + "STABLE" Stability = ______?

"EXTERNAL" Locus of Causality + "UNSTABLE" Stability = LUCK

State the 1) stability, 2) locus of causality, 3) controllability of:

WEATHER

1) Unstable

2) External

3) Uncontrollable

State the 1) stability, 2) locus of causality, 3) controllability of:

1) Unstable

2) Internal

3) Controllable

State the 1) stability, 2) locus of causality, 3) controllability of:

1) Stable

2) Internal

3) Uncontrollable 

State the 1) stability, 2) locus of causality, 3) controllability of:

1) Unstable

2) External

3) Controllable??? 

State the 1) stability, 2) locus of causality, 3) controllability of:

1) Unstable

2) External

3) Controllable???

1) Pessimistic Explanatory Style (Global)

2) Optimistic Explanatory Style (Global)

1) achievement goals

2) perceived ability

3) motivation climate

4) achievement behaviour

1) Outcome/Competitive/Ego Goal Orientation

-focus on normative social comparison

-being better than others is the primary source of motivation

2) Task/Mastery Goal Orientation

-focus on self-improvement, effort, and personal mastery

Beating others or being better than others (ego) is often out of our control whereas personal effort (task) are within our control.

THUS highly task oriented ind, can still feel successful even when they lose! 

THUS < likelihood of experience drop in motivation (ie effort) for future tasks! YAYYYYY!

It thwarts the opportunity to allow others to make realistic normative social comparison in regards to ability.

BUT IT PREVENTS CHILD FROM DEVELOPING AND PRACTICING SKILLS!!! SHIZA!!!

With regards to the Dynamic Process of Motivation, if a person has a Competitive/Ego motivation orientation with high perceived ability and is in a Competitive/Outcome motivational climate, what will the achievement behaviour be?

WHY?

ADAPTIVE!

Try hard because motivated by COMPETITION! YAYYYYY!

MALADAPTIVE! 

Want to be better than others but THEY'RE NOT! THEY SUCK! aweeeee

ADAPTIVE??

Theory: fear factor has been removed!

"Well done, Erik. I'm really proud of you ,you were real steady on your shooting today. Actually that was the best you've shot this year. And the effort you put into your skiing over the last kilometer was fantastic. I've never seen you work so hard!" 

Which motivational climate feedback is this an example of??

 Competitive/Outcome Climate feedback......

BAZINGA!!! MASTERY/TASK CLIMATE FEEDBACK!

1) Expectations for success (Perceived confidence) - infl. by social enviro

2) Subject Task Value - infl. by Social Enviro and Self-Schema Identiy

-which by the way also affect eachother! :)

1) Affiliation/Belongingness (#1) "be with or make friends"

2) Social Responsibility "satisfy parent/coach expectations"

3) Social Approval "make ppl proud"

4) Social Status/Recognition ""desire status and attention"

5) Social Concern "do it to help another person"

1) Autonomous Competence Stage

-age <4

-almost no social comparison on skill/ability/performance

2) Social Comparison Stage

-age 5

- who is bigger, faster, better?

3) Integrated Stage

-age?

-know understand when to use self-referenced and social comparison standards

1) Recognize person x situation interactions

2) Emphasize mastery/task goals

3) Assess and correct inappropriate attributions

4) Determine when competitive goals are appropriate

5) Enhance feelings of competence and task value