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Definition
| Explanations people give to explain the cause of the event outcome |
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| Personal force + environmental force |
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| (internal / external) Extent to which people bleieve they are responsible for their behavioral outcomes |
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| (stable / unstable) An athlete's expectations are implicity tied to the stability factor. Will events remain the same or vary over time? |
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| (controllable / uncontrollable) Does the athlete feel as though they have control over the situation? |
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| Attributions may vary due to … |
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Definition
| culturalization and socialization differences, values, abilities, race, and ethnicity |
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Definition
| Attributions for success or failure can be predicted on the performance of others on the same task. |
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Term
| Two levels of emotional response: |
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| Attribution free (primitive level); Attribution dependent |
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| Stability determines ____ |
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Definition
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Term
| Functional attribution strategy |
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Definition
| Explain a failure as being controllable and unstable |
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| Dysfunctional attribution strategy |
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Definition
| Explain a failure as being uncontrollable and stable |
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Definition
| Identify types of attribution; analyze impact of attributions; restructure attributions and practice |
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Definition
| All successes attributed to internal causes |
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| Ego-protecting strategies |
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Definition
| All failures attributes to external causes |
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Term
| _____ is an important factor in thinking about motivation, confidence, self efficacy, etc. |
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Definition
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Term
| In children _____ changes as a function of development and in maturity through cognitive restructuring |
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Definition
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| ____ refers to disposition towards an achievement situation |
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Definition
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Term
| The two types of achievement motivation are ____ |
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Definition
| Task-oriented and ego-oriented |
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Term
| Undifferentiated goal perspective (Level 1) |
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Definition
| Ability, effort, and outcome are all the same thing. At this stage, a child is more task-oriented |
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Definition
| Begins to recognize the difference between effort and ability. However, effort is still considered the key to success (6 - 7) |
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Definition
| There is more differentiation between ability and effort (8 - 10) |
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Definition
| Differentiates that ability, effort, luck, and outcome are different entities (11 - 12) |
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Term
| A strong ____ (or mastery) orientation is highly recommended for athletes and those following and exercise regime |
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Definition
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Term
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Definition
| Tasks (variety and diversity facilitate learning); Authority (active engagement in the learning process; Reward (focused on individual gains and improvement); Grouping (put in groups so that they may be able to work on individual skills in a cooperative learning environment); Evaluation (need to have several individual tests that focus in effort and personal improvement); Timing (critical to how the aforementioned factors interact) |
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Term
| ____ people tend to exhibit adaptive motivational patterns |
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Definition
| Task-oriented; Choose challenging tasks which allows them to demonstrate persistence and effort. Also, self-improvement is crucial |
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| ____ people tend to exhibit maladaptive motivational patterns |
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Definition
| Ego-oriented; Those with low perception of ability with … |
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Definition
| Someone who isn't motivated |
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| Task orientation often associated with higher intrinsic motivation |
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Definition
| If you are intrinsically motivated, other people's performances are not your judge of person's success |
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Definition
| Whether a person approaches or avoids an objective competitive situation |
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Definition
| An evaluation (usually positive or negative) of one's response to the standards of the performance comparison |
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Definition
| Competition group; Cooperation group (solved more puzzles) |
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Term
| Competition and Aggression |
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Definition
| Factors related to aggression include structure of the game (point differential, playing at home or away, outcome, league standings, rivalry, type of sport). |
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Term
| Competitive Sport and Success in Life |
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Definition
| Athletes in educational programs have higher educational aspirations than nonathletes |
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Term
| Remember: Athletes have no more or less career success than nonathletes |
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Definition
| Remember: Athletes are no more or less deviant than nonathletes |
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Term
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Definition
| neither inherently good nor bad |
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Term
| Competition and Cooperation are ___ |
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Definition
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| General Principles of Cooperative Games |
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Definition
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Term
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Definition
| Belief in your powers/abilities |
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Definition
| Condition of being motivated |
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Definition
| To provide with a motive; impel |
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Definition
| A need or desire; something that causes a person to act |
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Term
| Self confidence ______ equal motivation |
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Definition
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Term
| Self-Efficacy Theroy (Bandura) |
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Definition
| "...refers to beliefs in one's capabilities to organize and execute the courses of action required to prpoduce given attainments" |
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Term
| Competence Motivation Theory (Harter) |
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Definition
| Based on feelings of personal competence / mastery (perceived competence); The greater the competence, the more attempts at mastery. |
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Term
| Ways to enhance competence motivation: (Harter) |
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Definition
| 1. Provide positive and encouraging feedback 2. Focus on skill improvement, effort, enjoyment and intrinsic factors (mastery vs. outcome). 3. Friendship and peer group acceptance. |
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Term
| Harter based his theory on 3 basic parts: |
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Definition
| Cognitive (school or academic competence); Social (peer-related competence); Physical (skill at sports or physical activities) |
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Term
| People who underestimate their competence… |
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Definition
| tend to drop out of sports and exercise activities |
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Term
| Consequences of sport confidence |
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Definition
| Affect; Behavior; Cognition |
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Term
| Four Factors that influence self-efficacy |
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Definition
| Mastery Experience, Social Modeling, Verbal Persuasion, Physiological and affective states |
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Term
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Definition
| Performance accomplishments |
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Term
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Definition
| Vicarious experience - observing others, modeling |
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Definition
| Positive feedback or encouragement |
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Term
| Physiological and affective states = |
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Definition
| Activation/arousal, mood state |
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Term
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Definition
| Positive or negative shift in cognition, affect, physiology, and behavior caused by and even or series of events that result in a corresponding shift in performance and competitive outcome (Taylor & Demick) |
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Term
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Definition
| Antecedents-Consequences Model; Multidimensional Model; Projected Performance Model |
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Term
| Three situational variables related to self-confidence in women & girls |
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Definition
| Nature of task; Ambiguity of available information; Social comparison cues* |
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Term
| Self-determination theory deals with |
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Definition
| Competence, Autonomy, and Relatedness |
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Term
Remember:
Social Factors --> Psychological Mediators --> Motivation --> Consequences |
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Definition
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Term
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Definition
| Success / failure; Cooperative / competitive; Coaches behavior |
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Term
| Psychological Mediators (Self determination theory) |
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Definition
| Perceptions of - Competence, Autonomy, Relatedness |
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Term
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Definition
| Intrinsic, Extrinsic (External, Introjected, Identified, Integrated), Amotivation |
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Term
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Definition
| No motivation or sense of self-determination… lack a sense of efficacy or control |
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Term
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Definition
| A motive that is purely internal in terms of causality. Is multidimensional. Highly self-determined |
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Term
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Definition
| Get a reward or avoid punishment |
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Term
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Definition
| Partially internalized motive. Is causality internal or external? |
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Definition
| Instrumental to own goals. Moving toward internal casuality. |
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Definition
| Have internalized and integrated motive to internal control. Very similar to intrinsic motivation |
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Definition
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Term
| Physical education participation |
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Definition
| Ferrer-Caja & Weiss (2000) |
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Term
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Definition
| Extrinsic motivation or rewards encourages participation |
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Term
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Definition
| reduction in intrinsic motivation |
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Term
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Definition
| The idea that giving rewards to participate in an appealing activity can lead to a decrease in intrinsic motivation for the activity |
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Term
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Definition
| Extrinsic rewards can either add or detract from intrinsic motivation |
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Term
| Extrinsic rewards result in a perceived ____ in control, thus ____ intrinsic motivation |
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Definition
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Term
| Effective Coaching Practices |
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Definition
1. Catch kids doing things right & give praise
2. Be sincere
3. Develope realistic expectations
4. Reward effort
5. Focus on teaching and practice skills |
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