Peds303

a process which governs the direction (approach or avoid), intensity (effort), persistence (duration), and quality (superficial or deep) of effort

• 1. Trait-centered view (goal-orientation: task or ego affects beh through attitudes and beliefs)
• 2. Stiuation-centered view (motivation is a function of the characteristics of the situation)
• 3. Interactionist view (motivation is a function of the interaction between the individual`s characteristics and the siuation)

• 1. Recognize that both situations (easier to change) and traits affect motivation
• 2. Recognize that there are multiple (competing, different, changing) motives for involvement in sport
• 3. Recognize that you can change the env to change motivation (competitive vs. non-competitive, novel, coaching)
• 4. Recognize that leaders influence motivation
• 5. Recognize the use of behavior modification programs to change undesirable participant motives

• intrinsic motivation
• -people need (want) to feel efficient at activities under their control
• -affected by positive feedback

• affiliation motivation: concern of establishing, maintaining, or restoring positive affective relationships with people
• -approval oriented (need to gain social approval is greater than need to avoid social rejection) or rejection threatened

• self-comparison of achievement
• -strive for task success, persist in failure, experience pride in accomplishments

• social evaluation or comparison
• -disposition for satisfaction when making comparisons with some standard of excellence in the presence of evaluative others

• 1. understand athlete's choice of activity
• 2. understand athlete's effort levels on a task

• 1. self-determination theory
• 2. need acheivement theory
• 3. attribution theory
• 4. achievement goal theory
• 5. competence motivation theory

• for an individual to experience the highest levels of intrinsic motivation on a task, they need to have 3 psychological needs fulfilled: competence, autonomy, relatedness (CAR)

• -interactionist approach that considers personality and situational factors as motivating beh
• personality factors (achieve sucess or avoid failure) x situational factors (probability and incentive for success)= resultant tendency (high ach max challenge or uncertainty vs low ach max certainty)--> emotional reactions (pride or shame) --> achievement beh (evaluative challenge or avoidance)
• PS REA

• =examine factors upon which people attribute success and failure
• -original 2-D model: stability (stable or unstable) and locus of causality (internal or external)
• -3rd dimension: controllability

-based on individual's perceptions not on the theorist's perceptions

• 1. Drive Theory
• 2. Inverted U-hypothesis
• 3. Individualized Zones of Optimal Functioning (IZOF)
• 4. Catastrophe Theory
• 5. Multidimensional anxiety theory
• 6. Reversal Theory

• -as arousal increases, performance of the dominant response increases as well
• -for basic simple motor skills
• ie. social facilitation improves well-lerned simple tasks in presence of others, performance of poorly-learned, compelx tasks decreases in presence of others

-midrange of physiological arousal for optimal performance

-can`t explain why some elite athletes choke

• 1. can`t explain sudden crash in performance
• 2. doesn`t focus on anxiety
• 3. assumes everyone needs a moderate level of arousal

• individualized zones of optimal functioning
• -every athlete has an optimal zone of anxiety or arousal for ideal performances (can be in lower, middle, or upper end of the state anxiety continuum)
• -cluster analysis, intra-individual approach

• 1. multiple assessments take a long time
• 2, need considerable experience to identify performance-anxiety zones and outliers
• 3. difficult for coaches to be aware of each athlete`s IZOF

• -incorporates cognitive state anxiety, physiological arousal as they affect athletic performance
• -complex relationship

• 1. Arousal and anxiety do NOT always have negative effects on performance
• 2. They can be facilitative or decilitative depending on the INTERPRETATION. Self-confidence and enhanced perceptions of control

-cognitive anxiety is negatively related to performance and physiological anxiety is an inverted U

• -performance depends on individual`s interpretation of arousal level (interpretation can change)
• -pleasant excitement interpretation is better for performance than unpleasant anxiety

• 1. intensity (amt of anxiety)
• 2. direction (interpretation as facilitative or debilitative)

• perceived control--> facilitative
• no control--> debilitative

• 1. Muscle tension, fatigue, coordination difficulties
• 2. too narrow of attnl focus
• 3. Decrease environmental scanning
• 4. shift to dominant attnl style
• 5. attn to inappropriate cues

• -increased anxiety interferes with WM resources
• -affects the long run

• 1. Task--personal improvement, personal mastery, high effort
• 2. Ego--acheiving favorable normative social evaluation (want to look better than competition)

• 1. situation and trait affect motivation
• 2. multiple motives why
• 3. change env to change motivation (competitive vs. non-comp, novel, coaching)
• 4. leaders influence motivation
• 5. beh modification programs to change undesirable participant motives

• 1. pessimistic explanatory style (attribute failure to internal-stable, uncontrollable factors)--> learned helplessness
• 2. optimistic explanatory style (attribute failure to external-unstable, or internal-unstable factors)--> expect future success

-accurately understand why they failed and succeeded

• -explains motivation
• -interactionist theory that considers: achievement goals (ego goal or task goal orientation), perceived ability (high or low), motivational climate, achievement behavior (performance, effort, persistence, task choice)
• APMA (Achievement goals + perceived ability--> achievement beh)

• -motivated to feel worthy or competent
• -takes emotions (affect) into account

• 1. stability
• 2. locus of causality
• 3. locus of control

entity view

incremental focus

• 1. autonomous competence stage--environment mastery, little social comparison, <4yrs old
• 2. Social comparison stage--compare self to others, age 5
• 3. Integrated stage--both social and self comparison

• 1. Role-related beh (dynamic, external, strongly influenced by social env)--how you act in diff situations
• 2. Typical responses--measured repeatedly, how you typically respond in diff situations
• 3. Psychological core (consistent, internal)--basic and deepest attitudes, values, interests, and motives

• 1. Psychodynamic approach-unconscious mechanisms
• 2. Trait approach-consistent, enduring characteristics
• 3. Situation approach-the env and REINFORCEMENTS
• 3. Interactional approach-the characteristics and env
• 4. Phenomenological approach-the subjective interpretation of themselves and their experiences

• -the study of the unconscious mechanisms that are in conflict that make up a person`s personality
• -conflict between ID and SUPEREGO, subjective unconscioue mechanisms
• -difficult to test and replicate, little focus on social env

• -to study personality
• -the study of the enduring, consistent characteristics that predisposes people to act in a certain way
• (Cattell's 16 personality facotrs and Big Five Trait model of personality components)
• -no mention or situation, no one ideal personality

• Every Good Player Eats Many Chips
• 1. The Early Years
• 2. The Griffith Era
• 3. Preparation for the future
• 4. Est of academic sport psych
• 5. Multidisciplinary science and practice in sport and exercise psychology
• 6. Contemporary sport and exercise psychology

• Profile of Mood States
• -compares mood states between successful (score higher on vigor, iceberg profile) and less successful athletes
• -intra-individual approach, repeated measurements prior to competition

• -The Early Years (Period 1)
• -1st social psych and sport psych experiment

• The Griffifth Era (Period 2)
• -1st lab in sport psych

• -Preparation for the future (Period 3)
• -responsible for field's scientific development

• -Establishment of academic sport psychology (Period 4)
• -est as a science

scientific study of people and their beh in sport and exercise contexts and the practical application of that knowledge

• 1. effects of psychological factors on physical performance
• 2. effects of physical activity on psychological development

study of psychological (anxiety/arousal) process through measures of physiological responses

-better predictive power than trait anxiety

-beh is determined by a complex interaction between env and the individual

• -beh is determined by env and cognition
• -role of cognition is the primary determinant of beh

• 1. observational learning (imitating observed beh)
• 2. social reinforcement (feedback)

Social learning theory--vicarous learning, people don`t have to receive punishment or reward to shape beh, they will copy beh that have received (+) social rein

• -intrinsic motivation
• -example of situation-centered view of motivation

• -affiliation motivation
• -an example of the interactionist view

• strive, persist, experience pride
• -achievement motivation

self-comparison or achievement

social evaluation or comparison

high acheivers

• very easy or very hard
• -low achievers

• 1. motivated to achieve success
• 2. seek max challenge and max uncertainty
• 3. focus on experiencing pride
• 4. seek out challenge in evaluative situations

• 1. motivated to avoid failure
• 2. seek max certainty
• 3. focus on avoiding shame
• 4. avoid challenge in evaluative situations

(-) feelings of worry, nervousness, and aprehension due to an individual's interpretations of events and its associated arousal patterns

• -state anxiety
• -unstable or fluctuating, subjective, apprehension, autonomic nervous system

• 1. cognitive state anxiety: worries and concerns
• 2. somative state anxiety: perceived unpleasant physiological response to threatening situations

competitive state anxiety

• 1. Somatic A-state
• 2. Cognitive A-state
• 3. State Confidence

Endler's differential hypothesis

• 1. muscle tension and coordination difficulties--involutary contractions
• 2. attn/concentration changes--preoccupation with inappropriate task (cognitive interference)
• 3. over-aroused--attnl narrowing

stress

stressor

• -coping
• -ongoing dynamic process, cognitive, behavioral, affective