Sports & Exercise psychology PDF

SPORTS & EXERCISE PSYCHOLOGY ARIANNE MAE S. AREVALO, DSC PE SUBJECT PROFESSOR Lesson 2 – Motivation in Sport and Exercise  Topics:  Motivation – Types  Theories of Motivation in Sport and Exercise and its application Objectives:  Understand different motivation theories.  Apply these theories...

SPORTS & EXERCISE PSYCHOLOGY ARIANNE MAE S. AREVALO, DSC PE SUBJECT PROFESSOR Lesson 2 – Motivation in Sport and Exercise  Topics:  Motivation – Types  Theories of Motivation in Sport and Exercise and its application Objectives:  Understand different motivation theories.  Apply these theories to real-life scenarios. Preliminaries: Visualizing Personal Motivation Factors  There are times in our lives that we felt or feel motivated/demotivated right?  Let us try to visualize what are the factors that we feel demotivated and motivated.  Can you share your personal experiences in sports or any life experience that you encountered to be motivated/demotivated. Motivation  The internal and external forces that drive an individual's behavior in sports and exercise settings.  It influences the direction, intensity, and persistence of behavior and plays a crucial role in determining athletes' performance and adherence to exercise programs. Types of Motivation 1. Intrinsic Motivation  Intrinsic motivation involves engaging in sports or exercise for the inherent joy or satisfaction derived from the activity itself, rather than for external rewards.  Examples:  A runner who loves the feeling of freedom and peace when running through nature.  A basketball player who enjoys the process of skill mastery and challenge in every game. 1. Intrinsic Motivation  Application in sports/exercise:  Coaches should focus on creating an environment that promotes enjoyment and personal fulfillment.  Allowing athletes to set personal goals, offering variety in training routines, and providing positive feedback can enhance intrinsic motivation. 2. Extrinsic Motivation  Extrinsic motivation is driven by external rewards or the avoidance of negative outcomes, such as praise, recognition, or avoiding punishment.  Examples:  A soccer player aiming to win a championship trophy.  An individual who exercises to receive compliments on their physique or to meet societal standards. 2. Extrinsic Motivation  Application in sports/exercise:  While extrinsic rewards can be effective in motivating athletes, it's important not to over-rely on them. Coaches should combine extrinsic motivators with opportunities for athletes to find intrinsic satisfaction, ensuring long-term commitment. 3. Amotivation  Amotivation refers to the absence of motivation, where an individual sees no purpose or value in the activity.  Example:  A swimmer who has lost interest in the sport and no longer sees the point in training. 3. Amotivation  Application in sports/exercise:  Recognizing amotivation early is crucial. Coaches and trainers should work to re-engage the athlete by helping them rediscover their passion or reframe their goals.  This might involve a change in training methods, offering new challenges, or exploring different aspects of the sport. Theories of Motivation in Sport and Exercise 1. Self-Determination Theory (SDT)  SDT posits that motivation varies in the degree to which it is self-determined. It highlights three psychological needs:  1. Autonomy: The need to feel control over one’s behavior.  2. Competence: The need to feel effective and capable.  3. Relatedness: The need to feel connected to others. 1. Self-Determination Theory (SDT)  Example:  An athlete who feels empowered to make decisions about their training regimen (autonomy), receives positive reinforcement for improving skills (competence), and feels supported by teammates (relatedness) is more likely to maintain high levels of intrinsic motivation. 1. Self-Determination Theory (SDT)  Example:  An athlete who feels empowered to make decisions about their training regimen (autonomy), receives positive reinforcement for improving skills (competence), and feels supported by teammates (relatedness) is more likely to maintain high levels of intrinsic motivation. 1. Self-Determination Theory (SDT)  Application in sport/exercise:  Coaches should foster autonomy by allowing athletes to contribute to decision-making. For example, letting athletes choose specific drills or set personal goals can enhance their sense of control.  Competence can be nurtured through targeted feedback that acknowledges progress and highlights strengths.  Relatedness can be promoted by creating a supportive team environment where athletes feel valued and connected to others. 2. Achievement Goal Theory (AGT)  AGT emphasizes the importance of an athlete’s goal orientation:  Task Orientation: Focus on personal improvement and effort, leading to a sense of achievement through skill development and mastery.  Ego Orientation: Focus on outperforming others and demonstrating superior ability, leading to success measured by comparison to others. 2. Achievement Goal Theory (AGT)  Example:  A gymnast with a task orientation might measure success by improving their routines and perfecting specific moves, regardless of competition results.  A gymnast with an ego orientation might focus solely on winning medals. 2. Achievement Goal Theory (AGT)  Application in Sport/Exercise:  Coaches can encourage task-oriented goals by emphasizing effort, learning, and personal progress. For example, setting individual performance targets in practice rather than only focusing on competition outcomes.  Ego orientation may have benefits in competitive environments but can also lead to stress and burnout if not balanced with task-oriented goals. 3. Attribution Theory  Attribution theory focuses on how athletes explain their successes and failures, using three dimensions:  Locus of Control: Is the cause internal (e.g., effort) or external (e.g., weather conditions)?  Stability: Is the cause stable (e.g., natural talent) or unstable (e.g., luck)?  Controllability: Is the cause within the athlete’s control (e.g., practice) or outside their control (e.g., referee decisions)? 3. Attribution Theory  Example:  An athlete who attributes a win to their hard work (internal, stable, controllable) is more likely to maintain high motivation. Conversely, an athlete who blames a loss on bad luck (external, unstable, uncontrollable) may feel discouraged. 3. Attribution Theory  Application in Sport/Exercise:  Coaches should encourage athletes to attribute their successes to internal, controllable factors (e.g., effort, preparation) to build confidence and persistence.  After setbacks, reframing the experience by focusing on factors the athlete can control in the future (e.g., improving specific skills) helps maintain motivation. 4. Social Cognitive Theory (SCT)  SCT emphasizes the role of self-efficacy, or the belief in one’s ability to succeed, in motivating behavior.  Self-Efficacy: Belief in personal capability.  Vicarious Experiences: Learning from observing others.  Verbal Persuasion: Encouragement from others. 4. Social Cognitive Theory (SCT)  Example:  A tennis player who watches videos of professional athletes, receives positive feedback from their coach, and experiences small successes in practice will build self-efficacy and motivation. 4. Social Cognitive Theory (SCT)  Application in Sport/Exercise:  Coaches should focus on building athletes' self- efficacy by setting achievable short-term goals, offering encouragement, and modeling successful behaviors through examples of others’ performances.  Incorporating role models and positive reinforcement can help athletes believe in their abilities, thereby increasing motivation and persistence. 5. Expectancy-Value Theory  Motivation is influenced by the expectations of success and the value placed on the outcome.  Expectancy: The belief that one can succeed in the task.  Value: The importance or enjoyment one places on the task. 5. Expectancy-Value Theory  Example:  An athlete who believes they can improve their sprint time and values the competitive aspect of running is more likely to be motivated to train hard. 5. Expectancy-Value Theory  Application in Sport/Exercise:  Coaches should help athletes set realistic goals to increase their expectancy of success. By aligning training with activities athletes find valuable or meaningful (e.g., focusing on areas they are passionate about), motivation will be enhanced. 6. Reversal Theory  Reversal theory suggests that motivation is dynamic, with individuals switching between different motivational states based on the situation.  Serious/Playful: Athletes may switch between being highly focused and serious to being playful and relaxed, depending on the context.  Conforming/Rebellious: Athletes may switch between following the rules or expectations and seeking independence. 6. Reversal Theory  Example:  A football player might be highly serious and competitive during a championship game but take a more playful approach during a training session designed to relieve stress. 6. Reversal Theory  Application in Sport/Exercise:  Coaches can use this theory to recognize that motivation is fluid and adjust training sessions accordingly. For instance, incorporating playful drills after a serious competition period may help to refresh athletes' mindsets and keep motivation high. Generalization:  By applying these motivation theories effectively, athletes and exercisers can achieve greater satisfaction, perseverance, and success in their respective sports or fitness programs. Activity 3: Reflection Paper  Make a reflection paper on personal exercise motivations. Include the situation (place or environment/scenario). How did you motivate yourself? What are your takeaways? Activity 3: Reflection Paper  Criteria: Reflection/Processing Tasks Rating Depth of thoughts/Clarity & coherence 30% Integration of Concepts 30% Critical Thinking 20% Creativity & Originality 20% Total 100%  Thank you very much for today! I hope you learn something today. Enjoy learning & see you next meeting!