Week 3 Leisure Motivation PDF

**Leisure Needs & Motivation** **Origins of Needs** - **Physiological needs** - **Biological needs essential for survival** - **Need for optimal arousal** - **Psychological needs** - **Not necessary for survival like biological needs** - **Make life worth living**...

**Leisure Needs & Motivation** **Origins of Needs** - **Physiological needs** - **Biological needs essential for survival** - **Need for optimal arousal** - **Psychological needs** - **Not necessary for survival like biological needs** - **Make life worth living** - **People engage in all kinds of activities unrelated to basic needs** **Examples of Human Needs** **Psychological Needs for University Students (Text. P. 149)** 1. Self esteem 2. Relatedness 3. Autonomy 4. Competence 5. Pleasure (Stimulation) 6. **Physical thriving** 7. **Self-actualization (meaning)** 8. **Security** 9. **Popularity (influence)** **Maslow's Hierarchy of Needs** - **Maslow developed a hierarchy of needs, which states that people's behaviours are guided or motivated by a sequence of needs.** - **The lower-level needs such as physiological needs (like food and water) must first be met before satisfying higher order needs.** **Self-Determination Theory** - **A macro theory of human motivation and personality, concerning people\'s inherent growth tendencies and their innate psychological needs (Deci & Ryan, 2002, 2017).** - **Basic needs theory** - **Organismic integration theory (Motivation theory)** - **Cognitive evaluation theory** **Basic Needs Theory (Deci & Ryan, 2000, 2017, text. p. 149)** - **The need for autonomy: The belief that one\'s goals, actions, and behaviours are self-directed and aligned with personal interests and values.** - **It involves the freedom to make choices and control one's behaviour.** - **The need for competence: The belief in one's ability to act effectively and achieve goals. It involves seeking out challenges and functioning successfully.** - **Involves effective functioning and the desire to seek out and conquer ever bigger challenges.** - **The need for relatedness The need to feel loved, connected, and understood by others, and to be meaningfully engaged in the broader social world.** A diagram of a well being Description automatically generated   **Example 1:** The Contribution of Camp Program on Basic Psychological Needs for Campers with a Physical Disability (Van Daele, 2017) **Example 2:** Campers' Need Satisfaction (Gillard, Watts, & Witt, 2007) - **Practical Recommendations (Reading, p. 183-184)** - **Autonomy could be facilitated by providing information about options and actions, acknowledging feelings, incorporating campers' perspectives into activities, and providing structure and guidance that explains why certain behaviours are encouraged or discouraged once the girls arrived at the camp.** - **Relatedness could be fostered by hiring skilled and caring counsellors, learning more about campers\' background and interests, and having counsellors model expected and desired behaviours.** - **Competence could be facilitated by organizing activities to maximize skill-building and providing effective and positive feedback.** If an intrinsically motived coach, instructor, or counselor "infects" you, then those you teach will likely "catch" an even stronger dose of intrinsic motivation than you did (Text, p. 184). **Leisure Needs Model (Iso-Ahola, 1989, 2023)** - **Escaping By escaping the everyday environment, a person can leave behind his or her personal and/or interpersonal worlds.** - **Personal: One's own problems, troubles, difficulties, and failures** - **Interpersonal: Other people such as co-workers, friends, and family members** - **Seeking: The tendency to seek psychological need satisfactions by participating in leisure activities** - **Personal: Self-determination, sense of competence, challenge, learning, exploration, and relaxation** - **Interpersonal: Social contact and connectedness** **Intrinsic Motivation (Text. pp. 174-175)** - - **It involves interest, enjoyment, and action taken solely for its own sake.** - **Three Forms of intrinsic motivation** - **Toward experiencing stimulation** - **Toward accomplishment** - **Toward knowledge** **Leisure Motivation and Well-being among Adolescents and Young Adults (2015)** - **When intrinsic motivation to know, to accomplish, and to experience stimulation was high, overall well-being was also high.** - **Knowledge (*r*=0.34)** - **Accomplishment (*r*=0.32)** - **Stimulation (*r*=0.31)** - **Intrinsic motivation to known was found to be a significant contributor of well-being.** **Extrinsic Motivation** - **Motivation that causes people to do something for a reward or to avoid a penalty.** **Self-Determination Theory (SDT)** - **Organismic integration theory (Motivation Theory)** - **Primarily concerned with how the variations in motivation are organized with respect to one another** **Four Types of Types Motivations (Ryan & Deci, 2000; Text. 175-178)** - **Integrated: Result from internalizing an activity or behaviour so completely that it becomes a major part of "who you are" as a person.** - - - **Integrated Extrinsic Motivation** - **Results from the complete internalization of extrinsic regulation** - **Serious leisure** - **The older adults more frequently experienced flow in activities that were extrinsically motivated.** - **Leisure-job activities** **(extrinsic motivation with perceived freedom): hobbies, volunteering, caring and playing with grandchildren, and exercise.** **Amotivation (Deci & Ryan, 1985, 2017)** - - **Occurs when both intrinsic motivation and extrinsic motivation are absent** - **It is "a state in which people lack the intention to behave.... \[likely because\] they lack either a sense of efficacy or a sense of control with respect to a desired** **outcome."** - **Continuing to run every day without understanding why is an example of amotivation.**  **Leisure Motivation and Well-being among Adolescents and Young Adults (Padhy, Valli, Pienyu, Padiri, & Chelli, 2015)** - **Adolescents were found to be high on amotivation and low on well-being levels than young adults (e.g., meaningless time).** - **When identified and** **introjected motivations increased, overall well-being was also increased.** - **Awareness programs about (a) learning personally meaningful and healthy ways to use one's free time, (b) developing interests, (c) avoiding boredom, and (d) learning to overcome constraints to participate in desired leisure activities, can be helpful.** **Overjustification Effect: Danger of Rewards and Praise in Leisure** **The introduction of extrinsic rewards tends to undermine people's experience of self-determination and induce a shift in perceived locus of causality from \_\_\_\_\_\_\_\_\_\_ to external.** **Time Spent Playing with Colored Markers (Text, p. 188; Lepper, et.al., 1973)** **Overjustification Effect (Cont.)** - **If a person is not intrinsically motivated to start with, then a reward cannot hurt because the behaviour could not become over justified.** - **If the reward is not offered before an individual decides to participate, then participation is likely to be seen as being under the individual's control and the reward perceived as a bonus, rather than as a bribe.** **Two Preconditions of Leisure** - **Perceived freedom: A state in which the person feels that what she or he is doing is done by choice and because one wants to do it (Neulinger, 1981)** - **Has to VS. Wants to** - **Intrinsic motivation: Motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure** ***Leisure state of mind*** - **Pure leisure -- be freely chosen and intrinsically motived** - **Leisure-job -- be freely chosen and extrinsically motived (amateur poker player)** ***Non- leisure state of mind*** - **Pure work -- little or no freedom of choice, intrinsically motived (homework, professional hockey player)** - **Pure job -- little or no freedom of choice, extrinsically motived (typical job with no intrinsic reward)** **In-Class Activity: What was Your State of Mind Yesterday?** **Self-Efficacy (Bandura, 1986, 2000)** - - - **Factors affecting self-efficacy** - **Mastery experience: The most important factor determining a person\'s self-efficacy. Simply put success increases motivation and self-efficacy while failure decreases it.** - **Modeling (Vicarious Experience): Observing others can influence self-efficacy. If someone else can do it, the individual may believe they can do it too. "If they can do it, I can do it as well."** - **Social persuasions: Encouragement or discouragement from others can affect a person's self-efficacy.** - **Physiological factors: A person\'s interpretation of their physiological responses (e.g., stress, anxiety) can significantly impact their self-efficacy.** - **"Don't ask how you can motivate others, but ask how you can create the conditions within which others will motivate themselves."** - **Answer is "­­­­­­­­­­ Autonomy Support"** 1. **Providing opportunities for personal choice and control** 2. **Using rewards with care to avoid perceptions of external control and bribery** 3. **Involving the participants in the decision making process** 4. 5. **Theory-based Youth Programming (Duerden & Gillard, 2011)**