Title Motivation in sport and physical activity: Synthesis ... · 80 90 100 Task Ego. Free Choice...
45
Title Motivation in sport and physical activity: Synthesis of theories and methods Author(s) John Wang Source Joint 7 th SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference, Singapore, 9 - 11 September 2013 This document may be used for private study or research purpose only. This document or any part of it may not be duplicated and/or distributed without permission of the copyright owner. The Singapore Copyright Act applies to the use of this document.
Transcript of Title Motivation in sport and physical activity: Synthesis ... · 80 90 100 Task Ego. Free Choice...
Title Motivation in sport and physical activity: Synthesis of theories and methods Author(s) John Wang Source Joint 7th SELF Biennial International Conference and Educational Research
Association of Singapore (ERAS) Conference, Singapore, 9 - 11 September 2013
This document may be used for private study or research purpose only. This document or any part of it may not be duplicated and/or distributed without permission of the copyright owner. The Singapore Copyright Act applies to the use of this document.
Motivation in Sport and Physical Activity:
Synthesis of Theories and Methods.
John Wang, PhD
National Institute of Education, Nanyang Technological University, Singapore
Introduction
Trend in PA & Sedentary Behaviour in Singapore
0
500
1000
1500
2000
2500
3000
Sport Exercise General PA Sedentary
kcal/
kg
Pri
Sec
JC
Wang et al., 2008
Barriers to PA
0
5
10
15
20
25
30
35
40
45
50
Men Women
Not sporty type
injury
rest/relax
no time
poor health
ADNFS (1992); Ball, Crawford, & Owen (2000)
Overview of Presentation
Define motivation
Overview of the three theoretical frameworks
sport ability beliefs
achievement goal theory
self-determination theory
Synthesis of theories and methods- some examples
Summary
Understanding Motivation
Direction
Persistence over time
Persistence
Intensity
Performance
Study of Motivation
Theory Y
Theory X Theory Z
Sport Ability Beliefs
Dweck & her colleagues (Dweck & Leggett, 1988) proposed that theories of intelligence that people hold create different goals.
Mastery Goals
Sport Ability Beliefs
Learning
Improvement
Stable
Gift
Entity
Incremental
Ego
Task
Enjoyment
0.515
0.264
0.126
0.857
0.964
0.842
0.832
0.861
0.771
0.772
0.637
0.636
0.508
0.555
0.463
Biddle et al., 2003
2 = 815.49, df = 343, NNFI = 0.915, CFI = 0.921, RMSR = 0.065, RMSEA = 0.047
Learning
Improvement
Stable
Gift
Entity
Incremental
Ego
Task
Enjoyment
0.515
0.264
0.126
0.857
0.964
0.842
0.832
0.861
0.771
0.772
0.637
0.636
0.508
0.555
0.463
Biddle et al., 2003
2 = 815.49, df = 343, NNFI = 0.915, CFI = 0.921, RMSR = 0.065, RMSEA = 0.047
Wang et al. 2002
-2
-1.5
-1
-0.5
0
0.5
1
1.5
Task Ego PC
Cluster 1
Cluster 2
Cluster 3
Wang et al. 2002
-0.8
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
Increm Entity RAI PA
Cluster 1
Cluster 2
Cluster 3
Sport Ability Beliefs
Entity beliefs do not allow feelings of confidence and control over future outcomes, especially when perceived competence is low, thus resulting in less adaptive responses.
Incremental beliefs, through the pursuit of task goals, allow the feeling that success is under one’s personal control (Duda & Nicholls, 1992; Nicholls, 1989), resulting in more adaptive motivational patterns.
It is apparent that looking at self-conceptions of ability or beliefs is useful in understanding students’ motivation in physical activity settings.
Achievement Goal Theory
Nicholls’ AGT (1989) assumes individuals strive to demonstrate competence and avoid showing incompetence.
Achievement Goal Theory
Predictions: Goal Orientation Perceived Ability Behaviour Pattern
Ego/Performance High Adaptive
Ego/Performance Low Maladaptive
Task/Mastery High or Low Adaptive
A 2x2 Achievement Goal
Definition
Mastery Performance
Valence
Approach Mastery-Approach
Performance-Approach
Avoidance Mastery-Avoidance
Performance-Avoidance
Wang, Biddle & Elliot 2007
-1.5
-1
-0.5
0
0.5
1
1.5
Z S
co
re
Clustering Variable
Moderate
Low
High
Mastery
-1
-0.5
0
0.5
1
EN
JOY
EFFO
RT
BO
REDO
M PA
Outcome Variable
Z S
co
re
Moderate
Low
High
Mastery
Wang, Biddle & Elliot 2007
-1
-0.5
0
0.5
1
RAI AMOTIV RELATED PCOMPZ S
co
re
Psychological Variable
Cluster 1
Cluster 2
Cluster 3
Cluster 4
Wang, Biddle & Elliot 2007
Self-Determination Theory
According to SDT, people are active organisms seeking to master their internal and external environment (Ryan & Deci, 2008). Three psychological needs are essential conditions for self-growth, integrity and well-being. Goals pursuit are driven by psychological needs.
Goal Pursuit
Autonomy
Competence
Relatedness
Self-Determination Theory
Ext Events Int Events
Needs Satisfied
Intrinsic Motivation
Needs Thwarted
Intrinsic Motivation
Task Ego
Nature of Motivation
Extrinsic Motivation
Intrinsic
Motivation
Amotivation
Self-Determination Continuum:
External
Regulation Intrinsic Non-regulation
Extrinsic Motivation
-- - + ++ --
The self-determination Continuum
Intrinsic
Motivation
Amotivation
Introjected
Regulation
Identified
Regulation
Integrated
Regulation
Self-Determination Theory
Spray, Wang, Biddle, & Chatzisarantis (2006) experimentally-induced achievement goal involvement with autonomous and controlling communication styles.
Spray, Wang, Biddle, & Chatzisarantis, 2006
0
1
2
3
4
5
6
Enjoy Free Chocie perf
Task
Ego
*
Spray, Wang, Biddle, & Chatzisarantis, 2006
0
10
20
30
40
50
60
70
80
90
100
Task Ego
Free Choice Behaviour
Spray, Wang, Biddle, & Chatzisarantis, 2006
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Enjoy Free Chocie perf
Auto
Control
*
*
*
Spray, Wang, Biddle, & Chatzisarantis, 2006
0
10
20
30
40
50
60
70
80
90
100
110
Auto Control
Free Choice Behaviour
*
Self-Determination Theory
Teachers, as the significant others in the PE classroom, should adopt an autonomy-supportive style when communicating with their students.
This will minimize the internally controlling effect of ego involvement and facilitate internalisation towards more autonomous behaviour (internal locus of causality).
According to SDT, this internalisation process causes the individual to initiate and regulate his or her behaviour in more self-determined ways, thereby increasing intrinsic motivation.
Summary
If the aim of educators is to promote intrinsic goals and interest towards physical activity among students, then they should strive to foster incremental beliefs in their students and promote mastery-approach goals.
They should also create social contexts that will facilitate students’ needs for competence, autonomy and relatedness.
Summary
To summarise, the above review has highlighted the potential of integrating different motivational theories.
Specifically, sport ability beliefs, achievement goals and self-determination have significant impact on students’ intrinsic motivation in PE activity.
Psychological research in PE is valuable in providing insight into students’ experiences towards physical activity.
Promoting Competence
Corrective feedback
Praise improvement
Recognize effort
Promoting Competence
Promote mod difficult goals Pitch learning
at correct level
Goal setting Individualised
instruction
Promoting Autonomy
Provide Choice
Provide rationale
Allow decision making
Empathy
Promoting Relatedness
Know students personally
Respect
Encouragement
Genuine Concern
Positive Tones
