MOTIVATION IN

SPORT
CHAPTER 4
LEARNING OBJECTIVES
At the end pf the chapter, the student is expected to:
1. Define Motivation in Sport
2. Describe the major perspective in sport motivation
3. Explain achievement motivation and it’s underlying theories
relevant to the behavior and performance of the athletes
4. Relate the value of achievement motivation in the athletic or
competitive success
5. Display strategies in winning motivation on a team

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Definition
of
Motivation
3
Latin word
“movere”
means move
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 Condition that
Atkinson, et al energizes behavior
Cited in Apruebo, 2005 and directs a goal
 Direction and
sage intensity of one’s
Cited in Weinberg and Gould, 1995
effort
 Energizing and
directing a behavior
Direction of towards a goal
effort would require
exerting one’s effort
 How much exertion
or action a person
intensity of puts forth in a
effort particular situation
 Views of
Motivation
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Participant-centered (trait-centered)

This view is concerned mainly with both structure

and function of person’s personality traits such as
needs, want, interest, values, desires, impulses,
tendencies or ambitions of the athlete that
constitute motivational behavior

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 Situational-centered

This view is concerned with which the

motivational level is described primarily
by situation.

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 interactional-centered

This view determines the interaction

between participant and situation which is
centered on motivation

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“
GUIDELINES TO BUILD
MOTIVATION
1. Both situations and traits motivate people
2. People have multiple motives for
involvement
3. Change the environment to enhance
motivation
4. Leaders influence motivation
5. Use Behavior Modification to change
undesirable participant motives
-Weinberg and Gould 1995
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Intrinsic
versus
extrinsic
motivation
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 Reeve (2000)
Intrinsic Motivation Extrinsic Motivation

Athletes play sport games Athletes play sport games to

because of the enjoyment and win a league trophy or medal
satisfaction they get out of the
sport they are engaged in

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 Deci and ryan (cited in duba and treasure 2001)
Amotivation

Athletes have no sense of personal control with

regard to their sport involvement and there are no extrinsic
and intrinsic basic for performing the sport activity

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Deci and ryan (cited in duba and treasure 2001)

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Achievement
motivation
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 Desire for significant
accomplishment for
reeve mastery of things,
2000
people or ideas for
attaining a higher
standard
 Person’s orientation to
strive for task success,
gill persist in the face of
failure and experience
Cited in Weinberg and Gould 1995

pride in
accomplishment
 COMPETITIVENESS
Disposition to strive
for satisfaction when
Rainer martens
1976 making comparisons
with some standard of
Richard cox
1990 excellence in the
presence of evaluative
others
 THEORIES OF
Achievement
motivation
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NEED ACHIEVEMENT THEORY (ATKINSON AND MCCLELLAND)

1. Personality Factors or Motives

a. Achieving Success

The capacity to experience pride or satisfaction in accomplishment.

b. Avoiding Failure.

The capacity to experience shame or humilation as a consequence of failure.

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NEED ACHIEVEMENT THEORY (ATKINSON AND MCCLELLAND)

2. Situational Factors
a. Probability for success in the situation or task

The probability for success in the situation ot task

b. Incentive value of success.

The impact of self-efficacy on success, likewise, would be greater, as it is

more satisfying to defeat a champion that it is to defeat a novice

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 NEED ACHIEVEMENT THEORY (ATKINSON AND MCCLELLAND
3. Resultant or Behavioral Tendencies
Predicting situations where there is an equal or a balanced chance success.

4. Emotional Reactions
Pride and shame.

5. Achievement-Related Behaviors

Dynamic of interaction of the aforecited components their influences on

behavior

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 Attribution THEORY
Attribution can cause expectations of future success or
failure. Attributing performance to certain types of stable factors
has been related to expectation of future success while in
contrary, unstable factors would cause future failure Attributing
to internal factors rather that external would lead to emotional
reactions like pride and shame.

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Achievement-goal THEORY (duda and treasure 2001)

Assumes that differences in goal perspective, or the

ways with which individuals judge their competence and
perceive success, are critical antecedents to variations in the
direction and intensity of behavior

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Achievement-goal THEORY (weinberg and gould 1995)
PERCEIVED ABILITY
ACHIEVEMENT GOALS • High perceived ability or
• Outcome-oriented Goals competence
• Task-oriented Goals • Low perceived ability or
competence

ACHIEVEMENT BEHAVIOR
• Performance
• Effort
• Persistence
• Task choice - realistic task or opponents & unrealistic task or opponents

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weinberg and gould 1995
HIGH ACHIEVER LOW ACHIEVER
 Low motivation to
 High motivation to achieve
Motivational success
achieve success
 High motivation to
Orientation  Low motivation to achieve
failure
achieve failure
 Focuses on shame
 Focuses on the pride of
and worry that may
success
result from failure

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weinberg and gould 1995

HIGH ACHIEVER LOW ACHIEVER

 Ascribes success to  Ascribes success to
stable factors and unstable factors and
internal factors in external factors out of
attribution one’s control one’s control
 Ascribes failure to  Ascribe failure to
unstable factors and stable factors and
external factors out of internal factors in
one’s control one’s control

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weinberg and gould 1995

HIGH ACHIEVER LOW ACHIEVER

Goals adopted  Usually adopts task  Usually adopts

goals outcome goals

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weinberg and gould 1995

HIGH ACHIEVER LOW ACHIEVER

 Avoid challenges;
Task choice  Seeks out-challenges
Seeks out very difficult
and able
or every easy
competitors/task
task/competitors

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weinberg and gould 1995

HIGH ACHIEVER LOW ACHIEVER

performance  Performs well in  Performs poorly in

evaluative conditions evaluative conditions

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 Goals in
achievement
situation
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Goals in achievement situation
1. Performance Goals – engaging in athletic work to seek
positive judgements of ability or avoid negative ones
2. Learning Goals – engaging in academic work to increase
competence, skill or knowledge which is basically
wanting to improve
3. Internalized Future-Utility Goals – engaging in academic
work because of its perceived benefit to attaining a
valued future goal
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Goals in achievement situation

4. Extrinsic Reward or Recognition Goals – engaging in

athletic work because it has relatively a short-term
payoff in terms of reward or social recognition
5. Social Solidarity Goals – engaging in sports activities
because it pleases others

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Developing
team
winning
motivation
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“winners have
it, everyone
else want it.”
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 Rainer martens 1987

1. Motivation is about shared responsibility

2. Motivation is about having a direction or giving direction
3. Motivation is about selling
4. Do not take motivation for granted
5. Motivation is an everyday job, not just something a
person does before big competition

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Rainer martens 1987

6. The heart of motivation is developing a special

relationship with the athletes
 Relationship/Motivation building guidelines treat
athletes with respect
 Avoid comparison
 Deal with an athlete as a whole person

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Rainer martens 1987
 Listen/Be emphatic
 The Coach should not equate the athletes’ self-worth
with their performance
7. Motivate by Challenges rather than threats
8. Be positive
9. Use recognition
10. Handle failures and mistakes constructively

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Rainer martens 1987

11. Model motivation in all of Coaches’ interaction

12. Have a big enough ”WHY”
13. Use goal setting throughout the course of the season
14. Have fun
15. Rest

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THANK YOU
FOR
LISTENING
Any questions?

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 PRESENTED BY GROUP 3
CAGARA, KATE C. BULIC, HARLEY C. CABALES KENNETH BOHOLTS, JEMUEL