MOTIVATION Created By Dr. J. Michael Jacobs, Professor

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MOTIVATION

• Created By Dr. J. Michael Jacobs,
  Professor
• Shepherd College Shepherdstown, WV

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Motivation

• The DRIVE that COMPELS a person to Complete an
  act
• AS Motivation INCREASES so does the INTENSITY of
  a Person
• MOTIVATED people Persist Longer at both Practice
  and the actual Task

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Sources of Motivation

• INTRINSIC The WANT vs. the WILL. A persons
  Internal desire to Achieve
• BELIEVE CONCEIVE ACHIEVE (LT)
• EXTRINSIC External sources of Motivation i.e.
  Tokens, Decals, Notoriety, Fame (1972)
• Co-actor (Team mate), Opponent, or Spectator

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Anxiety

• Performance Anxiety is not always bad
• (Tension, Worry, Uneasiness, or Distress)
• Trait Anxiety Constant, Individual (Type A)
• State Anxiety Temporary, Situational
• All Anxiety is based on PERCEIVED Levels of
  Importance or Concern

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Arousal

• Drive Theorygt A persons Performance
  Drive (Arousal) x Habit Strength
• Increased Arousal causes the Dominant Skill
  (Habit Strength) to be Exhibited
• Inverted U Theorygt There is an Optimal level of
  arousal for any given act, Too much or too
  little translates into poorer performance (163)

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Guidelines of Optimal Arousal

• Personality Some need More, some Less, a
  coach/teacher needs to be able to tap into
• Skill Level Too much Arousal can cause
  person to REVERT to lower skill levels
• Task Complex or Fine tasks require less, Gross
  tasks improve with more
• Environment State Anxiety of the Individual

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Selyes General Adaptation Syndrome

• ALARM
• RESISTANCE
• EXHAUSTION
• DEATH

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Facilitory Motivation

• Reinforcement anything that strengthens a
  responses potential to occur. Reinforcement is
  NOT feedback

Presented
Withdrawn
Positive
Negative
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Motivation Motor Behavior

• Motivation in a Motor Environment is a learned
  condition
• Achievement Motivation - (Work Ethic) is ones
  effort to behave competently, to take pride in,
  and display excellence in, all that is attempted
  in spite of any adversity or level of difficulty
  (persisting, striving, with intensity)

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The 4 Areas of Achievement Motivation

• Choosing a Task or Activity to Accomplish
• Striving (a measure of INTENSITY)
• Persisting (Intensity in the face of DEFEAT)
• Excelling (Attaining the Highest level possible)

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NEED ACHIEVEMENT THEORY

• People are Motivated either to Achieve Success or
  Avoid Failure (based on the likelihood of success
  in the situation or the value placed on success)
• Those who are motivated toward success take pride
  in their accomplishment
• Those who avoid failure are concerned about the
  shame associated with such failure
• Those driven to Succeed are more Determined!

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Achievement Motivation

• Achievement Motivation is LEARNED in 3 Phases of
  Development
• Autonomous Phase - Birth to 4, person is always
  interacting and challenging their environment
• Social Comparison Phase - K and up, person
  compares and rates self by interaction with
  others
• Integration Phase - Ongoing, throughout life, a
  dynamic combination of the first two phases
• Parents can FEED or STIFLE Achievement Motivation

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ATTRIBUTION THEORY

• People ascribe CAUSES for their successes or
  failures
• Most take CREDIT for their Successes
• Many BLAME failure on others or situations
• Many of Todays youth have been raised on the
  latter with even their parents finding fault with
  others rather that accept the failure
• This often feeds a never ending cycle of denial!

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Perceived Confidence Theory

• A Motivational Theory based on either Outcome
  Orientation or Task Orientation
• Outcome - The measure of Success of this person
  is their ability to DEFEAT others
• Task - The measure of Success of this person is
  their ability to better their OWN past standard

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Goal Setting

• Short Term Goals Must be Realistic, Specific,
  Challenging, and Distinct with at least an 80
  success rate, and adjustable
• Long Term Goals Must be Difficult, and
  Understandably longer to attain. There must,
  however, be a way of seeing a Positive direction
  toward completion (S.T. Goals)

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Social Facilitation

• The EFFECT a Significant Other may have on the
  performer.
• May be Positive or Negative depending on the
  Relationship, Task, or Skill Level of the
  performer
• There is an Optimal Level of Arousal attached to
  ALL parts of Information Processing. Too little
  or too much can affect any area.

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• END of Chapter 9