The document discusses motivation and influential theories of motivation. It defines motivation and discusses intrinsic and extrinsic motivation. It summarizes Maslow's hierarchy of needs theory, McClelland's theory of achievement motivation, Nicholls' goal orientation theory, attribution theory, and self-determination theory. For each theory, it provides an overview and examples of how the theory relates to motivation in sports. The key theories discussed are Maslow's hierarchy of needs, achievement motivation, goal orientations, attribution, and self-determination theory.

1. MOTIVATION
&
SOME INFLUENTIAL
THEORIES OF MOTIVATION
PRESENTED BY:
BAHAR HUSSAIN
MUHAMMAD USMAN
MUSHTAQ ALI
SAJJAD KHAN
NAYAB

2. MOTIVATION: SOME DEFINITIONS
• THE DESIRE TO FULFIL A NEED (COX,1988)
• MOTIVATION IS GOAL DIRECTED BEHAVIOUR.
• MOTIVATION IS AN INNER DRIVE TO BEHAVE OR ACT IN A CERTAIN
MANNER.
• IT IS THE PROCESS THAT GIVES BEHAVIOUR THE PURPOSE AND
DIRECTION.
• MOTIVATION IS THE PROCESS THAT INITIATES, GUIDES, AND
MAINTAINS GOAL-ORIENTED BEHAVIOURS

3. TYPES OF MOTIVATION
INTRENSIC
MOTIVATION
EXTRENSIC
MOTIVATION
MOTIVATION

4. INTRINSIC MOTIVATION
• INTRINSIC MOTIVATION COMES FROM WITHIN THE PERSON.
• INTRINSIC MOTIVES REFER TO WHEN PEOPLE ARE FULLY SELF-REGULATED,
ENGAGE IN ACTIVITIES OUT OF INTEREST, EXPERIENCE A SENSE OF VOLITION,
AND FUNCTION WITHOUT THE AID OF EXTERNAL REWARDS AND/OR
CONSTRAINTS.
• INTRINSIC MOTIVES FOR TAKING PART IN SPORT INCLUDE EXCITEMENT, FUN,
LOVE OF ACTION AND THE CHANCE TO DEMONSTRATE AND IMPROVE OUR
SKILLS
• FOR EXAMPLE, SOCCER PLAYERS WHO PLAY THE SPORT SIMPLY FOR THE
PLEASURE AND SATISFACTION THAT THEY GAIN FROM LEARNING NEW SKILLS
WOULD BE DISPLAYING INTRINSIC MOTIVATION

5. EXTRINSIC MOTIVATION
• EXTRINSIC MOTIVATION REFERS TO AN INDIVIDUAL’S GOAL OF ACTION BEING
GOVERNED BY OUTCOME OF THE ACTIVITY
• EXTRINSIC MOTIVATION OFTEN RESULTS FROM EXTERNAL REWARDS (SEEKING
APPROVAL, OBTAINING A TANGIBLE REWARD) OR FEARS (AVOIDING
PUNISHMENT, FAILURE).
• EXTRINSIC MOTIVATORS CAN BE USED SUCCESSFULLY TO BOOST INTRINSIC
MOTIVATION.
• SUCH AS COLOURED BELT OR SASH, IN THE GRADING SYSTEMS OF THE
EASTERN MARTIAL ARTS, ARE DESIGNED TO PROVIDE REGULAR TANGIBLE
REWARDS FOR STUDENTS’ ACHIEVEMENTS, WITH THE AIM OF MOTIVATING
THEM TO CONTINUE.

6. SOME INFLUENTIONAL THEORIES OF
MOTIVATION
•MASLOW’S THEORY
HUMANISTIC PERSPECTIVE
OF MOTIVATION
•THEORY OF NEED ACHIEVEMENT.ACHIEVEMENT MOTIVATION
•achievement orientations
•Attribution theory
COGNITIVE APPROACH T0
MOTIVATION
•SELF-DETERMINATION THEORY (SDT)
CONTEMPORARY APPROACH
TO HUMAN MOTIVATION

7. MASLOW’S THEORY OF NEEDS
• MASLOW (1954) DEVELOPED A THEORY OF HUMAN MOTIVATION THAT AIMED
TO EXPLAIN ALL THE TYPES OF HUMAN NEED AND RANK THEM IN THE ORDER
PEOPLE SEEK TO SATISFY THEM

8. • WE ASCEND THE HIERARCHY, SATISFYING EACH MOTIVE IN TURN.
• ACCES TO THE HIGHER LEVEL REQUIRED SATISFACTION OF THE LOWER LEVEL
NEED. OUR fiRST PRIORITY IS TO SATISFY OUR PHYSIOLOGICAL NEEDS, WHEN
THESE NEEDS HAVE BEEN SATISfiED WE SEEK OUT SAFETY AND SO ON.
• IF A HIGHER LEVEL NEED REMAINS UNFULFILLED, THE PERSON MIGHT REGRESS
TO LOWER LEVEL OF NEEDS THAT APPEAR EASIER TO SATISFY.
• THERE ARE MULTIPLE REASONS THAT MOTIVATES AN ATHELET TO PARTICIPATE
IN SPORTS AND MOST OF THEM ARE GROUPED ABOVE THE PHYSIOLOGICAL AND
SAFETY NEEDS.

9. ACHIEVEMENT MOTIVATION
• THE MOST INflUENTIAL THEORY OF ACHIEVEMENT MOTIVATION COMES FROM
MCCLELLAND ET AL (1953) AND ATKINSON (1964) CALLED MCCLELLAND-
ATKINSON THEORY OF NEED ACHIEVEMENT.
• A PERSON’S MOTIVATION IS MAINLY INFLUENCED BY TWO MOTIVES NEED TO
ACHIEVE (NACH) AND NEED TO AVOID FAILURE (NAF) IN A COMPETENCE PERSUIT
(WHERE SUCCESS & FIALURE ARE POSSIBLE SUCH AS SPORTS)
• IN SPORT, WE FACE AN APPROACH–AVOIDANCE CONflICT. WE ARE MOTIVATED
TO APPROACH AND TAKE PART BY OUR DESIRE TO SUCCEED, BUT WE ARE ALSO
MOTIVATED TO AVOID TAKING PART BY OUR DESIRE TO AVOID FAILURE.
• OUR INDIVIDUAL DECISION TO PARTICIPATE IN SPORT IS DETERMINED BY THE
RELATIVE STRENGTH OF THESE TWO FACTORS.

10. ACHIEVEMENT MOTIVATION (CONT)
• ACHIEVEMENT MOTIVATION IS CONSIDERED A PERSONALITY TRAIT.
• THIS PERSONALITY TRAIT EFFECTS MOTIVATION. THE PERSONS WHO HAVE
GREATER DESIRE FOR SUCCESS ARE CONSIDERED TO BE HIGH IN ACHIEVEMENT
MOTIVATION WHILE THE PERSONS WHO FEAR FAILURE ARE CONSIDERED TO BE
LOW IN ACHIEVEMENT MOTIVATION.
• SIMILARLY SITUATION IS ALSO IMPORTANT, SPECIfiCALLY THE PROBABILITY OF
SUCCESS AND THE INCENTIVE FOR SUCCESS.
• THUS, EVEN IF ATHLETES ARE LOW IN ACHIEVEMENT MOTIVATION, IF THE
PROBABILITY OF SUCCESS IS HIGH, AND THE REWARDS FOR SUCCESS ARE GREAT,
THEY ARE LIKELY TO BE MOTIVATED.

11. GOAL/ACHIEVEMENT ORIENTATIONS THEORY
• NICHOLLS’ (1984) THEORY OF GOAL OR ACHIEVEMENT ORIENTATIONS MAKES
THE IMPORTANT DISTINCTION BETWEEN TWO STYLES OF ACHIEVEMENT
MOTIVATION, TASK ORIENTATION AND EGO ORIENTATION.
• TASK ORIENTATED PLAYERS TEND TO JUDGE THEIR SPORTING COMPETENCE ON
THE BASIS OF HOW WELL THEY PERFORMED THE TASK AT THE LAST ATTEMPT
WHILE EGO-ORIENTED PLAYERS JUDGE THEIR COMPETENCE ON THEIR SUCCESS
RELATIVE TO THEIR PEERS.
• BOTH OF THESE ORIENTATIONS ARE NOT MUTUALLY EXCLUSIVE AND CAN EXIST
IN THE SAME PERSON AND CAN BE HELPFUL TO ATHLETES.
TASK-ORIENTED EGO-ORIENTED
CRITERION FOR JUDGING
SUCCESS
PAST PERSONAL PERFORMANCE COMPARISON WITH OTHERS
JUDGED CAUSE OF SUCCESS PRACTICE & SKILL
DEVELOPMENT
CHANCE & NATURAL ABILITY
RESPONSES TO
DIFFICULTY/FAILURE
PERSISTENCE CHEATING

12. ATTRIBUTION THEORY
• ATTRIBUTION MEANS THAT WE COME TO A CONCLUSION ABOUT WHY
SOMETHING HAPPENED OR WHY SOMEONE BEHAVED OR PERFORMED IN A
CERTAIN WAY.
• WE CAN MAKE TWO TYPES OF ATTRIBUTION, INTERNAL AND EXTERNAL.
INTERNAL ATTRIBUTIONS PLACE THE RESPONSIBILITY FOR BEHAVIOUR OR
PERFORMANCE WITH THE INDIVIDUAL, WHEREAS EXTERNAL ATTRIBUTIONS
PLACE THE REASONS IN THE SITUATION.
• AFTER A HUMILIATING DEFEAT, MOST OF US WOULD TEND TO ADOPT EXTERNAL
ATTRIBUTIONS AND BLAME OTHER FACTORS, WHEREAS AFTER A SUCCESS MOST
OF US TEND TO ADOPT AN INTERNAL POSITION AND TAKE THE CREDIT. THIS
PHENOMENON IS KNOWN AS SELF-SERVING BIAS.

13. WEINER’S MODEL OF ATTRIBUTION
IF WE CONSISTENTLY SUCCEED OR FAIL, OUR ATTRIBUTIONS ARE LIKELY TO
BE STABLE (ABILITY/TASK DIFFICULTY) BECAUSE SELF-SERVING BIAS, WE
WILL ATTRIBUTE SUCCESS TO ABILITIES AND FAILURE TO TASK DIFFICULTY
ABILITY
TASK
DIFFICULTY
EFFORTS LUCK
STABLE
UN-STABLE
INTRINSIC EXTRINSIC

14. WEINER’S MODEL OF ATTRIBUTION
IF OUR RESULTS ARE LESS CONSISTENT, WE WILL PROBABLY ATTRIBUTE
THEM TO THE UNSTABLE DOMAIN (EFFORT OR LUCK) AND AGAIN OUR
SELF-SERVING BIAS MEANS THAT WE ARE LIKELY TO ATTRIBUTE SUCCESS
TO EFFORT AND FAILURE TO BAD LUCK.
ABILITY
TASK
DIFFICULTY
EFFORTS LUCK
STABLE
UN-STABLE
INTRINSIC EXTRINSIC

15. WEINER’S MODEL OF ATTRIBUTION
WEINER’S MODEL GIVES US A STARTING POINT TO WORK WITH ATHLETES
TO CORRECT THEIR ATTRIBUTIONS. WE MAY WISH TO SHIFT THE
ATTRIBUTIONS OF LAZY ATHLETES TOWARD THE UNSTABLE-INTERNAL
POSITION SO THAT THEY REALISE MORE EFFORT IS NEEDED.
ABILITY
TASK
DIFFICULTY
EFFORTS LUCK
STABLE
UN-STABLE
INTRINSIC EXTRINSIC

16. SELF-DETERMINATION THEORY
• DECI AND RYAN SUGGESTED THAT MOTIVATION IS MULTIDIMENSIONAL,
MEANING THAT A PERSON CAN BE SIMULTANEOUSLY MOTIVATED BY MULTIPLE
FACTORS.
• CENTRAL TO SDT IS THE DISTINCTION BETWEEN SELF-DETERMINED AND
CONTROLLED FORMS OF MOTIVATION.
• SELF-DETERMINED MEANS TO ACT WITH A SENSE OF SELF-DIRECTION AND
CHOICE. AN ATHLETE WHO IS SELF-DETERMINED PARTICIPATES BECAUSE THAT
ATHLETE FINDS SPORT ENJOYABLE OR INTERESTING (INTRINSIC MOTIVATION) OR
VALUES THE BENEFITS OF SPORT PARTICIPATION.
• IN CONTRAST, MOTIVATION THAT IS FUELLED BY PRESSURE FROM OTHERS OR
PRESSURE FROM WITHIN (GUILT) IS REFERRED TO AS CONTROLLED MOTIVATION.

17. SELF-DETERMINATION THEORY
• FOR EXAMPLE, ATHLETES WHOSE PARTICIPATION IS DRIVEN LARGELY BY SELF-
DETERMINED FACTORS PERFORM AT A HIGHER LEVEL; EXPERIENCE MORE
POSITIVE EMOTIONS; SHOW MORE PERSISTENCE, AND EFFORT THAN ATHLETES
WITH LOWER SELF-DETERMINED MOTIVATION AND STRONGER CONTROLLED
MOTIVATION.
• IN COMPARISON, ATHLETES WITH HIGH LEVELS OF CONTROLLED MOTIVATION
TEND TO EXPERIENCE A VARIETY OF NEGATIVE OUTCOMES SUCH AS DROP-OUT
FROM SPORT, BURNOUT, ANTISOCIAL BEHAVIOUR, ANXIETY, AND NEGATIVE
AFFECT.

18. SELF-DETERMINATION THEORY
• ACCORDING TO SDT, SELF-DETERMINED MOTIVATION IS MOST LIKELY TO
DEVELOP WHEN THREE BASIC PSYCHOLOGICAL NEEDS, KNOWN AS AUTONOMY,
COMPETENCE, AND RELATEDNESS, ARE FULFILLED.
• AUTONOMY REPRESENTS THE NEED TO FEEL PERSONAL CONTROL OVER ONE’S
ACTIONS.
• COMPETENCE REFLECTS THE NEED TO FEEL EFFECTIVE.
• RELATEDNESS REPRESENTS THE NEED TO FEEL CONNECTED WITH OTHERS AND A
SECURE SENSE OF BELONGING.
• THERE IS EVIDENCE THAT ATHLETES REQUIRE ALL THREE PSYCHOLOGICAL
NEEDS TO BE SATISFIED IN ORDER FOR OPTIMAL MOTIVATION AND WELLBEING
TO DEVELOP.

19. When coaches’
actions support their
athletes’ needs, self-
determined
motivation will
develop
When coaches’
behaviour
undermines these
needs, athletes are
likely to experience
increased controlled
motivation
self-determinedmotivation
controlledmotivation

20. Key factor in creating an
autonomy-supportive
climate
Provide choice—
athletes making
decisions about some
aspects of a training
session.
Avoid guilt inducing
criticisms; critiques
that focus on the
behaviour, not the
character
Provide a rationale for
tasks, limits, and
rules— explaining the
reasons
Promote athlete
responsibility—
allowing athletes to
create and deliver a
training drill
Provide constructive
feedback that is
solution focused
rather than problem
focused.
Limit ego
involvement—
encouraging to
improve their own
performance, avoiding
intra-team rivalries.