Motivation can be defined simply as the direction and intensity of one’s effort to achieve something.

3. Motivation can be defined simply as the
direction and intensity of one’s effort to achieve
something (Sage, 1977).

4. Sport and exercise psychologists view motivation
from several specific points, including
• Direction of effort
• achievement motivation,
• motivation in the form of competitive stress, and
• intrinsic and extrinsic motivation.

5. • direction of effort
• Intensity of effort
• Persistence

7. • Trait-Centered View
• Situation-Centered View
• Interactional View

8. The trait-centered view (also called the participant
centered view) contends that motivated behavior is a
function of individual characteristics.
Example: An athlete having specific goals and desire
to win is known as a “real winner.”
Similarly, another athlete may be described as a
“loser” who has no get-up-and-go.

9. Some people have predispositions to achieve success
and high levels of motivation, whereas others seem to
lack motivation, personal goals, and desire.
However, most of us would agree that we are in part
affected by the situations in which we are placed.
Thus, ignoring environmental influence on
motivation is unrealistic.

10. According to Situation-Centered view
motivation level is determined by situation.
For example, Brittany might be really motivated
in her aerobic exercise class but unmotivated in
a competitive sport situation.

11. Probably you would agree that situation
influences motivation, but can you also recall
situations in which you remained motivated
despite a negative environment?

12. Sport and exercise psychology specialists do
not recommend the situation-centered view of
motivation as the most effective for guiding
practice.

13. The view of motivation most widely endorsed by
sport and exercise psychologists today is the
participant-by situation interactional view.

14. “Interactionists” contend that motivation results
neither solely from participant factors, such as
personality, needs, interests, and goals,
nor solely from situational factors, such as a
coach’s or teacher’s style or the win–loss record of
a team.
Rather, the best way to understand motivation is to
examine how these two sets of factors interact.

16. The interactional model of motivation has
important implications for teachers,
coaches, trainers, exercise leaders, and
program administrators.

17. To enhance motivation, you must analyze and respond
not only to a player’s personality but also to the
interaction of personal and situational
characteristics.
Because motivation may change over time, you
should continue to monitor people’s motives for
participation even months after they’ve begun.

18. Consistent effort is necessary to identify and
understand participants’ motives for being
involved in sport, exercise, or educational
environments.
There are several ways to obtain this
understanding.

19. Identify Why People Participate in Physical Activity

20. Identify Why People Participate in Physical Activity
Motives are critical in influencing exercise
participation and injury rehabilitation protocol
adherence. After reviewing the literature,
Gill and Williams (2008) concluded that children
have a number of motives for sport participation
including
• skill development,
• demonstration of competence,
• taking challenge,
• excitement, and fun.

21. Identify Why People Participate in Physical
Activity
Adult motives are similar to those of youth,
although health motives are rated as more
important by adults and
competence and skill development less
important.

22. Edward Deci and Michael Ryan (1985, 2000)
have developed a general theory of motivation
called self determination theory.
This theory contends that all people are
motivated to satisfy three general needs.
Identify Why People Participate in Physical Activity

23. These are a need to feel competent (e.g., “I am
a good runner”),
autonomous (e.g., a pitcher loves to decide
what pitches to throw to have the fate of the
game in his hands), and
social belongingness (A player loves to be
part of the team).

25. How these motives are fulfilled leads
to a continuum of motivation ranging
from amotivation (no motivation) to
extrinsic motivation to intrinsic
motivation?

27. What motivates you to participate in sport
and physical activity?
As you think about what motivates you
and others, remember these points:

28. Most people have multiple motives for
participation. For example, you may
lift weights because you want to tone your
body.
Yet lifting weights also makes you feel good,
plus you enjoy the company of your lifting
partners.

29. At times people have competing motives. For
instance, a person may want to exercise at the
club after work and also to be with his family.
As a coach, teacher, or exercise leader, you
should be aware of such conflicting interests
because they can affect participation.

30. Observe Participants and Continue to Monitor
Motives.

31. 1. Observe the participants and see what they
like and do not like about the activity.
2. Informally talk to others (e.g., teachers,
friends, and family members) who know the
student, athlete, or exerciser, and collect
information about the person’s motives for
participation.
3. Periodically ask the participants to write out
or tell you their reasons for participation.

32. Knowing why people become involved in
sport and exercise is important, but this
information alone is insufficient to enhance
motivation.

33. 3.1: Provide Both Competition and Recreation
Not all participants have the same desire for
competition and recreation.
Opportunities for both need to be provided.

34. 3.2: Provide Multiple Opportunities
Structuring a situation to enhance motivation
may mean constructing an environment to meet
multiple needs.
Example: When coaches pay more attention to
the motives of fun and fellowship, along with
optimal physical training, they enhance
motivation and improve their athletes’
performance.

35. As an exercise leader, physical educator, or
coach, you have a critical role to influence
participants’ motivation.
For example, a physical educator who is
energetic and outgoing will give considerable
positive reinforcement in class.

36. Behavior modification techniques to alter
undesirable participant motives are
certainly appropriate in some settings.

37. Use behavior modification techniques to
change undesirable motives and strengthen weak
motivation.
• Positive Reinforcement
• Negative Reinforcement

39. Developing a Realistic
View of Motivation

40. • Motivation • Types of reinforcement
• Direction of effort • Behavior Modification Theory
• Intensity of effort • Behavioral tendency
• Trait-centered view • Learned helplessness
• Situation-centered view • Five guidelines for building
motivation
• Interactional view • Extrinsic motivation
• Competitiveness • Intrinsic motivation
• Reinforcement • Competitive stress