motivation

1. 2.2 – Personality, attitudes & motivation
Learning objectives
To be able to define personality and understand the influences
affecting it.
To be able to describe the theories of personality.
To be able to explain what is meant by attitude and its
components.
To understand how attitudes are formed and ways to change it.
To describe the difference between intrinsic and extrinsic
motivation and the effects of each on performers.

2. Personality
How many different theories or approaches are there
to personality?

3. Personality
Think. Pair. Share – What is the different between the
personality of these two coaches?
There are many differences between individuals and we all
possess differing traits. In sport, this is important to know as
performers and coaches are all naturally different will react
differently in situations.

4. Personality is a unique characteristics of an individual. Knowledge
about personality is important to ensure optimum sporting
performance.
Personality
Definition:
“Those relatively stable
and enduring aspects of
individuals which
distinguish them from other
people, making them
unique”.

5. There are 3 main theories of personality:
• Trait Theory – Innate and Enduring
• Social Learning Theory – Behaviours learnt by observation and
copying
• Interactionist Theory – Mixture of trait and social learning
Personality - Theories

6. Trait Theory
This theory proposed that personalities are:
• General (covering all situations)
• Underlying (inside of and part of the person)
• Enduring (long lasting)
• Predisposition (formed at an early age)
Personality - Theories
This theory suggests that you are
born with a certain personality
type which remains the same
throughout life.

7. Proposed that personality traits can be grouped together in two
ways or dimensions.
Personality - Theories
Think. Pair. Share – What type of personality are you?

8. Stable & Unstable dimension:
This dimension considers a collection of emotional traits. Stable
personality traits are ones that do not change where unstable
ones are changeable or often unpredictable. The state is
referred to as neurotic behaviour.
Personality - Theories
Introvert & extrovert dimension:
This dimension is based around the
reticular activating system (RAS) The
function of RAS is to maintain our
optimum level of alertness. Introverts
are said to be shy and avoid social
situations where as extroverts like
excitement but can lack concentration.

9. Both dimensions are independent of each other, so you can have
a stable extrovert and a stable introvert.
Personality - Theories

10. Type A and Type B personalities (Narrow Band):
It is suggested that there are two distinct personality types.
Type A is characterised by impatience, easily aroused, high
levels of stress and lacks tolerance.
Type B are relaxed, patient, have a low personal stress level and
have a more tolerant approach to others.
Personality - Theories
A coach should be aware of
the players in a team and
the types of personalities in
it. Some situations may suit
certain personalities.
i.e. willingness to take a
penalty.

11. Social learning theory:
This theory suggests that behaviour is learned through
interaction with the environment and those around us.
Therefore, the response made by an individual cannot be
predicted by innate characteristics. This approach may explain
why twins who have been separated can be totally different.
i.e. a young football
player observes a senior
player intimidating
opponents through hard
and aggressive tackling
or dives to win a penalty.
Personality - Theories

12. Interactionist theory:
This theory suggests that traits determine behaviour, but can be
modified by situations or the environment. This approach may
explain why we change our behaviour from one moment to the
next
This theory is suggested
to have a better validity
and can explain why
quiet and shy individuals
off the pitch can be
great leaders on it.
Personality - Theories

13. An attitude is a mode of behaviour that is often thought to be a
typical reaction of an individual. Attitude is linked with
personality and is frequently used to explain a pattern of
behaviour or a response in a given situation.
Definition:
“An eduring evaluation –
positive or negative – of
people, objects and
ideas”
Attitudes
Think. Pair. Share – Is someone’s attitude easily changeable?

14. Attitudes are a stable and enduring emotional/behavioural
response. Individuals will often carry these ideas and apply them
to particular situations they are in.
Attitudes tend to be judgemental and can be positive or negative.
Attitudes
If an attitude is based on
inaccurate information or is unfair
it becomes a prejudice.
i.e. women can not play football.

15. An attitude comprises of 3 components - the triadic model.
1. The cognitive component
This aspect of attitude reflects beliefs and knowledge.
i.e. you believe that fitness training 3 times a week enhances the
quality of life and you have the knowledge to support this
opinion.
Attitudes - Components

16. 2. The affective component
Also know as the emotional
component. It consists of
feelings of an emotional
response towards an attitude or
object. i.e. training is enjoyable
and I feel good when
participating.
3. The behavioural component
This concerns how a person
intends to behave towards an
attitude object. i.e. joining a
fitness club to follow an organised
fitness programme.
Attitudes - Components

17. Attitudes are formed mainly through experience. A pleasant
experience will usually lead to a positive attitude. An unpleasant
experience like failure, criticism or injury would bring about a
negative attitude.
Friends Past Experiences
Coaches
Family Teachers
Forming Attitudes
Media
Peers
Attitudes - Formation
Think. Pair. Share – What factors will influences the formation
of attitudes?

18. Cognitive Dissonance Theory (Festinger)
This theory suggests that if a person holds two ideas that conflict
with each other an element of discomfort or dissonance
(emotional conflict) occurs.
i.e. A player wishes to
perform to a high
standard, but does not
want to dedicate more
time to sport.
Methods of changing attitudes

19. To reduce dissonance, one of the conflicting ideas muss be
lessened.
Cognitive – Providing new information to dispel old thoughts.
Affective – Changed by giving a different experience which
might be more positive. i.e. Praise + Feedback, challenging
targets & enjoyable activities.
Behavioural – Ensure skills are simplified to increase chances of
success + reinforcement.
Methods of changing attitudes

20. Persuasive Communication Theory
This theory involves persuading an individual to change or
altering their beliefs, attitudes and behavior towards something.
This depends on the following:
1. The persuader
This person needs to be one who is
perceived to be significant and
to have high status. For
example the climbing instructor
3.The recipients
The attitude is more easily changed
if the recipient really wishes to be
changed. For example, the student
understands the task.
2. The message
This needs to be presented in a way
that makes the recipient want to
change an attitude. For example,
this rock face can be climbed, this is
the best route, take it slowly!
4. The situation
Attitudes are easier to change if
there are other persuaders present.
For example, other students have
already climbed the rock face and
are actively encouraging.
Methods of changing attitudes

21. There are many unhelpful stereotypes in sport that influence our
attitudes. This can be due to social pressures, media or significant
others.
Attitudes and sport
It is the job of coaches and
teachers to challenge
stereotypes through sport.
i.e. ‘boys are no good at
dance’ or ‘only black
people can sprint’

22. Motivation
Motivation is defined as the external influences and internal
mechanisms that direct our behaviour.
Think. Pair. Share – What type of motivation exist?

23. Motivation affects the amount of effort that a player puts into
the game and players with a strong will to win are usually more
successful. Players who are motivated will persist with the task,
even when the odds are against them.
Teams will benefit from
have players that fight
hard and are well
motivated even when
losing.
Motivation

24. Motivation also affects performance relative to ability. A coach
might motivate novice performers by offering rewards and
incentives, such as a 'player of the week' award.
A beginner who feels they are succeeding will increase in
confidence and want to continue to improve.
Motivation

25. Intrinsic motivation comes from within the performer and is
characterised by feelings of pride and satisfaction from completing
or succeeding in a task.
Motivation types
Think. Pair. Share – What situation would you get intrinsically
motivated?

26. Intrinsic motivation includes the thrill of scoring a goal or the
satisfaction of winning a major competition.
The feeling of well-being
derived from such motivation
ensures that the performer
maintains the desire to
continue with the activity.
Motivation types

27. Extrinsic motivation is more temporary. It includes both tangible
and intangible rewards from an outside source.
Intangible rewards are non-
physical, such as the praise
and encouragement given by
the coach to a beginner who
has performed well.
i.e. Performed a personal
best time or scored a great
goal
Motivation types

28. Tangible rewards include the medals and trophies
that are awarded to players at the end of the season.
Extrinsic motivation can
also include certificates
given to young
swimmers to mark
progression or the
money on offer to
professional players
when they sign a new
contract.
Motivation types
Think. Pair. Share – Can you think of any other extrinsic
motivations?

29. Motivation
Think. Pair. Share – What other ways can coaches motivate
players?
The greatest benefits from motivation can be gained by
rewarding specific behaviour.

30. Motivation
Coaches may:
• Make training sessions fun and
varied.
• The coach could also adjust the
training environment to suit the
players – e.g. small groups of
similar ability players to allow for
appropriate competition.
• Coaches could inspire players
by pointing out role
models.
• As players gain experience,
more demanding goals can be
set.

31. Motivation
Coaches should also ensure that
external rewards do not undermine
intrinsic motivation.
i.e. too much focus on winning will
detract form the pleasure of
performing.
The coach should consider the personality of the performer
before deciding on the best way to offer motivation. Extrovert
individuals enjoy the limelight and can be praised openly. Others
prefer to be praised quietly, away from others.

32. Explain what is meant by
extrinsic motivation.
Describe the difference trait,
social learning and the
interactionist approach to
personality.
Explain the persuasive
communication theory and
how it attempts to change an
attitude.
What methods of changing an
attitude exist?
Personality,
attitudes and
motivation
Apply it! What has stuck with you?

33. Exam questions
1. Describe intrinsic and extrinsic motivation and give a practical
example of each. [4]
2. Explain how attitudes to performing in physical activity might
be formed. [5]
3. Describe a Type A personality. [2]
Practice it!

34. Marks Scheme:
1. Four marks from:
(intrinsic) – performing for its own sake/for personal
reasons/personal satisfaction/personal challenge
(e.g.) – wanting to (master) learn a tumble turn in swimming to
try and get a faster personal best
(extrinsic) – performing to earn a reward/driven to perform for
external reasons
(e.g.) – taking part in a badminton competition to win/working
hard in training to gain praise from the coach
Practice it!

35. Marks Scheme:
2. Five marks from:
Social learning theory/watching and copying (significant) others
because we want to emulate them.
Following social norms to fit in or historical influences.
Positive past experiences creates positive attitude/negative past
experiences leads to negative attitudes.
Media influences can reinforce positive and negative stereotypes
cultural/religious influences on participation.
Education that influences our beliefs
Practice it!

36. Marks Scheme:
3. Two marks from:
• prone to anxiety/stress
• likes to be in control
• highly competitive
• desire to succeed
• works fast
Practice it!