Motivation And Arousal

Question 1

What is motivation?

Answer 1

The drive to learn and perform well. It is described as the direction and intensity of behaviour

Question 2

What are the two components of motivation?

Answer 2

Direction of behaviour

The intensity of behaviour- effort

Question 3

What is direction of behaviour?

Answer 3

Motivated/ aroused to join activities, attend practice

Linked to state of arousal activation

Question 4

What is the Intensity of behaviour- effort?

Answer 4

Refers to the amount of emotional energy shown by the individual

Question 5

What is internal motivation?

Answer 5

Take part for its own sake
Fun and enjoyment
Pride, satisfaction, self esteem
Much longer lasting

Question 6

What is external motivation?

Answer 6

Tangible- trophy, badge, certificate, money

Intangible- praise from peers, coach fame

Question 7

Advantages of external motivation

Answer 7

Useful or novice performers as it may encourage sustained participation by the performer in a particular activity
Allow the performer to see tangible evidence of their improvement thus increase self confidence

Question 8

Negatives of extrinsic motivation

Answer 8

Proportional relationship to effort

If there are no extrinsic rewards then little effort will be given thus delaying the learning process

Question 9

How long should extrinsic motivation be used for?

Answer 9

Should be used in the initial stages of the learning process
Intrinsic motivation should be positively encouraged by teacher or coach at all times
Those who are intrinsically motivated are most likely to continue with participation and sustained effort because they are participating for enjoyment, self realisation and personal satisfaction, not just reward

Question 10

How can we motivate people to learn?

Answer 10

Progression: evident u are getting better
Role models: +vet role models to motivate to continue to take part
Attainable targets: achievable but attainable- pride and satisfaction if you achieve
Social experience: +be relationships
Transfer of skills: increases self confidence which motivated them to take part
Education: educate people on the benefits of BAHL
Punishment: avoid, don’t want to experience pain
Positive and negative reinforcement: raised self confidence, criticism
Intrinsic and extrinsic rewards: encourages pride and self esteem, extrinsic raises self confidence, visible success
Taster sessions: encouraging through enjoyable sessions

Question 11

What is arosual

Answer 11

The degree of physiological or psychological readiness or activation. This varied on a continuum from deep sleep to intense excitement

Question 12

What is somatic or physiological arousal?

Answer 12

Changing state of the body

Sweating, increased HR

Question 13

What is cognitive or psychological arousal?

Answer 13

Changing state of the mind

Nervousness, anxiety

Question 14

What is drive theory?

Answer 14

How you actually perform is a result of how aroused high are and how well you have learned the skill

Question 15

What does the drive theory suggest?

Answer 15

The more aroused we are the more likely we are to produce our dominant response

Question 16

What is a dominant response?

Answer 16

The behaviour or response that is most likely to be given by the performer

Question 17

Drive theory process

Answer 17

An established motor programme is overlearned or grooved, becoming learned behaviour
When we are put under pressure we experience an increase in arousal Levels
Resulting behaviour will be the learned behaviour and this becomes our dominant response

Question 18

Increased arousal results in a positive performance when

Answer 18

Dominant habit is well learned
Dominant habit is correct
Performer is autonomous

Question 19

Increased arousal results in a negative performance when:

Answer 19

Dominant habit is poorly learned
Dominant habit is incorrect
Performer is cognitive / associative

Question 20

Why would a cognitive performer learn best in low arousal?

Answer 20

Allows the performer to concentrate fully on the performance as this phase require lots of thought and concentration
Allows them to fully focus on the feedback being given by the teacher or flavin
High arousal: lots of mistakes

Question 21

Why would an expert performer best in high arousal?

Answer 21

Skill required will have been overlearned resulting in a fluent and technically correct dominant Response

Question 22

What is inverted U theory?

Answer 22

As arousal increase, so does performance but only to an optimal point or level

Question 23

Inverted U theory stages

Answer 23

Low arousal: sub optimal performance. Golfer drives short
Moderate arousal: perfect stage where potential for leering is maximised, cue utilisation occurs also. This is different for each individual. This would be a golfer hitting the green
Over arousal: if arousal continues over optimum, performance will deteriorate. Performer becomes hyper vigilant. Golfer: technique incorrect and drive hit wide.

Question 24

Individualism of inverted u theory

Answer 24

Modified depending on the personality of the performer and skill level of the performer as well as the nature of the task

Question 25

What personality factors effect the optimum point of arousal?

Answer 25

Introverts
- quick to become aroused

Extroverts
- slow to become aroused

Question 26

How can the type of task effect the optimum level of arosual?

Answer 26

Gross, simple and closed skills
Can all be completed in conditions of High arousal

Fine, complex and open skills
Best performed in conditions of low arousal

Question 27

How can stage of learning effect the optimum point of arousal?

Answer 27

Cognitive and associative learners
Performer best in conditions of low arousal

Autonomous
Can performer well in conditions of High arousal

Question 28

How can level of experience effect optimum point of arosual

Answer 28

Experienced performer: perform well in conditions of high arousal

Novice performer: need conditions of low arousal to perform well

Question 29

What happens if a catastrophe drop occurs?

Answer 29

Performers need to take a time out to do some anxiety management/mental re-fo using
Return to previous levels of performance is difficult at this stage

Question 30

What is the task or goal in drive reduction theory?

Answer 30

Desire to learn a new skill

Question 31

What is action taken in drive reduction theory??

Answer 31

Drive to satisfy the need to learn

Question 32

What is result of the drive reduction theory?

Answer 32

Skill is mastered and learning accomplished

Drive to continue to work at the skill is reduced

Question 33

What is drive reduction theory?

Answer 33

States that motivation is lost when skill is over learned and the task becomes tedious
At this point, new targets and goals need to be set to re motivate the athlete
This emphasises the importance of the use of motivational strategies by coaches and teachers