EDUC10057 Lecture Notes - Lecture 9: Mindset, Motivation, Pessimism
13 Jun 2018
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Lecture 9: Motivation
Basic psychological needs theory: three basic physiological needs
1. competence - the need for self-efficacy, confidence & mastery
2. autonomy - the need for perceived internal locus of control (are you doing something because you want to do it or
because someone else wants you to do it?); self-determined
3. relatedness - the need for belongingness & connection
Intrinsic motivation vs extrinsic motivation
Intrinsic
Extrinsic
speaks to your curiosity, what interests you, what do you
want to do; enjoyment/interest
more self-motivated, high wellbeing, less stress, more
persistent, happier, more sportsperson-like, less likely to
use performance-enhancing drugs
associated with growth mindset
something else motivates you, an external motivator,
someone offering you something in return for doing
something; reward/punishment, guilt/pride, value, identity
lower wellbeing, more distress, more prone to
un-sportsperson-like behaviour
lower quality vs intrinsic - not completely bad, can be
beneficial to a certain extent, might get you to start
something, ideally most of activities to be fueled by
intrinsic motivation
some motivation comes from within us, and other motivation comes from outside of us
Can coaches influence player motivation?:
- coaches can facilitate sports environments associated with higher quality motivation in their players
- can also undermine high quality motivation in players
Does mindset matter?:
- fixed or growth mindset
- fixed: your ability is something basic about you that you can’t really change
- desire to look talented
- avoids challenges
- gives up easily with setbacks
- sees effort as pointless as he believes he is naturally gifted
- ignores feedback
- threatened by others’ success
- growth: no matter who you are, you can substantially change you level of ability
- desire to learn
- embraces challenges
- persists with setbacks
- sees effort as the key to mastering skills
- learns from constructive feedback
- inspired by others’ success
- associated with higher quality motivation
- we are not 100% fixed or growth; mindsets can vary in different domains and within one domain
- natural talent: you’ve either got it or you haven’t
Six strategies to promote growth mindset in sport
1. focusing on efforts and persistence - praise effort & continued engagement rather than talent, encourages view
that improvement is under personal control
2. facilitating challenge - difficulty of tasks and activities should be matched to players’ current capability, goals for
improvement should be personally challenging, making mistakes viewed as inevitable and necessary
3. promoting the value of failure
4. defining success as effort - success in sport can be defined as player’s putting in high levels of effort and a sense of
personal investment
5. promoting learning - belief in growth is more likely to flourish if the sports environment is focused on mastery
6. provide high expectations - coaches should hold high expectations for what young athletes can control, depending
on the context, high expectations will have a greater impact once professionally caring and sensitive relationships
between coaches and players have formed
The praise trap:
Document Summary
Basic psychological needs theory: three basic physiological needs competence - the need for self-e cacy, con dence & mastery. Can coaches in uence player motivation? coaches can facilitate sports environments associated with higher quality motivation in their players can also undermine high quality motivation in players. Six strategies to promote growth mindset in sport. Children love praise, but use sparingly; praising talent can lead to a xed mindset. Pessimism: a tendency to stress the negative or gloomiest possible view, belief that the bad in the world outweighs the good, unfavourable expectations for the future. Optimism: expecting the best of all possible worlds, looking on the bright side of things, favourable expectations for the future. Expectancy-e ort link: non-favourable future expectation = low expectation = low e ort = giving up/withdrawal from activities favourable future expectation = high expectation = high e ort = try hard/continued engagement in activities.
