HES 131 Final

• Achievement Motivation


  A person's orientation to strive for task success, persist in the face of failure, and have pride in accomplishments
• Types of Achievers


  • Low Achiever
  • High Achiever
• Ways to Implement Achievement Motivation in Professional Practice

  1. Recognize Interactional Factors

  2. Emphasize Task & Approach Goals

  3. Alter Attributional Feedback

  4. Correct Inappropriate Attributions

  5. Foster Feelings of Competence & Control
• Motivation

  The type of motivation that drives a person's behaviour is more important than the amount of motivation a person possesses
• Types of motivation


  • Amotivation
  • Extrinsic motivation
  • Intrinsic motivation
• The more intrinsic a person's motivation is, the more likely they are to initiate and maintain a target behaviour
• Amotivation


  A lack of intention to engage in or sustain the target behaviour
• Extrinsic Motivation


  Engaging in a behaviour because of external factors (i.e., a means to an end, or feelings of "having" to do the behaviour)
• Intrinsic Motivation


  Engaging in a behaviour for personal growth and enjoyment of the target behaviour (i.e., feelings of "wanting" to do the behaviour)
• Extrinsic Motivation types


  • Non-Regulation
  • External Regulation
  • Introjected Regulation
  • Identified Regulation
  • Integrated Regulation
• Intrinsic Motivation types


  • Intrinsic Regulation
• Autonomy


  • The feeling of having choice and ownership in the decision to engage in a behaviour free from external influence
• Competence


  • The feeling of mastery of the skills or behaviour
• Relatedness


  • The feeling of bonding with others and being supported by others while engaging in the behaviour
• Health


  A state of complete physical, psychological, social, and spiritual well-being, and not merely the absence of disease or infirmity
• COM-B Model of Behaviour Change

  • Capability
  • Opportunity
  • Motivation
  • Behaviour
• Eating Disorders


  • 13.5% of individuals struggle with an eating disorder
  • This is higher in females than males
  • Eating disorders are directly related to RED-S
• Factors that can influence the onset of eating disorders

  • Weight standards
  • Coaches and peers
  • Performance demands & experiences
  • Critical comments about body shape or weight
  • Biological factors
• Substance Use

  • A maladaptive pattern of psychoactive substance use, indicated by at least one of the following:
  • 1. Continued use despite knowledge of having a persistent or recurring social, occupational, psychological, or physical problem that is caused or exacerbated by use of the psychoactive substance
  • 2. Recurrent use in situations in which the use is physically hazardous (e.g., driving while intoxicated)
• There is no accurate prevalence rate of substance use in sports.
• Substance use in college

  • Athletes are more likely to abuse alcohol than nonathletes
  • ~80% of college athletes drink
  • Performance-enhancing drugs were used by an estimated 1 in 16 high school students
  • 11% of high school boys self-report that they've tried using steroids to gain an edge in sports
• Factors that can influence the onset of substance use

  • Enhance performance
  • Rehabilitation
  • Physical appearance
  • Lose weight
  • Regulate emotions
  • External pressure to perform
  • Peer pressure
• Overtraining


  A short cycle of training in which athletes are exposed to excessive training loads. After rest and recovery, the athlete adapts to this overload and performance increases.
• Progressive overloading


  • Individualistic! Someone's normal load might be too much for others; some athletes may need more rest than others; other stressors might be present, etc.
• Overtraining can lead to burnout
• Burnout

  A physical, emotional, and social withdrawal from a formerly enjoyable sport activity. This withdrawal is characterized by emotional and physical exhaustion, reduced sense of accomplishments, and sport devaluation. Moreover, burnout occurs as a result of chronic stress and motivational orientations and changes in the athlete.
• Symptoms of Burnout

  • Loss of interest
  • Lack of desire to play
  • Physical exhaustion
  • Mental exhaustion
  • Lack of caring
  • Depression
  • Anxiety
• What can we do about burnout?

  • Monitor Athletes
  • Communicate
  • Foster Autonomy
  • Set Short-Term Goals
  • Manage Arousal
  • Use Imagery & Self-Talk
  • Take Care of Your Body
• Emotional Responses to Injury

  • 5-Stage Grief Process:
  • Denial
  • Anger
  • Bargaining
  • Depression
  • Acceptance
• Other Psychological Reactions

  • Identity Loss
  • Fear and Anxiety
  • Lack of Confidence
  • Performance Decrements
  • Group Cohesion
• Sport Psychology in Rehabilitation

  • Faster healing occurred when athletes used more:
  • Goal-setting
  • Positive self-talk
  • Healing imagery
• Aggression

  • A behaviour
  • Involves intent
  • Involves harm or injury
  • Directed towards a living organism motivated to avoid that harm
  • Is physical OR psychological
• Cognitive Neoassociation Theory


  Frustration + Socially-Learned Cues = Aggressive Behaviour
• Team


  A group of people who interact with each other to accomplish shared objectives
• Competitive means – competitive ends

  As an individual, beat everyone else.
• Cooperative means – competitive ends

  As a team, beat the opposing teams.
• Individual means – individual ends

  As an individual, get better at a task.
• Cooperative means – cooperative ends

  As a team, work towards a common goal.
• Proximity

  People are more likely to bond if they are near each other
• Distinctiveness

  Making team members feel unique and distinct from other teams