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OCR A2 Achievement Motivation
Transcript of OCR A2 Achievement Motivation
OCR A2 Motivation
You need to get yourself into teams of 3 or 4
External influences and internal mechanisms that arouse and direct our behaviour (Atherton et al 2008)
Juggling --- Tying shoe lace
Characterised by feelings of
from completing or succeeding in a task
thrill of scoring a goal, pride after completing a difficult course
Intrinsic motivation is
and therefore drives performers to continue in their chosen activity
Tends to apply more so to
– knowledge of being a good performer is enough
Make the activity
Allow performers to
Encouraging Intrinsic Motivation
form of motivation from
Get performers interested by using
Using Motivation to Improve Performance
reward replacing with
focus on extrinsic motivation can result in performers taking part for the trophy or the adulation of the crowd.
What if you lose?!
Motivation affects how much effort we put in, what we do and therefore how successful we become
= physical reward such as a trophy, medal or certificate
= non physical reward such as praise and encouragement
Useful to get
involved in sport
Reflection of Learning
Use the diagram to demonstrate the relationship between the different forms of motivation
The degree to which a person accepts the prospect of challenge in sport is called ‘achievement motivation’
Atkinson & McClelland
Tendency to show approach behaviour
Tendency to show avoidance behaviour
Achievement Motivation is influenced by:
need to achieve (NACH)
need to avoid failure (NAF)
probability of success
incentive value of success
is how we
value our views
and how others (significant others)
and can be
positive or negative
•Whether a person demonstrates a
approach is closely related to their level of
Summary of Learning
Work as a pair - write an exam question based on any part of today's and last lesson on a sticky label
Achievement Motivation: Situational Factors
Increasing Nach & Decreasing Naf
You are the coach, what would you do....
What does today's graph show?
= probability of success low
competing against the world champion
therefore strive very hard to win
= incentive high
will be highly chuffed if win
= probability of success high
competing in local club match
therefore don’t need to try as hard to win
= incentive low
expect to win easily
not so pleasing
argues that the situational change in
how the performer sees the
probability of success
(task difficulty) along with;
of that success (shame or pride felt following the result).
ensure that at least some situations
gradually increase task difficulty
in line with progress
ensure that tasks are
ensure that the
probability of success
ensure that the
of the success is high (is the race worth winning?)
Strategies to Increase Nach
Achievement Motivation in sport is better know as 'competitiveness'
A rock climber climbs a highly rated and extreme wall, with limited chance of success but a great satisfaction element or incentive
The need to achieve is therefore great.
Achievement motivation is defined as
“an individual’s motivation to strive for success, which enables the individual to persist even when he or she meets obstacles and perhaps failure” (Woods, 1998, p.2).
A Proper Definition
TASK 3: Fill the blanks
Describe the key features of intrinsic and extrinsic motivation; Identify techniques to help performer develop intrinsic motivation
What makes a champion?
Have a read of the paragraph and summarise the main findings
Social Comparison Stage
occurs during the
first 5 years
of a child’s life when they
master basic skills
their actions against
occurs from the
age of 5 onwards
their actions and performance with
those of others
in their peer group
depending on the
of the individual
1st 2-3 yrs of life
Any time after 3-5 years
Have a look at the examples on your page......
use to identify the stage of development and then add your own detail and meaning....
Build on Your Learning
AUTONOMOUS COMPETENCE STAGE
, repeated throwing and catching of a ball to themselves until competent
SOCIAL COMPARISON STAGE
some children will
continually seek out competition
their skills either in terms of an end result or performance
based on both
allows the performer to
alter their level of motivation
depending on the requirements of
Implications for Coaching?
coach must strive to
and when it is
Create a positive environment where
making mistakes is acceptable
- how can you make that even better
Increase motivation by correcting
that foster a decline in motivation
and perceptions of positive competence
provide a basic skilled-based learning environment
highlight very clearly in their sessions
when it is appropriate to compete
with others during the Social Comparison and Integrated stages
Read and Summarise the Content of Page 5 of your hand out
Which sports person is most motivated and why?
Thinking like a Sports Scientist
1. Ts = Ms x Ps x Is
2. Read the 3 slips and discuss the meaning
3. Write down what questions you have relating to the theory that you would like answered..
Explain the factors that influence achievement motivation
Discuss the influence of achievement motivation on sporting performance
Have a go of TASK 1 on your hand-out
It's a bit of lateral thinking!
Welcome to A Level PE
Have you failed before? repeatedly?
What will you get out of it?
How difficult is the task?
What are the dangers of failing?
TASK 8: A Summary
We have already covered a great deal on this topic
Use the words and images (and add your own) and link them together using your knowledge so far...
Q1. Explain how ‘approach behaviour’ can be developed within the team. (4 marks)
Getting Good at Exams!
You have two example responses to an exam question. Compare and contrast each answer suggesting how many marks you would award, giving reasons for your decision.
A. Positive experiences/give success/avoid negative feelings
B. Gradually increase task difficulty
C. Goal setting
D. Use positive feedback and praise/support from significant others
E. Reduce punishment
F. Encourage risk taking
G. Use attributions correctly
H. Develop high levels of self-efficacy/avoid learned helplessness
1+1+1 for any of the above and 1 for sporting context/amplification
2. Providing examples from a competitive or training situation, explain the characteristics of an individual with a motive to achieve success. 
a. Seek out challenging situations – take risks;
b. Concerned with high standards of performance;
c. Task persistence;
d. Approach behaviours;
e. Enjoy evaluative situations;
f. Often pose questions to coaches to clarify points;
g. Not afraid to disagree if they think something is not right;
h. High intrinsic motivation;
i. Not afraid of failure.
(3 x 1 mark if appropriate examples are provided)
TASK 2: Use your margin to plan your answer
Have a look at the sports quotes on your desk
What do they make you think?
How do they make you feel?
Why do they provoke a reaction?
Do you have a favourite? Why?
What is the same and what is different about
Who would like to try a VERY difficult task where there is a distinct possibility of failure??
OK who would like to try a
difficult task where although there is a
, there is also a
if you succeed?
Why is there a difference?!
Others will relish the opportunity to go for glory and achieve success as they will gain self esteem if they score and therefore have a need to achieve (Nach)
some players would turn down a penalty in a big game because………..?
They have a need to avoid failure (Naf) in order to avoid losing self esteem
Linked to Interactionist theory and therefore depends on the situation and innate traits:
In groups of 4
2 people are going to learn about Nach characteristics
2 are going to learn about Naf characteristics
You will then teach the other two about what you have learned
TASKS 4 & 5