How motivation really works
Run by School of Human and Behavioural Sciences
10.000 Credits or 5.000 ECTS Credits
Organiser: Dr Ross Roberts
Overall aims and purpose
Have you ever wanted to know what drives athletes to train and compete at their best? If so, then this is the module for you! Human motivation is central to our understanding of high performance and high performance environments so whether you are a coach, athlete or practitioner, its vital to understand the different forms of motivation that performers can have, what influence this has on performance and health and how sporting environments can be shaped to influence motivation, health, and performance.
This module is delivered by a chartered psychologist with over 10 years applied experience in high performance environments. In the module we will cover various theoretical and applied issues related to motivation. Potential topics include: - Self-Efficacy Theory and the influence of psychological skills on motivation and confidence - How different forms of athlete motivation can help or hinder health and performance, - How coaches and practitioners can enhance the motivation of those they work with by developing motivationally effective environments, - The influence of controlling coach behaviours, - Whether motivational theory really applies at the elite level
50%> Realistic but unimaginative client/group scenario; some knowledge and understanding of chosen theoretical perspective; basic application of chosen theory/theories to practice; little or no attempt to integrate different theoretical perspectives where more than one is used; rudimentary rationale presented for the intervention; lacking a concise and succinct writing style and including superfluous material; no evidence of reading/research beyond that given in the reading pack in preparation for the assignment.
60%> Imaginative and realistic client/group scenario; good knowledge and understanding of chosen theoretical perspective; good application of chosen theory/theories to practice; integration of different theoretical perspectives where more than one is used; presentation of a rationale for the intervention; concise and succinct writing style with no superfluous material; evidence of wide reading/research beyond that given in the reading pack in preparation for the assignment
70%> Highly imaginative and realistic client/group scenario; excellent knowledge and understanding of chosen theoretical perspective; insightful application of chosen theory/theories to practice; very clear integration of different theoretical perspectives where more than one is used; explicit presentation of a rationale for the intervention; extremely concise and succinct writing style with no superfluous material; evidence of considerable reading/research beyond that given in the reading pack in preparation for the assignment.
Develop a deep and critical understanding of how self-determination theory can be applied to performance contexts
Develop a deep and critical understanding of self-determination theory as a theory of motivation
Identify relevant aspects of mental skills and other practical strategies, and critically understand their influence on self-efficacy
Critically understand how to create an environment that fosters motivation for behaviour change
|CASE STUDY||case study (theory)||
Students present a case study of a performer from their domain and use relevant theory to explain the issues the performer is presenting with
|CASE STUDY||case study (applied)||
Using the scenario developed in the first assignment students offer an intervention to aid the performer using appropriate theory and empirical support
Teaching and Learning Strategy
The 20 hrs of 'lectures' will be a mixture of live (interactive) video conferences and pre-recorded panoptos recordings
Reading time, preparing and taking assessments
- Literacy - Proficiency in reading and writing through a variety of media
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
- critically assess and evaluate data and evidence in the context of research methodologies and data sources
- apply knowledge to the solution of familiar and unfamiliar problems
- develop a sustained reasoned argument, perhaps challenging previously held assumptions
- demonstrate effective written and/or oral communication and presentation skills
- work effectively independently and with others
- take and demonstrate responsibility for their own learning and continuing personal and professional development
- self-appraise and reflect on practice
- plan and design practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills
- develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
- develop justifiable and/or evidence-based interventions
Key references include
Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., Thøgersen-Ntoumani, C. (2011). Self-Determination Theory and Diminished Functioning: The Role of Interpersonal Control and Psychological Need Thwarting. Personality and Social Psychology Bulletin, 37, 1459-1473.
Coatsworth, J. D., & Conroy, D. E. (2009). The effects of autonomy-supportive coaching, need satisfaction, and self-perceptions on initiative and identity in youth swimmers. Developmental Psychology, 45, 320-328.
Edmunds, J.K., Ntoumanis, N., & Duda, J.L. (2007). Perceived autonomy support and psychological need satisfaction in exercise. In M. S. Hagger and N. Chatzisarantis (Eds.) Self-determination theory in exercise and sport. Champaign, IL: Human Kinetics.
Ng, J. Y. Y., Lonsdale, C., & Hodge, K. (2011)The Basic Needs Satisfaction in Sport Scale (BNSSS): Instrument development and initial validity evidence. Psychology of Sport & Exercise, 12, 257-264
Ryan, R.M. & Deci, E.L. (2007). Active human nature: Self-determination theory and the promotion and maintenance of sport, exercise, and health. In In M. S. Hagger and N. Chatzisarantis (Eds.) Self-determination theory in exercise and sport. Champaign, IL: Human Kinetics.
The full reading list can be found at https://rl.talis.com/3/bangor/lists/E946646F-41F9-F1CC-62F1-8D2E908D11E7.html?lang=en&login=1
In addition, the website www.selfdeterminationtheory.org contains a substantial amount of resources that students can access.