Introduction to Motivation in Sport

Welcome to one of the most important chapters in Sport Psychology! Have you ever wondered why some athletes train in the pouring rain while others make excuses to stay inside? Or why some players love the pressure of a last-minute penalty while others want to hide? That is what motivation is all about. In these notes, we will break down the different types of motivation, look at the famous Atkinson’s model of achievement, and learn how to set goals like a pro using the SMARTER principle.

1. Types of Motivation

In simple terms, motivation is the internal and external drive that pushes us to perform a task. In AQA A Level PE, we divide motivation into two main categories:

Intrinsic Motivation

This is the "fire from within." It is the drive to perform a task for its own sake, for personal satisfaction, or for the pure "love of the game." Example: A marathon runner who trains every day because they love the feeling of physical accomplishment.

Extrinsic Motivation

This is the drive to perform to gain external rewards or to avoid negative consequences. We can break this down further into two types:

  • Tangible rewards: Physical objects you can touch, such as trophies, medals, or prize money.
  • Intangible rewards: Non-physical things, such as praise from a coach, fame, or social status.

Quick Tip: While extrinsic rewards can get someone started in a sport, intrinsic motivation is usually considered better for long-term persistence because the athlete isn't dependent on a trophy to keep going!

2. Achievement Motivation (Atkinson’s Model)

Why do some people seek out challenges while others avoid them? Atkinson suggested that our Achievement Motivation is a balance between our personality and the specific situation.

The Personality Component

According to this theory, we all have two "needs" inside us. The one that is stronger determines our behavior:

1. Need to Achieve (Nach): These performers show "approach behavior." They:

  • Look for challenges.
  • Are not afraid to fail.
  • Value feedback from coaches.
  • Attribute success to their own effort.

2. Need to Avoid Failure (Naf): These performers show "avoidance behavior." They:

  • Avoid challenges (they prefer very easy or very difficult tasks).
  • Dislike being evaluated.
  • Give up easily if things go wrong.

The Situational Component

Atkinson said it’s not just personality; the situation matters too. He looked at two things:

  • Probability of Success (\(Ps\)): How likely is it that you will win?
  • Incentive Value (\(Is\)): How much do you care about winning this specific game?

The Rule: There is an inverse relationship between these two. If the probability of success is low (\(Ps = 0.1\)), the incentive value of winning is very high (\(Is = 0.9\)). Example: Beating the world champion is unlikely, but it would feel amazing!

Achievement Goal Theory

This theory suggests that athletes are motivated by different types of goals:

  • Outcome Goals: Motivated by beating others (e.g., "I want to finish 1st").
  • Task Goals: Motivated by mastering a skill or improving their own performance (e.g., "I want to improve my PB by 2 seconds").

How to develop "Approach Behavior" (Nach): Coaches can help by setting task-orientated goals, reinforcing success, and ensuring the performer attributes failure to things they can change (like effort), rather than a lack of ability.

3. Goal Setting

Setting goals is a psychological technique used to increase motivation and focus. To be effective, you need to know the three types of goals and the SMARTER principle.

Types of Goals

1. Outcome Goals: These focus on the end result, usually involving a comparison with others (e.g., winning the league). Risk: You can play perfectly and still lose if the opponent is better.

2. Performance Goals: These focus on the athlete's own standards, regardless of others (e.g., a sprinter aiming for a personal best time). Benefit: Reduces anxiety because the athlete has more control.

3. Process Goals: These focus on the "how-to" or the technical aspects of the performance (e.g., keeping your head down during a golf swing). Benefit: Helps improve technique and focus.

The SMARTER Principle

When setting goals, they must follow these rules to be effective:

  • S - Specific: Goals must be clear and precise (e.g., "I want to improve my 100m time by 0.5 seconds" rather than "I want to get faster").
  • M - Measurable: There must be a way to track progress using data or stats.
  • A - Achievable: The athlete must be physically and mentally capable of reaching the goal.
  • R - Realistic: The goal should be challenging but within reach given the resources and time available.
  • T - Time-bound: There must be a deadline or a specific timeframe for completion.
  • E - Evaluate: The athlete and coach should check in regularly to see how things are going.
  • R - Re-do: If the goal wasn't met, or if it was too easy, the goal should be adjusted or reset.

Quick Review: Key Takeaways

- Motivation: Can be intrinsic (internal) or extrinsic (external). Extrinsic is either tangible (trophy) or intangible (praise).

- Achievement Motivation: Nach (approach) vs Naf (avoidance). It depends on the person and the situation (\(Ps\) and \(Is\)).

- Goals: Use Process and Performance goals to build confidence. Always make them SMARTER!

Note: For more on how athletes explain their wins and losses, see the chapter on Attribution Theory. To understand how motivation affects nerves, check out Arousal and Anxiety.