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How to stay motivated - Coggle Diagram

- - - - Complete disengagement
        
        Time to exhaustion tests
        
        Quitting in ultra endurance activities
      - Partial disengagement
        
        Reducing physical effort
        
        Slowing pace
  - - - The psychobiological model of endurance performance
        
        task disengagement is a decision
        
        perception of effort is how much you are willing to exert
        
        if perceived effort is lower than potential motivation you will carry on
        
        but when effort exceeds motivation you will stop
        
        effort is not based on afferent feedback
        
        change in perceived effort is bigger when mentally fatigued
        
        give up quicker when mentally fatigued
        
        Mental fatigue --> Perceived effort --> performance
      - Affect
        
        all affective states are there to motivate
        
        if not in homeostasis - affective response occurs - brain attempting to motivate to stop
      - Implications of the Mental Fatigue Research?
        
        there is fatiguing situations such as going to a lecture
    - - conflict between performance goal and desire to reduce effort
      - there is normally a goal to complete endurance activity
      - managing the desire to reduce effort leads to performance
      - ‘the capacity to resist a temptation that is in conflict with a desired, long-term goal, in order to protect this valued goal’ - Fishbach & Woolley, 2018
      - characteristics of the critical phase
        
        Desire-goal conflict highly salient
        
        Hedonic Avoidance of Negative Affect and Distress
        
        Conflict Increases as Effort Increases
        
        Conflict Increases as number of Systems Recruited Increases
- - - - cannot be relied on and has limited strength
    - - more time available, the more likely we are to fall behind on commitments
  - - - these could be social/financial etc
    - - we remember the end of activites
    - - Giving multiple options changes perception. - trinary instead of binary
    - - airing an enjoyable activity with a less appealing one boosts motivation.
- - - - Focuses on self-improvement, effort, collaboration, see mistakes as learning and support everyone equally.
      - Associated with higher motivation, enjoyment, and confidence.
    - - Focuses on outperforming others, emphasizes success, support the ‘favorites’ encourages comparison, and punishes mistakes.
      - Associated with perfectionism, anxiety, and burnout.
- - - - Attitudes
        
        Outcome belief: “exercise will help me control my weight” - believe it will help with a goal
        
        Outcome value: “I really want to control my weight” - goal has to be important
        
        Instrumental attitude: perceptions of physical activity as ‘useful’/‘beneficial’
        
        Affective attitude: perceptions of physical activity as ’pleasant’
        
        better predictor of adherence than instrumental
        
        Better link between stated attitude and actual behaviour if the attitude statement refers to:
        
        specific behaviours (‘action’)
        
        where the behaviour takes place (‘context’)
        
        a specified time period for the behaviour (‘time’)
      - subjective norms
        
        Normative beliefs: “my friend thinks exercise is really important for people like me” - what others think, cultural beliefs etc.
        
        Motivation to comply: “I want to do what my friend says”
      - perceived behavioural control
        
        Perceived ease or difficulty of PA
        
        Past experiences (previously active)
        
        Anticipated barriers or difficulties (environmental/ social/ psychological)
      - evidence to suggest this theory is effective. strongest connection (.6) between attitudes and intentions. weakest (.32) between subjective norms and intentions.
    - - introjected regulation - internalise, doing to avoid guilt (extrinsic)
      - identified regulation - personally value benefits/outcomes of exercise - understand the benefits (extrinsic)
      - integrated regulation - aligns with values and beliefs - fully part of their behaviour (extrinsic)
      - relatedness - community
      - competence - what you can do, feels good/easy
      - autonomy - the origin of behaviour as yourself not from others - it is not choice
    - - past behaviours
      - modelling
      - verbal persuasion
      - physiological arousal
  - - - based on 7 psychological principles
        
        multiple memory systems
        
        primary of affect
        
        law of effect
        
        affective and somatic markers
        
        opposing forces
        
        dual-process models
        
        bounded rationality
        
        affect heuristic
  - - - sustain behaviour
      - initiate behaviour - this is generally easy
      - develop intentions
      - no motivation