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Self Determination (C.3.2) - Coggle Diagram
Self Determination (C.3.2)
SDT: Self determination theory.
SDT is based on the idea that there is three psychological needs that motivate all human behaviour.
Autonomy: The need to make our own decisions and be in control of our own feelings
Competence: The need to feel competent and able to accomplish things
Relatedness: The need to relate to others and feel as sense of belonging.
Continuim of motivation
Amotivated
Non intentional, Non-valuing, Incompetence, Lack of control (I have no desire to do this)
External
Compliance, External rewards and punishments (I was told to do this)
Introjected
Self-control, ego-involvement, internal rewards and punishments (i'd better do it) = Internalized nagging
identified
Personal importance, conscious valuing. (Doing this will help achieve my goals)
integrated
Congruence, Awareness, Synthesis with self. (Doing this is a part of who i am". Behaviour tied to identiy.
Intrinsic
Interest, Enjoyment, Inherent satisfaction. (I love this feeling). Enjoyable for its own sake.
6 mini theories: #1
Cognitive evaluation theory
Focus: Intrinsic motivation.
Summary:
-Positive feedback from coaches/teammates enahnces feelings of competence and autonomy, increasing intrinsic motivation.
Excessive control (eg. strict rules, punishments, overemphasis on external rewards) undermines motivation and may reduce long term dedication to sport
Cognitive evaluation theory states that external events can impact our intrinsic motivation:
Social environment: Coaches, Hard ground, Slippery courts, slippery equipment, oppposition intimidation
Controlling events: Rewards make people feel controlled by others (Your doing this to gain this from this person) which decreases intrinsic motication.
Amotivating Events: Negative performance feedback (coach negativity) gives feelings of incompetence and decrease intrinsic motivation.
6 mini theories: #2
Organismic Integration theory:
Focus: Describes the continuum of extrinsic motivation- from external regulation (compliance) to intergrated regulation (internalised values)
Extrinsic Regulation: Behaviours are regulated by sense of little/no choice. "I MUST"
Introjected Regulation: Behaviours are regulated by preventing feelings of guilt. "I SHOULD"
Identified Regulation: Behaviours regulated by a desire to do something. "I WANT TO"
Integrated Regulation: Motivation is largely internalized by aligning with personal goals, values, beliefs, but is still contingent on reward
Sport and exercise context: - An athlete might start exercising because of external pressure (eg. coach told me to)
Over time, motivation can shift toward identified or intergrated regulation (eg. exercising because it suits personal goals like health)
The more internalised the regulation, the more sustainable the behaviour.
6 mini theories: #3
Causality Orientations theory: Concerned with the extent to which people are exposed to the three types of causal orientations or environemtns
Autonomy orientation: Acting out of personal interest/choice ...............................................................................................- Control orientation: Acting due to external demands/rewards ................................................................................................Impersonal orienatation: feeling ineffective or lacking control
Sport and exercise context: - Autonomy orientated athletes are more self driven and resiliant.
................................................................................................
Control orientated athletes may perform well in the short term but risk burnout
............................................................................................- Impersonal orientated often linkts to dropout or disengagement from training
6 mini theories:#4
Basic psychological needs theory
Focus: Identifies three universal psychological needs- AUTONOMY, COMPETENCE, RELATEDNESS
Sport and exercise context: -Autonomy: feeling choice in training (eg. picking drills)
Competence: mastering skills, improving fitness
Relatedness: supportive relationships with teammates and coaches
When these needs are satisfied, motivation and well-being improve; when unsatisfied, stress and dropout increase.
6 mini theories: #5
Goal contents theory
Focus: Differentiates between intrinsic goals (eg. health, skill development, relationships) and extrinsic goals (eg. fame, appearance, wealth)
Sport and exercise context: -Intrinsic goals (enjoyment, personal growth, team belonging) foster sustainable motivation and well-being.
................................................................................................- Extrinsic goals (winning medals, ,external recognition) may drive performance but can reduce long-term satisfaction if not balanced with intrinsic goals.
6 mini theories #6
Relationships motivation theory
Focus: Highlights the importance of close, supportive relationships in fostering motivation and well-being
Sport and exercise context: - Athletes with supportive teammates, coaches, and family feel greater relatedness and motivation
................................................................................................- Positive relationships buffer against stress, injury, and burnout
................................................................................................- In health contexts, supportive exercise groups increase dedication to fitness and rehab programmes.
Applying STD
To improve motivation in athletes, coaches need to support their needs of autonomy, competence and relatedness
Examples: - keeping athletes involved in decision making processes
Being empathetic and trying to understand the atheltes point of views
-Giving feedback
-focusing on skill improvement
-showing athletes care and attention