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MOTIVATION

MOTIVATION. PHED 1027 February 26 th & 28th. Standard First Aid. March 1, 2 March 8, 9 Please contact Michelle Zurawski in the Ed Centre gym office Michelle.zurawski@canadorec.on.ca. MOTIVATION - What is it?. A drive that STARTS or MAINTAINS an activity

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MOTIVATION

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  1. MOTIVATION PHED 1027 February 26th & 28th

  2. Standard First Aid March 1, 2 March 8, 9 Please contact Michelle Zurawski in the Ed Centre gym office Michelle.zurawski@canadorec.on.ca

  3. MOTIVATION - What is it? • A drive that STARTS or MAINTAINS an activity • From the Latin movere, meaning “to move” • Psychological term used to explain the WHY of behaviour

  4. SOURCES of MOTIVATION Instincts & drives – earliest theories Social cognitions, perceptions, emotions – modern paradigm Amotivation – absence of motivation

  5. Extrinsic motivation – to receive reward or avoid punishment (external regulation) Intrinsic motivation – to learn, accomplish tasks, and to experience sensations Which is most powerful in PA settings?

  6. Motivation has a lot to do with the impact of rewards on Self-Determination Competence – e.g. medal Control – e.g. Bribe A highly intrinsically motivated individual is much more likely to sustain effort and performance over the long term (e.g. Exercise adherence)

  7. How does MOTIVATION explain behaviour? Many theories exist to explain motivation........

  8. Did you say THEORY????? Porter & Lawler’s Model Vroom’s Expectancy Model Bandura’s Self-Efficacy Theory Herzberg’s Motivation-Hygiene Maslow’s Needs Hierarchy Adam’s Theory of Inequity Personal Investment Theory Theory of Planned Behaviour Theory of Reasoned Action Self Determination Theory Transtheoretical Model

  9. How do we make sense of all of these theories? Effort Performance Rewards Satisfaction Personal Investment Outcomes of Personal Investment

  10. EFFORT Degree of effort depends upon one’s motivational state Level of effort is related to the value placed upon the rewards Value may be different for different individuals

  11. EFFORT • Will the effort result in a reward? • Performance expectation or probability • Performance-reward relationship • Effort is maximized when an individual places a high value on the rewards, and when that person believes the effort-reward probability relationship is strong

  12. PERFORMANCE • Abilities & Traits • Traits – enduring, stable characteristics • Abilities – trainable qualities • Role Perception • Correct perceptions of one’s role are important

  13. REWARDS Rewards that suggest to the individual that he or she is highly competent enhance intrinsic motivation Rewards suggesting that the recipient is no longer fully in control of the reasons for behaviour reduce intrinsic motivation (Carron et al., 2003)

  14. Intrinsic Rewards • Sense of accomplishment • Achievement • Doing something positive for the community • Personal growth • Extrinsic • Externally administered, tangible • Receiving rewards affects the value placed upon them...

  15. Value and Frequency of Rewards(Chelladurai, 2006) High Low Less More

  16. SATISFACTION Depends upon the individual’s perception of whether the rewards are equitable How does satisfaction affect subsequent effort and performance?

  17. EQUITY of REWARDS • Individual PERCEPTION of how fairly rewards are distributed • Performance is significantly impacted by the perceived equity of rewards • e.g. Comparing salaries and levels of performance on professional teams • This is significant in any organization – volunteer or professional

  18. MOTIVATION as PERSONAL INVESTMENT • Observed behaviours provide information about personal investment • Direction • Persistence • Continuing motivation • Intensity • Performance

  19. PERSONAL INVESTMENT • These patterns of behaviour indicate the degree to which a person is invested in the activity • Everybody is motivated to do something • Individuals distribute their time, talent, and energy as they choose

  20. “Situations are easier to change than people” (Maehr & Braskamp, 1986) How might this affect you as a coach, teacher, instructor?

  21. Outcomes of Personal Investment Achievement Personal Growth Life Satisfaction Are these important to sports organizations?

  22. As a PHE Professional, what will be your greatest challenge with clients? PE teacher Coach Personal Trainer Physiotherapist Fitness Instructor Exercise Adherence

  23. Motivational Strategies to Enhance Exercise Adherence • Prompting • Contracting • Public reporting • Rewards • Feedback on progress • Goal setting • Social support • Focus on the experience • Focus on the process, not the outcome

  24. For Thursday..... Read Chapter 8 (Organizational Justice) Pg. 119-136 Answer #1 Interact

  25. ORGANIZATIONAL JUSTICE HUMAN RESOURCE PRACTICES:

  26. Volleyball opportunity Volleyball Officials Clinic Saturday, March 15th & Sunday, March 16th Ecole Secondaire Catholique Algonquin 10 AM-4 PM $125.00 Contact Mona Morton at 497-9774 Practical to follow March 29th or April 5th

  27. JUSTICE • We all have been recipients of demands for justice • “Barb, its not fair that some students got mini eggs and others didn’t” • We have all been in the position of demanding justice • I told the builder of my house that, since he replaced the defective windows for a neighbour, he should replace my defective windows

  28. Organizational justice • Ethical, legal, and appropriate business practices that are just and fair to all individuals involved in an organization • FAIRNESS • Why is organizational justice so important to PHE professionals? • Custodians • Socially sanctioned • Client / Employee satisfaction • Legal consequences

  29. Justice is all about perception • How do clients/employees/workers in an organization judge their work situation – is it FAIR?? • Justice perceptions are related to: • Job satisfaction • Job performance • Organizational commitment • Self-perceptions

  30. Think of a time you’ve been unfairly treated at work • Were you ever treated rudely or disrespectfully? • Were you up for a promotion / raise / job, and didn’t get it when you thought you should have? • Why was it unfair? How did you know? • How did you react? Did you take action? Why or why not?(https://www.siop.org)

  31. Distributive justice • Distributive justice considers the distribution of goods among members of society at a specific time, and on that basis, determines whether the state of affairs is acceptable. • (www.wikipedia.org)

  32. Distributive justice Considers the concrete OUTCOMES of the distribution of goods to individuals or groups of individuals

  33. WHAT is to be distributed? • Goods include income, opportunities, wealth • Equipment • Playing time • Uniforms • Feedback • Medical attention • Others???

  34. To whom are the goods distributed? Individuals Groups Classes

  35. On what basis are goods distributed? Equality Equity Need

  36. Principles of distributive justice Equity Equality Need

  37. Principle of equity • Distribution of resources is based on contributions that members make to a group or organization • Effort • Ability (innate or achieved) • Performance • How should I have distributed mini-eggs based on the principle of equity?

  38. EQUITY of REWARDS – Remember? Individual PERCEPTION of how fairly rewards are distributed Performance is significantly impacted by the perceived equity of rewards Did you compare your test mark with those of your classmates? Was your assessment fair?

  39. If inequity is perceived, what happens? • For example, if an individual is underpaid: • Quit • Decreased output • Ask for a raise • “squealing” • Distort reality

  40. Principle of equality • Resources are distributed equally to all members • Treatment • Results • Opportunity • How should I have distributed mini-eggs based on equality?

  41. Principle of need Resources are distributed on the basis of the needs of individuals or teams How should I have distributed mini-eggs based on need?

  42. Procedural Justice – refers to the PROCESS that organizations use to distribute goods • Procedural justice is an intermediary stage • Procedures, guidelines, policies for making decisions • Example of procedural INJUSTICE

  43. Procedural Justice • What are some things that lead to a procedure being seen as fair? • ‘Voice’ – getting a say in things • Consistency – across time and employees • Bias Suppression – avoid personal bias • Accuracy – procedure should be correct • Correctability – appeals mechanism • Ethicality – standards of ethics upheld

  44. Interactional Justice – the manner in which decisions are communicated • Substance of the message (informational justice) • Tone of the message (interpersonal justice)

  45. Organizational justice: Procedural Justice – PROCESS Interactional Justice – COMMUNICATION Distributive Justice - DECISION

  46. Interact #1 Were there occasions during your days in secondary school when you believed that the administrators were not just in distributing the school resources? What principles of organizational justice were violated? Discuss.

  47. Next week Read Chapter 11 “Leadership” Do Interact #1

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