You will reply to three different classmates with at least 85 words her classmate
You will use the references listed below each classmate
You will incorporate in-text citations from the references
This order will be 100% human written with an AI and similarity report generated
My Initial Post:
In the interview
with Michael Phelps, he talks about why he swims and his fear of losing. This
connects with different ways people motivate themselves from the outside.
Seeking outcomes or rewards, such as winning a race, is one strategy (external
regulation). Another method involves experiencing internal pressure, such as
guilt or shame (introjected regulation). Certain individuals may act in a way
that they believe will improve their self-esteem (identified regulation).
Additionally, some people combine external influences with their own principles
and views (integrated regulation) (Deci & Ryan, 2000).
Phelps seems to be
motivated by internal pressure, feeling scared of failing and letting others
down. This means he’s more focused on avoiding negative outcomes than achieving
positive ones. He is motivated by both external factors and internal factors.
As an athletic
coach, the ultimate purpose is to elevate the movement from a motivation to an
intrinsic motivation level. I will attend to each type of extrinsic motivation
as a coach, such as external forces that define and set the value in a
particular manner (external regulation), the addition of guilt and acceptance
(introjected regulation), the aid of discernment of personal value (identified
regulation), and the integration of these goals with sense of self (integrated
regulation) (Reeve, 2018, p. 114). Inner motivation
is crucial to point to autonomy, competence, and relatedness through
self-determination theory. The process enables the athletes to get the
opportunity for choice and self-direction autonomy, helping them feel competent
in the skill development process and build a sense of relatedness with the
support from the team members.
As a coach who
considers extrinsic and intrinsic motivators, I have noticed that athletes
gradually develop more autonomous forms of motivation and inherent motivation,
progressing towards experience-driven engagement from intrinsic rewards rather
than from the activity (Reeve, 2018, p. 124). This process creates
psychological ground, enabling athletes to engage, participate, and enjoy
themselves more. Extrinsic motivations guide coaches and players towards
intrinsic goals.
Reference
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human
Needs and the Self-Determination of Behavior Links to an external
site. Psychological Inquiry, 11(4), 227.
Reeve, J. (2018).
Understanding Motivation and Emotion (7th ed.). Wiley Global Education US. https://ecampus.vitalsource.com/books/9781119367659
Classmate 1 Initial Post: Devin
Under Extrinsic motivation, there are different levels of regulatory styles. In Chapter 5 of our textbook, we read about External, Introjected, Identified and Integrated types of motivation. External is based on incentives or consequences. Introjected covers situations like avoiding guilt or boosting self-esteem. Identified involves valuing or a sense of importance. Integrated is based on value congruence. Based on the different regulatory styles, I feel that Michael Phelps was at the highest level under integrated regulation. I chose this based on his comments of how he despises losing. He held himself accountable for not pushing as hard as he could have in training during the off season. He wasn’t as committed to his training which he felt led to his failure to win. He explained normally he’s very relaxed and in this situation he wasn’t due to his lack of training.
If I was an athletic coach in the process of creating extrinsic and intrinsic motivation from amotivation, I would communicate with my team to find their expectations. In the beginning stages of amotivation with a non-regulation style, the players of my baseball team might not see the entire picture of the game. Moving into extrinsic motivation with external regulation, I would set goals. This would be important to implement a sense of progress and provide direction. From external, we move to introjected. In this stage I would be more communicative about their efforts. I would encourage them and enable a sense of achievement. Moving to Introjected, I would begin sorting their personal goals. I would ask them to critique themselves during each game and find ways to improve on tactics and mechanics to bring in some autonomy. This somewhat ties into integrated. This is where the team would be able to set their own goals and integrate their own self reflections. If they have mastered this feeling, they’re essentially in the intrinsic motivation portion. They’ll need reassuring that they’re in control of their own baseball careers.
Reeve, J. (2018). Understanding Motivation and Emotion. Ch. 5. (7th ed.). Wiley Global Education US. https://bookshelf.vitalsource.com/books/9781119367659Links to an external site.
Classmate 2 Initial Post: Katelyn D.
Hi everyone, I hope you all have a great week!
The four different regulatory styles that fall under extrinsic motivation can represent different levels of control over behavior. External regulation is the lowest level of self-determination. Individuals are driven by external factors. The external factors may include a paycheck or verbal appreciation. Integrated regulation includes individuals who engage in what they are supposed to be doing by themselves. Identified regulations have people that participate due to reasons of something being important to them. Introjected regulation individuals need an external reward, but can also fuel their motivation with guilt and or feelings of shame.
During Michael Phelps’ interview, I think he exhibited a level of intrinsic motivation. He is extremely dedicated to swimming, and even when he is put in a difficult situation he has enough intrinsic motivation to get it done, continue to train, and excel in the sport.
If I were assuming that I was an athletic coach having to promote movement along the continuum from amotivation to intrinsic motivation including fostering autonomy, competence, and relatedness which are key for psychological needs reflecting the Self-determination theory.
Amotivation, people have zero correlation with their actions and how it affects them. I would tell that individual what they could benefit from by engaging in the activity. With external regulation, individuals are motivated by external rewards. I can shift this focus from extrinsic rewards to intrinsic ones by communicating with them about how much they’ve improved, providing feedback, and helping them set goals they can accomplish. Introjected regulation, individuals may feel pressured by internal sources. I will try my best to provide them with a positive attitude and encourage them. Identified regulation has people recognize how important the activity is. I can help my team by identifying what they need to work on. Intrinsic motivation people can normally start enjoying what they have to do while playing on the team.
References
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Intrinsic Motivation. (n.d.). Changingminds.org. https://changingminds.org/explanations/theories/intrinsic_motivation.htm
Michael Phelps Cannot Stand Losing. (n.d.). Www.youtube.com. Retrieved April 3, 2024, from https://www.youtube.com/watch?v=aWbqWw7kGGc
Nalipay, M. J. N., King, R. B., & Cai, Y. (2020). Autonomy is equally important across East and West: Testing the cross-cultural universality of self-determination theory. Journal of Adolescence, 78(1), 67–72. https://doi.org/10.1016/j.adolescence.2019.12.009
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Classmate 3 Initial Post: Michelle D.
The reading on “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions” identifies different regulatory styles within extrinsic motivation, going from less to more self-determined:
External Regulation: Performing an activity to satisfy an external demand or to obtain a reward. Actions are controlled by external forces.
Introjected Regulation: Involves regulations that are taken in but not fully accepted as one’s own. Usually, it is performing an activity to avoid guilt or to attain pride.
Identified Regulation: Recognizing and accepting the personal value of a behavior. The activity is seen as important and willingly engaged on.
Integrated Regulation: It is the most autonomous form of extrinsic motivation, where regulations are fully assimilated with oneself.
Based on the different regulatory styles of motivation, I consider Michael Phelps was motivated by Integrated Regulation. He appears to engage in swimming not for external rewards but as a part of his identity. His commitment suggests that his motivation to swim and excel was fully assimilated into his self-concept, showing a high level of self-determination in his extrinsic motivation.
As a coach, promoting a shift from amotivation to more self-determined forms of motivation would involve several strategies:
Ensuring athletes feel part of the teams and understand their role’s value. This helps the team foster a sense of community and encourage a support system.
Work on each athlete skill development, ensuring challenges are achievable and stimulating. Also, celebrate improvement and provide constructive feedback.
Allow athletes to have a say in their training choices and goals. Encourage conversations and include them in decision making to foster a sense of ownership in their progress.
Explain to athletes how they are important to the team’s success.
Create an environment that emphasizes the joy of the sport, personal growth, and focus that it is more important to master your skills rather than external rewards such as trophies or recognition.
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