ASSIGNMENT

Sports and Exercise Science



Sports and Exercise Science

Part 1

Introduction

This paper focuses on the two most popular theories in the realms of Sport Psychology literature that is, and Self-Determination Theory (Deci & Ryan, 2000) and Goal Achievement Theory (Nicholls, 1989). These two theories highlight the role of motivation in sporting performance. The paper will discuss the predications along with components in the two above mentioned theories. There will also be a comparison of effectiveness of each theory in explaining the phenomenon of motivation in sporting. This paper will help in concluding the researches and their findings on the comparison of two theories, and in deciding which of these theories presents which aspect of reality. Finding the roots of motivation is very helpful in exploiting its use for further welfare.

Discussion

Spurred by the increasing population being regarded as suffering with the problems of obesity and reduced physical activities. The theories which have been neglected for many years are now in lime light. Two such theories are related to motivation in sports, Self-determination and Goal achievement theory. These theories aim at defining the types of factors that play the role of motivators in the sporting context. These two theories in a sense complement each other by penetrating the different aspects of same phenomenon.

The achievement goal theory is basically standing on the tenet that, individuals struggle to display the ability and furthermore, avoid showing incompetence in a context of achievement. Therefore, it is said that, individuals assumedly endorse primarily two ways to define failures and success, furthermore, evaluating their competence as well (Nicholls, 1989).

The classical research in the field of physical education which has examined situational influences has been devoted to current goal perspective frameworks of motivation (For example, Nicholls, 1989; Ames, 1992: 161). Researchers on the basis of work completed in classroom, have examined the contextual cues sometimes referred to as motivational climate, behaviours influence the cognitions related to the achievement of physical education students (Treasure & Roberts, 2001:165-166; Goudas & Biddle, 1994: 453; Papaioannou, 1994: 11-20;). A person is described as either a task oriented or ego oriented person. Two dimensions of motivational climate, that is performance (ego involving) structures and mastery (or Task Involving) (Ames, 1992:163). Task involving climate that is referred to here as mastery is actually representative of structures that supports cooperation, working hard, task mastery, learning, and make students as if they are integral part of learning itself. A task-oriented person, tends to define success and competence in a manner characterized as self-referenced. They invest efforts in task mastery or self-improvement. While on the other hand, a person, who is ego oriented, tends to define in normative fashion. In this type of person there is a tendency to beat others. Also, they can outperform them using less effort. Irrespective of the level of perceived competence by the task oriented individuals, they are hypothesized to have adaptive or positive motivated behaviour. The ego oriented person having high perceived competence is almost certainly to exhibit motivational patterns adaptive in nature (Nicholls, ...