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© 2020 JETIR December 2020, Volume 7, Issue 12 www.jetir.org (ISSN-2349-5162)

JETIR2012321 Journal of Emerging Technologies and Innovative Research (JETIR) www.jetir.org 863

EFFECT OF PSYCHOLOGICAL

INTERVENTION ON THE SPORTS

ACHIEVMENT MOTIVATION OF ATHLETES.

Bhawna Chauhan, Research Scholar, Department of Psychology,

Himachal Pradesh University.

Dr. Sunil Kumar, Associate Professor, Department of Psychology,

Himachal Pradesh University.

Dr. Aunradha Solanky, Jr Scientific Officer, Sports Authority of India,

New Delhi.

ABSTRACT

The present research was designed to study the outcome of a psychological intervention program

consisting of a visual motor behaviour rehearsal on sport achievement motivation among athletes

using a pre- test and post-test treatment design. A total of 60 males and females aged 18-24 years

who gave their consent to participate in the study were randomly selected 30 each in the

experimental and control groups. 12 weeks of visual motor behaviour rehearsal, consisting of 3

days a week was given to participants of the experimental group while participants of the control

group were interacting at the same time. In conclusion, the explanation of the participants was

subjected to the study of the covariance after the fulfillment of its conditions, which revealed a

substantial difference between the groups on their sports achievement motivation after the

intervention and the participants of the experimental group outperformed the participants of the

control group on their sports achievement motivation after the intervention.

KEYWORDS

Sports Achievement Motivation, Visual Motor Behaviour Rehearsal and Athletes.

BACKGROUND

The extent of the motivation in sport can be directly linked to the aspiration of the athlete to be

good, as without that aspiration the chances of success are greatly diminished and this is known

as the achievement motivation. Atkinson defines the circumstances of achievement as 'one in

which someone expects to assess their performance. Atkinson (1964) alienated the desire for

achievement into two sub-components: 1) the need to achieve success and 2) need to prevent

failure. He used a predicted test to measure these attributes and, in general, he contrasted the

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need to prevent failure with the anxiety associated with the task. In addition, the motivation for

success is expressed by the need to succeed and the motivation to escape failure. He

accomplished that the high achiever was a person whose desire for success was greater than the

need to escape failure.

Sports psychology research has taken tremendous steps. It does not profess to be an undeniable

guideline as in no preparation of athlete is viewed as complete without sufficient accentuation on

“psychological conditioning” which plays an extremely important role in competitive sports.

Competitive Sports uncover social desires of a people and they have now become an in

extricable past of all considered. Recreate sports are the most apprehensive with man’s wellbeing

where as competitive sports aim to assess and enhance human “potentiality and performance.

Ryan and Lakie (1965) found that the performance of individuals with high anxiety and low

achievement needs was the most pretentious in non-competitive circumstances. On the other

hand, individuals with a high need for success and low anxiety have done well in competitive

circumstances. Duda (1988) explored the connection between goal perspectives and preferred

motivational actions (i.e. persistence and intensity) between league participation. Persistence was

described as the number of years of participation in sports, while intensity was optimized as the

hours and weeks spent performing leisure sports in the free time of the student. Results showed

that the superior persistence and strength corresponded to the student's focus on the participation

of the challenge in sports.

McClelland's (1953) and Hechhausan's (1963) measure the motivation for achievement. Results

indicated a significant improvement in achievement motivation for accomplishment following

termination of motivational instructions. The experimental group compared to the control group




demonstrated differences in the actions of the individual as well as the factual importance of the

differences found. After completion of the training, a relative increase in the achievement

motivation of the study group was found in comparison to the control group. Harvey (1969)

further examined that achievement is an important component of the psychological make-up of

the group of athletes. The research conducted 30 non-athletes, 30 team sports athletes, 30

individual sports athletes to assess their needs for achievement. Findings showed the non-

significant differences between the motivational response and the achievement response to the

scores of the 3 classes among the non-performance scores of the 10 athlete’s subgroup. Harter

(1981) explained and projected why individuals were inspired to participate in specific areas of

achievement. Individuals were inspired to be competent in fields such as academics, athletics, or

peer-to-peer relationships. In order to offer gratification to the desire to compete, individual

attempts to mastery. When such attempts result in a competent or good performance, the

individual will experience a positive impact. This, in essence, retains or strengthens the

encouragement of competence. Individuals who are considered to be competent in sports are

more likely to continue to play, whereas those with a low degree of perceived athletic

competence are likely to be suspended in particular sports. Kifer (1975) strongly indicates that

continuous progress in the achievement of many years of schooling contributes to optimistic self-

concepts and self-esteem behaviors that become steady facets of the individual's personality. One

of the explicit motivations for which nothing is understood is the motivation for achievement.

The objective of the motive is described as "success in competition with a standard of

excellence" (McClelland, Atkinson, Clark and Lowell, 1953). Investigation, over the last twenty

years, has confirmed that the strong incentive of the man for achievement is the entrepreneur, i.e.




the person who is self-reliant, takes responsibility for his transactions, estimates the risks

involved and takes moderate risks, carefully plans.

METHODOLOGY

Design:

To study the effectiveness of visual motor behaviour rehearsal on the achievement motivation,

of athletes of experimental and control group pre-test and post-test treatment design was used in

the present study (See 1.1)

TABLE -1.1

Design to study the effect of training Visual Motor Behaviour Rehearsal on Achievement

Motivation among Athletes

Participants:

The present study involves Sixty participants in total, having age range of 18-24 years with judo

experience of more than 5 years and have received at least 2 medals at the state level or national

level competitions besides, who gave their consent to participate in the study were taken and

selected randomly 30 each in the experimental and control group.

Variables of the Study: The present study involves the following variables:

Independent Variables- Visual Motor Behaviour Rehearsal

Dependent Variable- Sports Achievement Motivation

TOOLS OF THE STUDY

The following standardized tools have been administered in the present analysis.

Group Pre -Test Post –Test

Experimental Group 30 30

Control Group 30 30




The sport performance motivation scale designed by Kamlesh (1990) was used in the present

study with test reliability as 0.70, and the validity of the SAMT with the actual performance of

the athletes was calculated to be 0.55.

The Visual Motor Behaviour Rehearsal Programme was developed following the visual

motor behaviour rehearsal (VMBR) technique by Suinn, 1972. Visual motor behaviour

rehearsal focuses, first, on relaxation training based on Jacobson's Progressive Muscle

Relaxation, and second, on visualization training, on the visualization of an effective

competition scene. Finally, it incorporates relaxation and simulation skills with the visual

motor behaviour rehearsal for particular performance enhancements. The visual motor

behaviour rehearsal program was then administered for the experimental group in three

weeks of 45 minutes for 12 weeks.

OBJECTIVE

To study the difference between experimental group and control group on the sports

achievement motivation of the participants athletes.

HYPOTHESIS

There would be a significant difference between the participants of experimental group and

control group on their sports achievement motivation scores after the intervention.

RESULTS AND DISSCUSSION

After the intervention the observed scores of the participants were analyzed using analysis of

covariance besides satisfying its assumptions to apply so as to meet the objective of the study.

To satisfy the assumption of control on the independent variable the F value (.078) came out

non-significant showed no significant difference between experimental and control group on




their pre-test scores i.e., the independent variables and covariate are not different across the

group and satisfied the assumption to apply Analysis of covariance.

Table 2.1

F Value on the Pre -Test Scores of the Participants of

the Experimental and Control Group on their Sports Achievement Motivation

Source Sum of Squares Df Mean Square F Value

Groups (Pre-Test

Scores)

1.667 1 1.667 .078

Error 1236.933 58 21.326

Total 60020.00 60

Further, to see the difference on the subject’s effect on group time pre- test, the F values further

confirmed the no significant difference (F=2.63) between the subject’s effect on group time pre-

test and satisfying the assumption i.e., to test the homogeneity of regression to qualify for

analysis of covariance to apply on the dependent variable i.e., post-test scores of the participants

(See table 2.2).




Table 2.2

F Value on the Scores of the Participants of

the Experimental and Control Group on their Sports Achievement Motivation to Test the

Homogeneity of Regression

Source Sum of Squares Df Mean Square F Value

Groups (Pre-Test Scores) 38.684 1 38.684 2.63

Error 823.361 56 14.703

Total 66284.000 60

Now, in order to see the difference between the experimental group and the control group on the

post-test scores of the experimental and control group on their sports achievement motivation,

the F value showed a significant (F=30.92** p<.01) difference between the experimental and

control groups on their post- test scores after the intervention (see Table 2.3). in addition to the

higher mean value of the experimental group than the control group. This revealed a significant

increase (see Table 2.4) in the sports achievement motivation of the participants of the study

group than that of the control group after the intervention.




Table 2.3

The F Value on the Sports Achievement Motivation Scores (Post-Test) of the Experimental

Group and Control Group after the Intervention

Source

Sum of

Squares

Df

Mean Square

F Value

Groups (Post-Test Scores) 467.552 1 467.552 30.92**

Error 862.045 57 15.124

Total 66284.000 60

Fig.1: Showing the Difference Between Experimental and Control Group on their Sports

Achievement Motivation after the Intervention

25

30

35

40 35.6

30.13

Sp

ort

s A

chie

vm

ent

Moti

vati

on

Groups

Sports Achievment Motivation of the Partcipants of

Experimental and Control Group after the Intervention

Experimental Group Control Group




Table 2.4

Mean Values of the Experimental and Control Group on

Their Sports Achievement Motivation scores

After the Intervention

Thus, the result of the present study showed the effect of intervention on the Sports achievement

motivation of the participant’s i.e., significant improvement in the achievement motivation of the

participants of experimental group than the control group. The results of the present study do

find support from the earlier research directly and indirectly.

Blanket and Hamstra (2016) observed 65 tennis players who were given three different

conditions, i.e. a mastery target, a performance goal or a mastery goal and a performance goal, to

complete an imagery exercise. Post imagery service performance was found to be higher in a

dual-goal situation than under different conditions. Sari (2015) explored the relation between

imagery with an intrinsic motivation, self-efficacy and performance to determine the impact of

imagery on 133 kick boxers. Significant beneficial impacts have been identified between

imagery, intrinsic motivation and self-efficacy. In addition, motivational general mastery

imagery explained 12% of the variance in self-efficacy, while motivational general mastery

imagery and cognitive imagery explained 31.2% of the variance in intrinsic motivation and

concluded the relationship of imagery with intrinsic motivation and self-efficacy and its effect on

these two factors. In addition, Vasquerz and Buehler (2007) looked at the phenomenological

Variable

Mean Value (Post-Test)

Experimental Group Control Group

Sports Achievement Motivation 35.60 30.13




aspect of optimistic mental imagery and explained that imagining future achievements may

improve people's motivation to achieve this, as the visual perspective adopted could well affect

their motivational impact. The study assumed that individuals were increasingly driven to excel

in a potential task by visualizing its successful completion from a third-individual rather than a

first-individual viewpoint. Actions viewed from a third-individual viewpoint are usually

perceived as a relatively high degree of generalization in such a way that their greater value and

meaning, which in turn enhances their motivational impact. Students experienced a higher

achievement motivational improvement in accomplishment as they visualize their successful

completion of the assignment from a third rather than a first-person viewpoint. In addition, third-

party imagery stimulates inspiration by helping students to consider their performance

conceptually and their meaning. EuhNoh (2007) applied a twelve-week psychological autogenic

training, imagery and self-talk intervention program to 35 ballet dancers to mitigate injury by

improving coping skills. Result showed that a broad-based coping skills condition improved

coping skill, especially in terms of peaking under pressure, coping with adversity, confidence,

achievement motivation, and concentration. The goal of this study was to investigate the effects

of two psychological interventions designed to minimize injury among dancers by improving

coping skills. Thirty-five ballet dancers were assigned to three conditions, management of

autogenic training and broad coping skills, including autogenic training, imagery, and self-talk in

12-week interventions. Participants were asked to perform their respective interventions three

times a week. During the 24-week duration (12 weeks of preparation plus 12 weeks of practice),

the investigators reported the injuries on the record every day. Multivariate analysis of variance

and univariate tests for each dependent variable found that a broad-based coping skills condition

improved coping skill, in particular, under-pressure, adversity management, trust and




achievement motivation, and focus. Although covariance analysis used pre-intervention injury

frequency as covariate and one used pre-intervention injury length as covariate, they found that

participants in the broad-based coping skills had spent less time injured than participants in the

control condition. Morris et al., (2005) examined variations in the use of imagery at a

competitive level, in addition to investigating the effect on the use of imagery skills involving a

perceptual objective (reactive tasks) and without a perceptual target (non-reactive tasks).

Participants were graded according to competitive standard and form of task. Results showed

that the overall participants used more motivational general-mastery imagery and found a

substantial difference between tasks with a perceptual target and tasks without a motivational-

specific target, with higher scores for tasks with a perceptual target. In his investigation,

Weinberg (2008) used imagery training as a measure of mental training to learn its impact on

sport performance and to discover the positive effects of imagery training on the sport

performance of the participants. Hamstra et al., (2004) conducted an investigation to assess

whether psychological skills training (PST) programmes had an effect on athlete levels and

interpretations of anxiety, concentration, motivation and coping resources including 53

(swimmers, divers, volleyball and soccer players) participants. The findings of the study showed

positive improvements and advantages of intervention, i.e., a decrease in overall anxiety levels

and an improvement in concentration, motivation and coping resources. Harwood et al., (2004)

explored the correlation between the use of psychological skills (as revealed) in sport and the

achievement goal orientation among five hundred and seventy-three elite young athletes. Higher-

task/moderate-ego athletes reported using more imagery, target setting, and positive self-talk

skills significantly compared to lower-task/higher-ego and/or moderate-task/lower-ego athletes.

These findings suggested the role of achievement goals in the application and enhancement of




mental skills in young people. These results indicated the role of achievement goals in the

application and enhancement of mental skills in youth sport. Theeboom et al., (1995) examined

the effectiveness of a performance versus mastery-oriented learning program for children (8-12

years) of perceived competence, inner motivation, and motor skills development. The results

showed that children in the mastery-oriented group reported significantly higher levels of

enjoyment and had better motor skills than those in the performance-oriented group. The

findings of the mastery program were almost equal in reporting high levels of perceived

competence and innate motivation, while those of the conventional group had a less pronounced

effect. These findings provide empirical evidence that mastery of the motivational environment

can lead to more positive outcomes for young athletes as they learn new skills.

On the basis of the above discussion, the findings of the present research demonstrated the

efficacy of the psychological intervention, i.e. the rehearsal of visual motor behaviour, on the

achievement of the participants, and the hypothesis in this respect stand confirmed.

CONCLUSION

Achievement Motivation is a desire to succeed in tasks. This means that individuals with high

achievement motivation prefer to set goals that are neither too straightforward nor incredibly

difficult to achieve. Simple activities are not a challenge and are of little interest. Extremely

complex objectives raise the probability of failure. A individual with a high degree of

achievement motivation has great satisfaction in achieving a challenging goal. This reward is

more important than a reward, of recognition or monetary compensation. A strong-than-average

need for input on results versus feedback on characteristics is a key feature of high achievement

motivation. Feedback on results makes it possible to assess success. Today, sports and exercise




psychologists have started to study and provide information about how psychological well-being

and intense physical activity are related. This theory of psychophysiology, the monitoring of

brain activity during exercise, has led to this research. Sport psychologists are now starting to

accept exercise as a therapeutic complement to a balanced mental fit. In this modern era of

competition, team psychological training is as important as teaching the different skills of the

game on the empirical lines Based on the results, it was concluded that the key features of the

simulation of the competition scenes and the relaxation scenes provided to the group of

experiments were the main foundation for the participants of the dominant experimental group.

Sports psychologists and coaches must determine the root cause of psychological change to

conquer the arena.

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