hpp301 week four slides

8/3/2019 HPP301 Week Four Slides

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Contemporary Issues in Health

and Exercise

HPP301

Week Four



Learning Outcomes

• Recap and consolidation of last three weeks

• Facilitating motivation and behaviour change

•

Amotivation



Quiz

• You have been given

– Terms

– Definitions

• Match the terms to the definitions to achieve

your extrinsic reward

• Swap sheets to mark you answers

• Winner gets choice of reward



Terms

• Locus of control

• Intrinsic motivation

• External motivation

• Autonomy

• Introjected motivation

• Integrated motivation

• Competence

• Identified motivation

• Amotivation

• Relatedness

• Extrinsic motivation

• K

• A

• B

• F

• G

• E

• I

• H

• C

• J

• D



Amotivation

• Come up with some ideas about what

amotivation actually is

– Discuss with person next to you

• What did you come up with?

• Is it simply the absence of motivation?

•

Or is it something more?



Outcomes

• Evidence on effects of amotivation

• Negative outcomes

– Poor psychosocial adjustment

– High levels of perceived stress

– Poor general well-being

– Lower educational outcomes (e.g. Baker, 2004)

– Lack of persistence

– Lower self-esteem



Deconstructing Amotivation

• Not just ‘can’t be arsed’

• Not just lazy

•

Potential link with pre-contemplation?• Recall the underlying philosophy of SDT

– “People are active organisms with inherent and

deeply evolved tendencies towards psychological

growth and development”

• So how can amotivation even exist?



Resolving Amotivation

• What else can be going on?

•

An individual has no intention to engage inphysical activity?

•

Why might this be?



Consequences

• So what does this meanfor intervention?

•No ‘one-size-fits-all’solution

• Not simply a case of

providing rewards tofacilitate a progressionto external motivation



Multi-Faceted Construct

• Different reasons for amotivation

– No perceived competence

• Lack of required skills or knowledge

• Self-efficacy (Bandura)

– No perceived connection between actions and

desired goals

•

Learned helplessness (Seligman) – Deliberate intention not to act

• Volitional amotivation



Dimensions of Amotivation

• Shen et al. (2010) propose four dimensions of

amotivation

– Ability beliefs

– Effort beliefs

– Value of task

– Task characters



Ability Beliefs

• Similar to self-efficacy, perceivedability to perform a certainbehaviour

• May be aware that a course of action is required oradvantageous

• May even desire to commenceactivity

• Likelihood of activity proportionalto perceived ability to meetrequirements

• Results in amotivation

• Possible intervention – Facilitate development of

perceived competence• Education and training

• Goal setting



Effort Beliefs

• Desire to expend the energy requiredby a course of action – Not just physical energy

• Tasks requiring sustained energy areless likely to be started – Perceived competence may be high

•Tasks that are difficult to integrateinto lifestyle

• Reinforced perception of individualas low in effort – Potential role for personal outcome

value


• Possible intervention – Supportive and informed decision

– Accountability• Validation

• Decisional balance



Value of Task

• Low value placed on task resultsin amotivation in the context of specific activity – Particularly when little perceived

relevance to individuals life orvalues

• Often relevant in a value-ladencontext – Environment can place high or low

values on activity

• Particularly relevant to educationand physical activity

•

Results in amotivation• Possible interventions

– Education and training

– Intrinsically frame task



Task Characteristics

• Appeal of a task influencesthe reduction ordevelopment of amotivation

• Lack of pleasure or interest

results in disengagement• Emphasis placed on the

environment rather thanthe individual


• Possible intervention – Environmental engineering

• Presentation of material

• Stimulation



Intervention

• How can we effectively intervene withamotivated individuals?

• Support development of competence or self-efficacy – Goal setting

• Assist with the individuals understanding of meaning

•

Educational interventions – Skills training

– Information• Links again with pre-contemplation



Summary

• Amotivation is a complex concept

• Not simply a lack of effort

•

Multi-dimensional• Requires careful consideration

• Explore underlying reasons for amotivation

• Provide a specific intervention



Homework

• Ensure you consolidate your understanding of

amotivation

– Papers on Moodle

• Particularly relevant for your assignments

hpp301 week four slides

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