Contemporary Issues in Health and Exercise HPP301 Week Four
8/3/2019 HPP301 Week Four Slides
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Contemporary Issues in Health
and Exercise
HPP301
Week Four
8/3/2019 HPP301 Week Four Slides
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Learning Outcomes
• Recap and consolidation of last three weeks
• Facilitating motivation and behaviour change
•
Amotivation
8/3/2019 HPP301 Week Four Slides
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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
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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
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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?
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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
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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?
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Resolving Amotivation
• What else can be going on?
•
An individual has no intention to engage inphysical activity?
•
Why might this be?
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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
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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
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Dimensions of Amotivation
• Shen et al. (2010) propose four dimensions of
amotivation
– Ability beliefs
– Effort beliefs
– Value of task
– Task characters
8/3/2019 HPP301 Week Four Slides
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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
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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
• Results in amotivation
• Possible intervention – Supportive and informed decision
– Accountability• Validation
• Decisional balance
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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
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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
• Results in amotivation
• Possible intervention – Environmental engineering
• Presentation of material
• Stimulation
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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
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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
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Homework
• Ensure you consolidate your understanding of
amotivation
– Papers on Moodle
• Particularly relevant for your assignments