体育运动中内部动机和外部动机的研究

本文阐述了内部动机和外部动机的决定因素及其对运动员训练的影响,并提出运动员动机的干预方案,最后对运动员自主、积极训练方面的研究提出展望。     

Motivation and Burnout in Professional Rugby Players

Abstract

A survey of the literature on the development of physical education tests reveals little of value to the researcher confronted with the problem of assessing the gross motor ability of manpower pools and predicting success in related tasks. Flexible instructions, subjective scoring, limited concepts of validity, and other factors involving a disregard or misinterpretation of principles of test construction have greatly reduced the usefulness of research in this field (1, p. 1).     

The coach–athlete relationship: a motivational model

The aim of this paper is to present a motivational model of the coach–athlete relationship that describes how coaches may influence athletes' motivation. In line with cognitive evaluation theory (Deci and Ryan, 1980 Deci EL Ryan RM 1980 The empirical exploration of intrinsic motivational processes In Advances in Experimental Social Psychology, Vol. 13 (edited by L. Berkowitz) pp. 39–80 New York: Academic Press  [Google Scholar], 1985 Deci EL Ryan RM 1985 Intrinsic Motivation and Self-Determination in Human Behavior New York: Plenum Press [Taylor & Francis Online] , [Google Scholar]) and the hierarchical model of intrinsic and extrinsic motivation (Vallerand, 1997 Vallerand RJ 1997 Toward a hierarchical model of intrinsic and extrinsic motivation Advances in Experimental Social Psychology 29 271 360  [Google Scholar], 2000 Vallerand RJ 2000 Deci and Ryan's self-determination theory: a view from the hierarchical model of intrinsic and extrinsic motivation Psychological Inquiry 11 312 318  [Google Scholar]), a motivational sequence is proposed where coaches' personal orientation towards coaching, the context within which they operate, and their perceptions of their athletes' behaviour and motivation influence coaches' behaviours. Also, coaches' behaviours in the form of autonomy-supportive behaviours, provision of structure and involvement have a beneficial impact on athletes' needs for autonomy, competence and relatedness, which, in turn, nurture athletes' intrinsic motivation and self-determined types of extrinsic motivation. Here, we first review coaches' autonomy-supportive behaviours. We then describe the psychological processes through which coaching behaviours have a positive influence on athletes' intrinsic and self-determined extrinsic motivation. Finally, we identify social and personality processes that determine coaching behaviours.     

Effects of Curricular Activity on Students' Situational Motivation and Physical Activity Levels

Abstract

The purpose of this study was to examine (a) the effects of three curricular activities on students' situational motivation (intrinsic motivation [IM], identified regulation [IR], external regulation, and amotivation [AM]) and physical activity (PA) levels, and (b) the predictive strength of situational motivation to PA levels. Four hundred twelve students in grades 7–9 participated in three activities (cardiovascular fitness, ultimate football, and Dance Dance Revolution [DDR]) in physical education. ActiGraph GT1M accelerometers were used to measure students' PA levels for three classes for each activity. Students also completed a Situational Motivation Scale (Guay, Vallerand, & Blanchard, 2000) at the end of each class. Multivariate analysis of variance revealed that students spent significantly higher percentages of time in moderate-to-vigorous PA (MVPA) in fitness and football classes than they did in DDR class. Students reported higher IM and IR toward fitness than DDR. They also scored higher in IR toward fitness than football. In contrast, students displayed significantly lower AM toward fitness than football and DDR. Hierarchical Linear Modeling revealed that IM was the only positive predictor for time in MVPA (p = .02), whereas AM was the negative predictor (p < .01). The findings are discussed in regard to the implications for educational practice.     

A review of controlling motivational strategies from a self-determination theory perspective: implications for sports coaches

The aim of this paper is to present a preliminary taxonomy of six controlling strategies, primarily based on the parental and educational literatures, which we believe are employed by coaches in sport contexts. Research in the sport and physical education literature has primarily focused on coaches’ autonomy-supportive behaviours. Surprisingly, there has been very little research on the use of controlling strategies. A brief overview of the research which delineates each proposed strategy is presented, as are examples of the potential manifestation of the behaviours associated with each strategy in the context of sports coaching. In line with self-determination theory (Deci & Ryan, 1985; Ryan & Deci, 2002), we propose that coach behaviours employed to pressure or control athletes have the potential to thwart athletes’ feelings of autonomy, competence, and relatedness, which, in turn, undermine athletes’ self-determined motivation and contribute to the development of controlled motives. When athletes feel pressured to behave in a certain way, a variety of negative consequences are expected to ensue which are to the detriment of the athletes’ well-being. The purpose of this paper is to raise awareness and interest in the darker side of sport participation and to offer suggestions for future research in this area.     

Virtual-reality exergaming improves performance during high-intensity interval training

Purpose: To determine if: (i) mean power output and enjoyment of high-intensity interval training (HIIT) are enhanced by virtual-reality (VR)-exergaming (track mode) compared to standard ergometry (blank mode), (ii) if mean power output of HIIT can be increased by allowing participants to race against their own performance (ghost mode) or by increasing the resistance (hard mode), without compromising exercise enjoyment.

Methods: Sixteen participants (8 males, 8 females, VO₂max: 41.2?±?10.8 ml^?1·kg^?1·min^?1) completed four VR-HIIT conditions in a partially-randomised cross-over study; (1a) blank, (1b) track, (2a) ghost, and (2b) hard. VR-HIIT sessions consisted of eight 60 s high-intensity intervals at a resistance equivalent to 70% (77% for hard) maximum power output (P_MAX), interspersed by 60 s recovery intervals at 12.5% P_MAX, at a self-selected cadence. Expired gases were collected and VO₂ measured continuously. Post-exercise questionnaires were administered to identify differences in indices related to intrinsic motivation, subjective vitality, and future exercise intentions.

Results: Enjoyment was higher for track vs. blank (difference: 0.9; 95% CI: 0.6, 1.3) with no other differences between conditions. There was no difference in mean power output for track vs. blank, however it was higher for track vs. ghost (difference: 5 Watts; CI: 3, 7), and hard vs. ghost (difference: 19 Watts; 95% CI: 15, 23).

Conclusions: These findings demonstrate that VR-exergaming is an effective intervention to increase enjoyment during a single bout of HIIT in untrained individuals. The presence of a ghost may be an effective method to increase exercise intensity of VR-HIIT.     

湖北省武术馆校学生与同龄普通中学生目标定向的比较研究

运用目标定向问卷,对湖北省武术馆校学生(n=246,男=152,女=94,年龄11～19 岁)和湖北省普通中学生(n=300,男=157,女=143,年龄12～18 岁)进行了目标定向的测试,研究结果表明了他们的目标定向在不同动机环境(动机气氛)中的差异.     

Changes in At-Risk Boys’ Intrinsic Motivation Toward Physical Activity: A Three-Year Longitudinal Study

Intrinsic motivation (IM) is an important predictor of children’s physical activity participation. The present 3-year longitudinal study examined changes in IM toward physical activity among a group of at-risk boys (N = 92) at a summer sports camp. Results showed the boys were intrinsically motivated in their first camp year, but their IM levels declined throughout 3 years of participation. This decline might be due to insufficient instructor support and repetitively scheduled activities at the camp. There were no ethnic differences in the initial IM mean scores or rates of IM change. Such homogeneity might be attributable to the boys’ similar demographic characteristics. Future research should identify possible causes of declined IM for camp coordinators and instructors to better design and implement sports and physical activities to sustain the boys’ IM.     

野外生存生活训练对大学生内部动机影响的多维度测评研究

本研究在查阅大量参考文献的基础上,以上海交通大学和上海财经大学的部分学生为研究对象,采用问卷调查、比较分析和数理统计等方法,研究参加野外生存生活训练对学生内部动机的影响。研究结果表明,野外生存对激发大学生体育学习的内部动机具有显著增强的作用,主要体现在内部动机的主观能力和主观选择维度。     

体育运动中认知评价理论研究进展

认知评价理论是动机理论中的一个重要理论,主要是关注心理需要和社会环境对内部动机的影响。采用文献资料研究的方法对体育运动中与认知评价理论有关的研究进行概述与分析,并提出未来的研究方向。研究结果显示目标定向、动机气氛、报酬、反馈、领导风格、竞赛环境、自主性支持等是影响内部动机的主要因素。     

目标定向对大学生体育锻炼内在动机的影响

以470名大学生为被试,考察目标定向对大学牛体育锻炼内在动机的影响.结果表明,任务定向、自我定向、能力感、自主感和归属感直接影响体育锻炼内在动机.此外,任务定向通过自主感和归属感变量对内在动机产生间接调节效应,自我定向通过能力感变量对内在动机产生间接调节效应.     

Youth Fitness Testing: The Effect of Percentile-Based Evaluative Feedback on Intrinsic Motivation

Abstract

This study was a test of Deci and Ryan's (1985) cognitive evaluation theory in a fitness testing situation. More specifically, it was a test of Proposition 2 of that theory, which posits that external events that increase or decrease perceived competence will increase or decrease intrinsic motivation. Seventh and eighth grade schoolchildren (N = 105) volunteered for an experiment that was ostensibly to collect data on a new youth fitness test (the Illinois Agility Run). After two untimed practice runs, a specially adapted version of the Intrinsic Motivation Inventory (IMI) was administered as a pretest of intrinsic motivation. Two weeks later when subjects ran again, they were apparently electronically timed. In reality, the subjects were given bogus feedback. Subjects in a positive feedback condition were told their scores were above the 80th percentile, while those in a negative feedback condition were told their scores were below the 20th percentile. Those in a control condition received no feedback. The IMI was again administered to the subjects after their runs. Multivariate and subsequent univariate tests were significant for all four subscale dependent variables (perceived interest-enjoyment, competence, effort, and pressure-tension). Positive feedback enhanced all aspects of intrinsic motivation, whereas negative feedback decreased them. In a further test of cognitive evaluation theory, path analysis results supported the prediction that perceived competence would mediate changes in the other IMI subscales. Taken together, these results clearly support cognitive evaluation theory and also may have important implications regarding motivation for those who administer youth fitness tests.     

任务复杂程度对反馈频率适宜值的影响研究

采用单维简单和两维复杂电脑追踪任务,探讨任务复杂程度对反馈频率适宜值的影响.96名右利手的在校大学生随机分为简单任务和复杂任务组(每组男、女各24名).两组受试者分别在25%相对频率(提供反馈的练习次数占总练习次数的25%,简称反馈频率,下同)、50%反馈频率、75%反馈频率、100%反馈频率条件下,连续两天练习简单或复杂任务,每天练习36次.第2天练习结束后休息10min,2组受试者进行无反馈保持测试.一天后,再进行无反馈的保持测试.结果显示:(1)练习阶段,两组受试者的操作绩效随反馈频率增加呈提高趋势;(2)50%反馈频率利于简单任务的技能学习,75%反馈频率利于复杂任务的技能学习;(3)任务复杂程度与反馈频率适宜值存在交互作用,与简单任务相比,操作复杂任务时,应增加反馈的频率.以上结果提示:当信息加工负荷较小(如操作任务较简单)时,减少反馈频率利于技能学习;而当信息加工负荷较大(操作任务较复杂)时,频繁反馈利于技能学习.     

Self-determination Theory and the psychology of exercise

The purpose of the Self-determination Theory is to explain motivation and behaviour based on individual differences in motivational orientations, contextual influences, and interpersonal perceptions. The theory has shown utility in explaining the antecedents and processes that underpin exercise behaviour. This review will provide an overview of the theory and its application in explaining health-related exercise motivation, behaviour, and outcomes. Recent innovative research using the theory in exercise contexts will also be reviewed in two key areas: advances in measurement and theoretical integration. Based on this evidence, recommendations for future investigations will be made advocating the development instruments to measure self-determined motivation from first principles, the adoption of experimental and intervention designs to better infer causal links between self-determined motivation and behaviour, further investigation of the role of implicit self-determined motivation in predicting behaviour, and the integration of the Self-determination Theory with other theories of motivation, e.g. the Theory of Planned Behaviour and the Achievement Goal Theory, to provide complimentary explanations of self-determined motivation in exercise contexts. Based on the evidence, the Self-determination Theory demonstrates considerable efficacy in explaining exercise motivation and behaviour. Future research should adopt these recommendations to develop the theory further with a view to informing intervention and practice.     

教练领导行为与大学生运动员自主需要、内在动机关系模型构建

目的：以自我决定理论为基础,探讨教练领导行为与大学生运动员的自主需要（包括能力感知、自主性和关系感）、内在动机之间的关系。方法和内容：运用3个量表测量282名大学生运动员,利用SPSS13．0、LISREL8．53对样本数据进行统计分析,并建立结构方程模型,考察教练领导行为通过能力、自主性和关系感等自主需要间接影响运动员内在动机的路径。结论：能力感知、自主性和关系感对体育内在动机有显著影响;4种教练领导行为能通过能力感知、自主性和关系感等中介变量,间接预测大学生运动员内在动机。