HPP301 Week Seven Slides

8/2/2019 HPP301 Week Seven Slides

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Contemporary Issues in Health

and Exercise

HPP301

Week Seven



Learning Outcomes

• Broad view revision of SDT

• Facilitating motivation and behaviour change

•

Introjected regulation



Motivation

• Reinforcement that the amount of motivation

is very distinct from the type of motivation

• The amount can change constantly

– Intrinsic

– Extrinsic

• It would be expected that extrinsic motivation

would be subject to larger fluctuation

– Why?



Self-Determination

• Motivation is not a unitary construct

• SDT differentiates between – Amotivated

– Extrinsically motivated

–Intrinsically motivated

• Intrinsic motivation is internally regulated – Done for the sake of doing it

– People motivated intrinsically can be expected to possess aninternal perceived locus of control

• Extrinsically is externally regulated – Done with reference to a construct outside the self

– People can be expected to possess an external perceived locusof control



Continuum of Motivation



Extrinsic Regulation

• Within extrinsic there are differing levels of self-determination

• These represent qualitatively different types of ‘flavours’ of motivation

• Therefore the amount of motivation representsan indication of the likelihood that someone willperform an activity – A one-off potential

• The type refers to why they are performing theactivity – A generalizable indicator



Motivational Change

• It is possible to change the amount of motivation by just adding ‘more’

– But this carries some trapdoors

• Research has shown that rewarding intrinsically motivated people reducestheir motivation – Making people feel guilty when they are already identified is of little use

–

This is counter-intuitive to many people• So we need to know what type of motivation people are most influenced

by before we intervene

• Once we know this we can add to their motivation – More reward for external

– More guilt/shame for introjected

– More information/justification for identified/identified• How can we increase intrinsic?

– We don’t need to

– We can only maintain

– Which we should



Facilitating Change

• Increasing amount is only a short-term fix

• Facilitating change in motivational regulation is the more effective intervention

• How do we do this?

– Facilitate the basic psychological needs

– Our organismic requirements

•

Autonomy• Competence

• Relatedness



Introjected Regulation

• Tell me what you know about it…

– Each write three things about introjected regulation

– Pair up and quickly agree what the three most

important elements are between your suggestions• Tick those you agree on

• Add any other suggestions to your list

– Change pairs and repeat this process

– Repeat this for each person here

• Share what the three most ticked elements are



Theoretical Description

• Introjected regulation is an extrinsic form of motivational regulation

• Located between…

– External (rewards based)

– Identified (accepting reasons as ones own)

• …on the continuum of self -determination

• People have moved up the continuum from last week

• But they have not yet internalised the reasons foracting

– Swallowed the pill but not yet digested it



In More Detail

• Introjected regulation remains associated with a high externalperceived locus of control

• People perform actions in order to avoid feelings of pressure

• What sort of pressure? – Guilt

– Shame

– Embarrassment

– Social norms

– Anxiety

• Also, there are feelings to be gained

• What might these be? – Pride

– Ego-enhancement

– Social approval



Locus of Control/Causality

• Concepts of pride and ego-enhancement are familiar

• Can be thought of as motivational regulation by contingent self-worth or self-esteem

• The regulation can be thought of as internal to the person – Rewards or constraints are imposed by the individual rather than from

an external agency• E.g. external regulation

• However, behaviours are not experienced as ‘part of the self’

• Still possess an external locus of control or causality – The individual is not engaging in the activity for any pleasure

•

E.g. a student working harder on a group task to avoid the feelings of guilt• E.g. not eating that extra cake…

• E.g. I don’t want any chips but I’ll have a couple of yours



Next Week

• Mini-presentations

– Five minute (maximum) delivery to include

• Brief summary of a chosen topic

• Specify the problem

– Next, facilitate a five minute discussion regarding

• Relevance of SDT

• Preliminary intervention grounded in theory

•

Opportunity to – Gain formative feedback

– Test out ideas

Documents

HPP301 Week Seven Slides