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Feb 20, 2024

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1. In Coach Dawson's program, influenced the players to emit behavior to earn points, and the pairings of the points with the coach’s praise and the name posting on the Eagle Effort board established the points as conditioned reinforcer. 2. Many people conceptualize motivation as something that changes what you want and tells you what to do to get whatever it is that you now want. For example, a basketball player keeps practicing everyday so they can improve their skills to meet their game requirements. 3. A conceptual limitation of the traditional conceptualization of motivation involves circular reasoning. The casual “thing” (drive,motive) is usually inferred from ethe very behavior. For example, a basketball coach feels that a player does not perform well in the games because they are not motivated, therefore, the coach would suggest to the player to work harder to achieve the required goals. 4. Three practical limitations to conceptualizing motivation as an internal cause of behavior.  The suggestion that the causes of behavior lie within us might influence some coaches to blame athletes for inferior athletic performance, rather than examining the principal and procedures for changing behavior  It may influence some athletes to blame themselves for inferior athletic performance  It may prevent some coaches from examining antecedents and consequences to motivate athletic behavior 5. The general meaning of the verb form, to motivate, which generally means to influence individuals to behave in various ways. An implication of this perspective is that motivational strategies are to be found in environmental contingencies concerning behavior, and those contingencies can be arranged by the individual to be motivated and/or by others, such as coaches. 6. Six types of antecedents that can be used to motivate athletic behavior.  Goal  Models  Imagery  Self-talk  Picture prompts  Announcements of friendly competitions 7. An example to illustrate how an athlete might use imagery to motivate practice performance: A basketball player visualizes that they are playing well in the game before the actual game. 8. An example to illustrate how an athlete might use self-talk to motivate competitive performance: A basketball player might remind themselves that they are ready to play and win the game. 9. An example that is not in this chapter to illustrate how an athlete might use picture prompts to motivate practice performance: a basketball player might look at a picture of a ball landing on the target therefore, this might serve as reminder to be able to visualize their goals. 10. Six categories of consequences that can motivate participation in sports and improved practice and competitive sport performance  Reinforcers for performing well and winning  Coach’s praise  Self-improvement

 Stimulation of the senses  Posted records of progress  Enjoying competing 11. Many athletes appear to participate in sport for the sake of the competition. How might we explain that observation in terms of a reinforcement analysis? This is because winning is paired with a variety of reinforcers. Cues associated with winning. For example, a basketball player might find it highly reinforcing to block a spike. 12. Coach Jim Dawson developed a motivational system with help from Daryll Siedentop, capitalized on positive peer interactions which included a point system and public recording of those by volunteer students who served as managers for the team. Players could earn points for performance on various practice drills, and by encouraging their teammates. 13. External informational feedback is a judgment provided to an athlete about the quality of performance that the athlete has just displayed. For example, a football player gets to know their score after their game once they have recorded the amount of time they played. 14. A strategy that can be used to assess the effort of young athletes at practice is for the use of a rating scale with behavioral anchoring points. Athletes can be encouraged to rate themselves on a scale of e.g., 1-10 in terms of their performance. The coach can then collect the self-ratings and issue out overall ratings of the team (publicly) or individual ratings as well (privately). A high agreement between ratings assigned by the coach and the self-ratings is usually achieved as team members can then compare their self-ratings to the coaches’ assigned ratings and in future, they can the adjust both their performances and their self-ratings according to the coaches. 15. The deliberate use of reinforcement by coaches' bribery is not because bribery is a reward or gift offered to induce one to commit an immoral or illegal act. 16. Extrinsic reinforcement undermines intrinsic motivation suggests that the use of reinforcers to strengthen a behavior will undermine the intrinsic motivation to perform that behavior. For example, if a parent gives money to a child for reading, then the child will be less likely to read for reading’s sake. 17. Three of the five problems that were presented regarding the view that extrinsic reinforcement undermines intrinsic motivation.  Their definition of intrinsically motivated behaviors does not take into account probable natural reinforcers that are likely to influence athletic behaviors. Just because a behavior is not followed by obvious deliberately managed reinforcers does not mean that there are no external reinforcers involved in its maintenance.  When young people first begin to participate in a sport, they usually lack the skills to perform sufficiently to experience such natural reinforcers. Extrinsic reinforcers may strengthen athletic behavior sufficiently in its early stages so that it can subsequently come under the control of natural reinforcers. There is also considerable evidence that use of deliberately programmed reinforcers with young athletes can greatly enhance athletic performance.  A careful review of more than 100 experimental studies conducted on this topic indicates that reward contigencies do not have pervasive negative effects on intrinsic motivation.

18. Unconditioned MOs (UMOS): the deprivation and satiation alter the effectiveness of unconditioned reinforcers or punishers and they do so without prior learning. For example, feeling thirsty after running a few miles in practice. 19. Conditioned MOs (CMOs): an MO that alters the effectiveness of consequences as reinforcers or punishers and does so without prior learning. For example, a golfer uses imagery to create pressure game by imagining themselves competing in the Masters, they were administering a CMO to themselves. The pressure games increased the reinforcing value of making a putt as a conditioned reinforcer and increased the likelihood of focusing appropriately to make the putt. 20. Coach Dawson’s program involved a CMO by not only establishing the points as reinforcers which in turn increases the likelihood of desirable practice behaviors to earn those reinforcers, but it also alters the effectiveness of conditioned reinforcers because of prior learning. 21. A CMO temporarily changes what you want and tells you how to get it while an SD is a cue that tells you what to do to get what you already want. For example, a player gets ice water for a coach because he was told what to do to get what he already wanted. 22. Four steps that a coach might follow to motivate athletes.  Arrange antecedents to prompt motivated behavior  Manipulate MOs to maximize the effectiveness of reinforcers for motivated behavior  Describe the environmental arrangements in appropriately stated rules prior to practices and competitions  Provide reinforcers following motivated behavior.

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