Chapter 7 SQ

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Psychology

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Oct 30, 2023

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1. In Coach Dawson's program, were the points conditioned or unconditioned reinforcers?Defend your choice. Answer: They were conditioned reinforcers because the instructions given by the coach influenced the players to emit behaviours to earn points and that was paired with the coach’s praise and the name posting on the eagle board. This all established the fact that it was a conditioned reinforcer. 2. How do many people conceptualize motivation? Illustrate with a sports example that is not in this chapter. Answer: Many people conceptualize motivation as something within us the coaches are action. As an example to illustrate this idea, a volleyball player constantly tries to dive for the ball during games rather than letting the volleyball drop to the ground. Despite that, the player might not get to the ball on time she still dives and tries her best to ensure it does not drop because she is “motivated” compared to her other teammate who doesn’t bother trying and seems unmotivated to even be playing. 3. What is a conceptual limitation of the traditional conceptualization of motivation?Illustrate with a sport example that is not in this chapter. Answer: A conceptual limitation of the traditional conceptualization of motivation is one that involves circular reasoning, and it is usually inferred from the very behaviour that is supposed to explain example, we can refer to the example in question 2 (stated above) how the volleyball player always diving for the ball because she is very motivated, and since she is motivated, she is diving for the ball. 4. List three practical limitations to conceptualizing motivation as an internal cause of behaviour. Answer: a. The suggestion that the causes of behaviour lie within us might influence some coaches to blame athletes for inferior athletic performance, rather than examining the principal and procedures for changing behaviour b. It may influence some athletes to blame themselves for inferior athletic performance c. It may prevent some coaches from examining antecedents and consequences to motivate athletic behaviour 5. What is the general meaning of the verb "to motivate" as used in sports? What is the implication of this approach? Answer: 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 behaviour, and those contingencies can be arranged by the individual to be motivated and/or by others, such as coaches

6. List six types of antecedents that can be used to motivate athletic behaviour. Answer: a. Goal b. Models c. Imagery d. Self-talk e. Picture prompts f. Announcements of friendly competitions 7. Describe an example that is not in this chapter to illustrate how an athlete might use imagery to motivate practice performance. Answer: An athlete imagines doing great in a badminton game prior to the real competition/game 8. Describe an example that is not in this chapter to illustrate how an athlete might use self-talk to motivate competitive performance. Answer: An athlete might tell themselves that they will play well and win the game/competition. 9. Describe an example that is not in this chapter to illustrate how an athlete might use picture prompts to motivate practice performance. Answer: An athlete may enlarge an edited picture of themselves holding a gold medal or their desired award so that they are constantly reminded and able to visualize their goals into fruition. 10. List six categories of consequences that can motivate participation in sports and improved practice and competitive sport performance Answer: a. Reinforcers for performing well and winning Coach’s praise b. Self-improvement c. Stimulation of the senses d. Posted records of progress e. Enjoying competing f. Peer approval 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? Illustrate with an example. Answer: We can explain this tendency by examining their reinforcement history. Winning is paired with a variety of reinforcement. Therefore, cues associated with winning. An example in basketball, a player who might be described as “loving to compete” is likely to be a player who finds it highly reinforcement to beat the opponents to lose the ball, make a good pass, and block a shot.

12. How did Coach Jim Dawson go about encouraging the members of the junior high basketball team to be team players? Answer: He developed a motivational system with help from Daryll Siedentop, capitalized on positive peer interactions. It 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. Not only was the system highly effective for improving the basketball skills, but it also improved peer encouragement - an additional motivator. 13. What is external informational feedback? Describe a sport example that is not in this chapter. Answer: External informational feedback is a judgment provided to an athlete about the quality of performance that the athlete has just displayed. This type of feedback is often provided by coaches or judges or timers. For example, a runner will not know how fast he/she ran until their time is posted after the race. 14. In several sentences, describe a strategy to assess the effort of young athletes at practices. Answer: A strategy that can be used to assess the effort of young athletes at practices is the use of a rating scale with behavioural 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. Is deliberate use of reinforcement by coaches bribery? Defend your position. Answer: No, it is not because the definition of bribery is a reward or gift offered to induce one to commit an immoral or illegal act, while what the coach does is to use the rule about a reinforcement program to strengthen desirable rule-governed behaviour and NOT to commit an illegal act. 16. What does it mean to suggest that extrinsic reinforcement undermines intrinsic motivation? Illustrate with an example. Answer: The idea that extrinsic reinforcement undermines intrinsic motivation suggests that the excessive use of reinforcements to increase a specific behaviour will decrease an individual’s motivation in a particular interest. An example of extrinsic reinforcement undermining intrinsic motivation involves a high school female volleyball athlete receiving the opportunity to play university league after graduation, under the circumstances that she remains within the top ten players in the province. Thus, her passion for the sport will diminish since her position on the team depends on her stats relative to other competitors.

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17. Describe any three of the five problems that were presented regarding the view that extrinsic reinforcement undermines intrinsic motivation. Answer: a. People who are of the view that extrinsic reinforcement undermines intrinsic motivation define intrinsically motivated behaviours as behaviours in which there is no apparent reward except for the activity itself. This definition does not take into account probable natural reinforcers that are likely to influence athletic behaviours. Just because a behaviour is not followed by obvious deliberately managed reinforcers does not mean that there are no external reinforcers involved in its maintenance b. 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 like a coach’s praise may strengthen athletic behaviour 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 c. Studies and observations indicate that rewards offered in everyday settings contingent upon specific behaviours do not negatively affect intrinsic motivation to perform those behaviours. For example, a longitudinal study of the effects of extrinsic rewards offered to children for reading showed that the rewards did not negatively affect the children's desire to read in later life. 18. What is a UMO? Illustrate with an example. Answer: Unconditioned MOs (UMOS)- deprivation and satiation alter the effectiveness of unconditioned reinforcers or punishers and they do so without prior learning. An example being deprived of water after running a few miles in practice 19. What is a CMO? Illustrate with an example. Answer: CMO’s can alter the effectiveness of consequences as reinforcers or punishers, and do so without prior learning. An example was the golfer using imagery to improve his putting.The pressure game increased the reinforcing value of making a putt as a conditioned reinforcer, and increased the likelihood of focusing appropriately to make the putt 20. Explain how Coach Dawson's program with the basketball players involved a CMO. Answer: Coach Dawson’s program involved a CMO by not only establishing the points as reinforcers which in turn increases the likelihood of desirable practice behaviours to earn those reinforcers, but it also alters the effectiveness of conditioned reinforcers because of prior learning. 21. How does a CMO differ from an SD? Illustrate with examples that are not in this chapter. Answer: An SD is a cue that tells you what to do to get what you already want. A CMO temporarily changes what you want, and tells you how to get it. Example, a player getting ice water for a coach. He was told what to do to get what he already wanted.

22. Summarize, from a behavioural perspective, four steps that a coach might follow to motivate athletes. Answer: a. Arrange antecedents to prompt motivated behaviour b. Manipulate MO’s to maximize the effectiveness of reinforcers for motivated behaviour c. Describe the environmental arrangements in appropriately stated rules prior to practices and competitions d. Provide reinforcers following motivated behaviour.