Chapter 16 Lab: Self-Determined

Motivation
Statement of the Problem
The purpose of this lab is to explore students’ personal motivation toward physical activity.

References
Chapter 16

Reid, G., Vallerand, R. J., Poulin, C., & Crocker, P. (2009). The development and validation of
the pictorial motivation scale in physical activity. Motivation and Emotion, 33, 161-172.

Materials Needed
 Individual data sheet
 Types of Motivation data sheet

Preparatory Discussion
Regular participation in physical activity is associated with universally accepted health benefits. Despite
this, many children and adults do not engage in sufficient moderate to vigorous physical activity. An
important influencing factor is motivation. As noted in chapter 16, motivation will influence people’s
decision to initiate and persist in any activity. Self-determined motivation theory has guided much of the
research on motivation toward physical activity. A number of types of motivation are proposed and this
lab will explore several of them.

Procedure
Respond to each of the 16 phrases beginning with “I participate in physical activity …” For
example, for item one, record 1 through 7 to the statement “I participate in physical activity to
please my parents.” Respond honestly; there are no correct or incorrect answers. After you have
responded to each item on the Individual data sheet, transfer those identical scores to the Types
of Motivation data sheet.

Results
1. Record the responses on the Individual data sheet.
2. Record the responses on the Types of Motivation data sheet.

Motivation Data Sheet

I participate (in physical activity….)
Not like A little Sometimes Like me A lot
me like me like me like me
Scale items 1 2 3 4 5 6 7
To please my parents x
Because it is fun x
Because it is a good way x

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 to learn things that can
be useful in life
Because it is exciting x
Because it is part of me x
But it is boring x
To get attention from my x
teacher
Because it is a good way x
for me to meet people
To be popular with my x
friends
Because it helps me x
become a better person
But I don’t really know x
why
To show others that I am x
good at physical activity

Types of Motivation Data Sheet

Types of Self-Determined Motivation Response (1-
7)
Intrinsic Motivation 6.5
Because it is fun 7
Because it is exciting 6
Self-Determined Extrinsic Motivation 6.25
Because it is a good way to learn things that can be useful in life 5
Because it is part of me 7
Because it is a good way for me to meet people 6
Because it helps me become a better person 7
Non-Self-Determined Extrinsic Motivation 1.5
To please my parents 1
To get attention from my teacher 1
To be popular with my friends 1
To show others that I am good at physical activity 3
Amotivation 1
But it is boring 1
But I feel that I am wasting my time 1
But I don’t know why 1

Perceived Motor Competence Data Sheet

Instructions: Below is a list of statements dealing with perceived motor competence about yourself.
Read the statement and ask yourself- which one is like you? Then decide whether that is really true or
sort of true. Highlight the box you select.

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 Really Sort of Some people do very well But Other people don’t feel Really Sort
True True at all kinds of sports they are very good when it True of
comes to sports True
Other people are afraid
Really Sort of Some people think they But they might not do well in a Really Sort
True True could do well at just new athletic activity True of
about any new activity True
Other people don’t feel
Really Sort of Some people feel that But they can play as well Really Sort
True True they are better than True of
others at their age at True
sports

Really Sort of Some people don’t do But Other people are good at Really Sort
True True well at all new outdoor new games right away True of
games True

Really Sort of Some people do not feel But Other people feel that they Really Sort
True True they are very athletic are very athletic True of
True

Self- Esteem Data Sheet

Rosenberg Self-Esteem Scale (Rosenberg, 1965)
Instructions: Below is a list of statements dealing with your general feelings about yourself. If you
strongly agree, tick in that column. If you agree with the statement, tick in the agree column. If you
disagree, tick disagree. If you strongly disagree, tick strongly disagree. The higher the score, the higher
the self-esteem.

Strongly Disagree Agree Strongly

Disagree Agree
On the whole, I am satisfied with x
myself.
I feel that I have a number of good x
qualities.
I am able to do things as well as x
most other people.
I feel that I’m a person of worth, at x
least on an equal plane with others.
I take a positive attitude toward x
myself.

Discussion
1. Discuss your results from the Types of Motivation data sheet. For example, did you reflect a
consistent pattern of motivation; that is, primarily intrinsic motivation, self-determined extrinsic

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 motivation, non-self-determined extrinsic motivation, or amotivation? If yes, explain why (link
your background and interests with the motivation section in chapter 16).

According to the motivation data sheet, I was consistent in intrinsic motivation and not
consistent in external motivation and amotivation. In my own learning experience, I never
did something to please anyone other than myself. If I was playing a sport, I never did it
because I felt pressure from my parents or because I wanted to impress others. It was always
to please myself. I also would never do a sport I knew I was not having fun doing. If I am not
having fun it is just a waste of my time. (haywood pg 310)

a. If your responses did not reflect a consistent pattern of motivation, discuss why.
One of my responses did not reflect a consistent pattern of motivation and that was showing
others that I am good at physical activity. I gave that a 3 because I would think back to
elementary school and how everyone thought it was a big deal to be a star athlete in physical
education class.

2. Think about how you have responded to the questions, if you were your coach/educator how
would you enhance your motivation, self-esteem, and perceived competence? Which do you
believe and why would be most important to target first?

To enhance my student’s motivation, I would tell my students to create their own clear and
realistic performance goals for them to achieve. To enhance my student’s self-esteem, I
would give feedback that would lift my students up. To enhance my student’s perceived
competence, I would record my students doing a specific task or skill to show them that they
are doing better than they think.

The most important one to target first would be self-esteem because if a kid does not have self
esteem their perceived competence will be negative which could be a reason for their lack of
motivation.

3. Turn to a partner to compare responses. Were there any similarities/differences? How would
influence your teaching? Provide two examples.
We both had similarities in self-determined intrinsic and self-determined extrinsic motivation.
We also had similarities in non-self-determined intrinsic and amotivation. As a teacher I would
have an emphasis on having fun, teach my students ways to be a better person through physical
activity, and I will also tell them to only do something for themselves and to not please anyone
else. If the students are not having fun in class, they will get bored and possibly act out.

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For question 2, our answers were very similar, we both believe that having students create
realistic goals can increase motivation, feedback can increase self-esteem, and video feedback
can increase a student’s perceived motor competence.

4. What differences would you expect in the responses based on age groups. Which groups would
be more reliable? Discuss 3.
- For motivation, elementary school students may be more extrinsically motivated
because they are looking to impress their parents, teachers and coaches and as they get
older, they start to get more intrinsically motivated. For self-esteem, I don’t think it is
age dependent because it is all about how you view yourself and your abilities. For
perceived motor competence, younger students tend to have a more unrealistic
perceived motor competence for themselves (chapter 16 ppt slide 6). As they get older
this perception will start to be more realistic but it could also be more negative
depending on their experience in Physical education classes. The high school age group
of kids will be more reliable because they have more experience in Physical
education/activity and tend to have more realistic perceived motor competence.