Shaping The Motivational Landscape In Sport

SHAPING THE MOTIVATIONAL LANDSCAPE IN SPORT Part 1: Questionnaires for Uncovering Goal Orientations 1.1 Task and Ego Orientation in Sport Questionnaire (TEOSQ-Sport)  Developed by Duda (1989).  Measures attraction to task-oriented or competitive sport situations.  Seven items gauge task orientation, while six assess ego orientation.  Responses are rated on a five-point scale from "strongly agree" to "stronglydisagree." 1.2 Sport Orientation Questionnaire (SOQ)  Created by Gill & Deeter (1988).  Explores individual differences in sport achievement orientations.  Three motivational orientations:  Competitiveness (desire to strive for success in sport-specific situations).  Win orientation (desire to win interpersonal competitive sporting events).  Goal orientation (desire to achieve personal goals in sport).  Responses use a scale from "1 = strongly disagree" to "5 = strongly agree." Part 2: The Impact of Goal Orientations 2.1 What Insights Can We Gain?  Studies using SOQ have revealed valuable insights:  Competitive athletes exhibit higher competitiveness.  Longitudinal studies suggest that competitiveness and low win orientationpredict future athletic performance.  High competitiveness and goal orientation can predict success in sportsover the years. Part 3: Navigating the Motivational Climate 3.1 Understanding the Motivational Climate  The motivational climate in sports can vary significantly.

 Task-Oriented Climate: Focus on learning, skill development, and individualperformance improvement.  Performance-Oriented Climate (Ego-Oriented): Emphasis on winning,comparisons, and punishing mistakes.  Task-oriented climate linked to positive motivation outcomes. 3.2 Measuring Sport Motivational Climate  The "Perceived Motivational Climate in Sports Questionnaire" (PMCSQ) bySeifriz et al. (1992) assesses motivational climate.  Consists of two subscales: mastery (task-involving) climate and performance-oriented (ego-involving) climate.  The "Motivational Climate Scale for Youth Sports" (MCSYS; Smith et al., 2008) issuitable for children and young adults. 3.3 Shaping the Motivational Climate  Leaders in sports, like coaches and teachers, play a pivotal role in shaping themotivational climate.  The "TARGET model" by Ames (1992) offers guidance to change the climate:  Task focus, authority behavior, reward and recognition, grouping,evaluation, and task allocation.  Research shows the model's effectiveness in creating a more task-oriented andless performance-oriented learning environment. 3.4 Empowering Coaching Approach  Empowering Coaching (Duda & Appleton, 2016) fosters a task-oriented climatesatisfying psychological needs.  Success and failure are central to motivation in sports.  Peer motivational climate also influences adaptive outcomes in youth sports.