I Title & Course Number: Motivation in Sport &
EPE 598 - 3 Sem. Hrs., 5:40-8:30 T, AG 301
II Instructor Information:
A. Instructor: Dr. Darren C. Treasure
B. Office Location: PE Building East 124
C. Office Hours: by appointment
D. Office Phone: 965-8489 (leave a message)
FAX 965-8108 or e-mail: firstname.lastname@example.org
III Course Overview: The primary objective of this course is for the student to develop an understanding of the meaning of human motivation in the contexts of exercise, sport, and physical education. At the conclusion of the class it is expected that the student will be able to display an understanding of the determinants and consequences of motivation in these different physical activity contexts. This current course will emphasize the research process and the value of theory in the conceptualization of major research issues.
The course will be lecture-discussion in format with the students bearing the responsibility for the depth and quality of the discussion. Students are expected to be prepared to discuss each set of assigned readings for the respective class period. Readings will be placed in the ESRI conference room. Students should either read the assigned reading in the conference room or take the material to be copied and then returned within an hour so others may have access to it. You, as the student, should feel free (and are strongly encouraged) to ask questions, take alternate viewpoints, present supportive arguments for statements, and generally make yourself a presence in the class. This cannot be emphasized enough. Keeping your insights and ideas to yourself will deprive us all of potentially illuminating, interesting, and useful information.
IV. Class Outline and Schedule:
Aug. 24 Overview of Course.
31 Motivation - What is it? Why study it?
Sep. 07 Self-efficacy.
21 No Class.
Oct. 05 Attribution Theory.
19 Goal Structures in Psychology - Guest Lecture. Dr. Paul Karoly, Department of Psychology, ASU.
26 Sport, Physical Education and Achievement Goal theory.
Nov. 02 Goal Setting Theory.
09 Enhancing Motivation.
16 Student Presentations.
23 Student Presentations.
30 Student Presentations.
Dec. 07 Final: 5:40-8:30
Each student will complete an extensive review of the motivation literature from a particular theoretical position. This review will constitute 40% of your final grade in the course. The sooner you identify a theoretical approach and begin to work on the review, the better it will be for you. Students will present and discuss their paper during the final week(s) of the semester. The presentation will be worth 10%. Details of the format will be provided later. A mid-term examination will constitute 20% of the final grade while the final examination will constitute another 20% of the grade. The remaining 10% of the grade is based on your contribution to the class. It is imperative that we talk individually during the course of the semester in order that we both may understand your progress in the course. Therefore, students are encouraged to seek individual appointments with me at various times during the semester so that we may discuss issues and any problems that you may have.
Other Class Expectations
1. The instructor should be notified in advance if you plan to be absent, tardy, or have to leave the class early. Coming late to class or leaving early will also adversely affect the class participation grade.
2. It is the student's responsibility to get all missed material, announcements, and assignments. Although the instructor will provide the student with any handouts, the student will have to consult other students for class discussion notes.
3. Consistent with ASU policy, cheating and plagiarism will not be tolerated. Students who cheat or plagiarize will be instantly reported to the Office of Student Conduct.
F. Grading Scale in %: 90-100
80-89.9 = B
70-79.9 = C
60-69.9 = D
Below 60 = E
Note: 89.9 and 59.9 are B and E grades, respectively.
Welcome to the course, I look forward to getting to know each of you during the semester. Class Outline
8/24 Overview of Course
8/31 Motivation - What is it? Why study it? (4,15,18,19).
9/07 Self-Efficacy (2,3,10,12).
9/14 Self-Determination (25,26).
9/21 No Class
9/28 Self-Presentation (7,8,14,24).
10/12 Attribution Theory (11, 27).
10/19 Goal Structures in Psychology (1).
10/26 Achievement Goal Theory (16, 17, 21, 23).
11/02 Goal Setting Theory (6,9).
11/09 Enhancing Motivation (5,13,20,22).
11/16 Student Presentations
11/23 Student Presentations
11/30 Student Presentations
1. Austin, J.T., & Vancouver, J.B. (1996). Goal constructs in psychology: Structure, process, and function. Psychological Bulletin, 120, 338-375.
2. Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287.
3. Bandura, A. (1997). Self-efficacy. The exercise of control, (pp.369-422). New York: Freeman.
4. Dishman, R.K., & Buckworth, J. (1997). Adherence to physical activity. In W.P.Morgan (Ed.) Physical activity and mental health, pp. 63-80. Washington D.C.: Taylor & Francis.
5. Duda, J.L. (1996). Maximizing motivation in sport and physical education among children and adolescents: The case for greater task involvement. Quest, 48, 290-302.
6. Hall, H.K. & Kerr, A. (in press). Goal setting in sport and physical activity. In G.C. Roberts (Ed.) Advances in motivation in sport and exercise. Champaign, IL: Human Kinetics.
7. Leary, M.R. (1992). Self-presentational processes in exercise and sport. Journal of Sport and Exercise Psychology, 14, 339-351.
8. Leary, M.R., Tchividjian, L.R., & Kraxberger, B.E. (1994).
Self-presentation can be hazardous to your health: Impression management
and health risk. Health Psychology, 13, 461-470.
9. Locke, E.A., & Latham, G.P. (1990). A theory of goal setting and task performance (pp. 1-26). Englewood Cliffs, NJ: Prentice Hall.
10. McAuley, E., & Pena, M. (in press). Self-efficacy as a determinant and an outcome of exercise. In G.C. Roberts (Ed.) Advances in motivation in sport and exercise. Champaign, IL: Human Kinetics.
11. McAuley, E., & Duncan, T.E. (1990). The causal attribution process in sport and physical activity. In S. Graham & V. Folkes (Eds.), Attribution theory: Applications to achievement, mental health and interpersonal conflict (pp.37-52). Hillsdale, NJ: Lawrence Erlbaum.
12. McAuley, E., Courneya, K.S., & Lettunich, J. (1991). Effects of acute and long-term exercise on self-efficacy responses in sedentary, middle-aged males and females. The Gerontologist, 31, 534-542.
13. McAuley, E., Courneya, K.S., Rudolph, D.L., Lox, C.L. (1994). Enhancing exercise adherence in middle-aged males and females. Preventive Medicine, 23, 498-506.
14. McAuley, Bane, S.M., Rudolph, D.L., & Lox, C.L. (1995). Physique anxiety and exercise in middle aged adults. Journal of Gerontology, 5, 229-235.
15. Meichenbaum, D., & Turk, D. (1987). Treatment adherence: Terminology, incidence, and conceptualization. In Facilitating Treatment Adherence (pp.19-40).
16. Nicholls, J. (1984). Conceptions of ability and achievement motivation. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation Vol.1 (pp. 39-73). New York: Academic Press.
17. Roberts, G.C., Treasure, D.C., & Kavussanu, M. (1997). Motivation in physical activity contexts: An achievement goal perspective. In M.L. Maehr & P.R. Pintrich (Eds.), Advances in motivation and achievement: Vol.10. (pp. 413-447). Greenwich, CT: JAI
18. Sallis, J., & Hovell, M.F. (1990). Determinants of exercise behavior. Exercise and Sport Science Reviews, 307-330.
19. Sallis, J.F., Simons-Morton, B., Stone, E., Corbin, C., Epstein, L.H., Faucette, N., Iannotti, R., Killen, J., Kleges, R., Petray, C., Rowland, T., & Taylor, W. (1992). Determinants of physical activity and interventions in youth. Medicine and Science in Sports and Exercise, 24 (Suppl.), S248-S257.
20. Solmon, M.A. (1996). Impact of motivational climate on students' behaviors and perceptions of a physical education setting. Journal of Educational Psychology, 88, 731-738.
21. Treasure, D.C. (1997). Perceptions of the motivational climate and elementary school children's cognitive an affective response. Journal of Sport and Exercise Psychology, 19, 278-290.
22. Treasure, D.C. (in press). Enhancing young people's motivation in physical activity. In G.C. Roberts (Ed.) Advances in motivation in sport and exercise. Champaign, IL: Human Kinetics
23. Treasure, D.C., & Roberts, G.C. (1994). Cognitive and affective concomitants of task and ego goal orientations during the middle-school years. Journal of Sport and Exercise Psychology, 16, 15-28.
24. Treasure, D.C., Lox, C.L., & Lawton, B. (1998). Determinants of physical activity in a sedentary, obese female population. Journal of Sport and Exercise Psychology, 20, 218-224.
25. Vallerand, R.J. Toward a hiearchical model of intrinsic and extrinsic motivation in sport and exercise. In G.C. Roberts (Ed.) Advances in motivation in sport and exercise. Champaign, IL: Human Kinetics.
26. Vallerand, R.J., & Losier, G.F. (1994). Self-determined motivation and sportsmanship orientations: An assessment of their temporal relationship. Journal of Sport and Exercise Psychology, 16, 229-245.
27. Weiner, B. (1985). An attributional theory of achievement
motivation and emotion. Psychological Review, 92, 548-573.