From ‘motivational climate’ to ‘motivational atmosphere’: a review of research examining the social and environmental influences on athlete motivation in sport

This chapter is intended to provide a comprehensive review of the various theories of social and environmental factors that influence athletes’ motivation in sport. In order to achieve this, a short historical review is conducted of the various ways in which motivation has been studied over the past 100 years, culminating in the ‘social-cognitive’ approach that undergirds several of the current theories of motivation in sport. As an outcome of this brief review, the conceptualisation and measurement of motivation are discussed, with a focus on the manner in which motivation may be influenced by key social agents in sport, such as coaches, parents and peers. This discussion leads to a review of Deci & Ryan’s (2000) self-determination theory (SDT), which specifies that environments and contexts which support basic psychological needs (competence, relatedness and autonomy) will produce higher quality motivation than environments which frustrate of exacerbate these needs. The research establishing the ways in which key social agents can support these basic needs is then reviewed, and the review depicts a situation wherein SDT has precipitated a way of studying the socio-environmental influences on motivation that has become quite piecemeal and fragmented. Following this, the motivational climate approach (Ames, 1992) specified in achievement-goals theory (AGT – Nicholls, 1989) is also reviewed. This section reveals a body of research which is highly consistent in its methodology and findings. The following two sections reflect recent debates regarding the nature of achievement goals and the way they are conceptualised (e.g., approach-avoidance goals and social goals), and the implications of this for motivational climate research are discussed. This leads to a section reviewing the current issues and concerns in the study of social and environmental influences on athlete motivation. Finally, future research directions and ideas are proposed to facilitate, precipitate and guide further research into the social and environmental influences on athlete motivation in sport. Recent studies that have attempted to address these issues are reviewed and their contribution is assessed

The Learning Pathways of Ironman Triathletes: Case Studies of Age-Group Ironman Triathletes

The Ironman Triathlon is an epic endurance event consisting of a 2.4-mile swim, a 112-mile bike ride, and a 26.2-mile run. There is paucity in the literature relating to how athletes learn how to negotiate this event. This qualitative study was conducted over a 9 month period, to align with the 2013 Ironman training and racing season. Seven athletes were selected for participation in the study. Utilizing a case study approach, the Ironman athletes’ learning pathways were examined through in-depth interviews and audio and video content personally captured by the participants. The learning pathways revealed the athletes initially learned through cognitive means, i.e. social interaction, reading, Internet sources, and the observation of others. As athletes traversed the learning pathway, they subsequently operationalized the knowledge they learned and constructively made it meaningful to their respective personal training and racing situations. At the terminal end of the learning pathway, the athletes operationalized the learned content in an experiential learning cycle. During the entire learning pathway, the athletes practiced the learned content, which is best characterized as behavioral learning. The audio and video content provided by the athletes empirically validated the interviews. The interviews with the athletes were coded. Some unifying themes emerged from the data independent of cognitive, constructivist, behavioral, or experiential learning theories; e.g. the importance of mental toughness, the understanding of pain during the training and racing process, how success is measured, the importance of training with a power meter, and motivating factors

A Phenomenological Photovoice Exploration of Female Exercisers’ Experiences of their Body in Fitness Center Environments

For many women, the relationship with their body and exercise is complex. Exercise can have positive effects on body image, however, not all women appear to benefit positively from all types of exercise. To date, body image research has focused on exercise as an activity and less so on the context in which exercise is performed. Women frequently exercise in fitness centers as young adults which, unfortunately, is associated with body dissatisfaction. Using an Interpretative Phenomenological Analysis (IPA) approach with Photovoice methodology, we explored young adult women’s lived body experiences while exercising in fitness centers. A purposive sample of 11 women (Mage= 21.9 years) completed a two-phase study: (1) a two-week photography period and (2) a 60-90-minute, photo-elicited interview via Skype™. Three identified themes pertained to the sociocultural fitness setting, participants’ fitness experiences, and how participants navigated their ‘place’ while exercising in fitness centers. Participants experienced a segregated fitness center environment driven by gender, the absence of female representation on machines, and “no place for women” in weightlifting areas. Interestingly, these negative experiences were buffered by self-compassion-based textual messages on walls and mirrors and dress codes which encouraged a harmonious relationship with their body while exercising. In light of these experiences, participants shared negotiating strategies (e.g., seeking private sub-spaces, challenging gender norms). This study elucidates the complexity of body experiences for young adult women in fitness settings and informs the development of exercise spaces that empower women to build a healthy relationship with their body through exercise

Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

An Organization’s Ability to Improve Outsourcing Outcomes in Information Technology Outsourcing Initiatives by Increasing Organizational Knowledge: A Case Study

The problem addressed in this study was the literature gap regarding how internal organizational knowledge can be increased effectively within outsourcing projects. The study was a qualitative social constructionist case study composed of senior technology leaders. The purpose this study addressed was to understand the current structure of technical outsourcing contracts and how future contracts could be structured to address the problem of this study. The research incorporated how a reconceptualized absorptive capacity model, sociocognitive theory, and digital leadership mindsets could improve knowledge transfer outcomes between a vendor and client. Research shows that increasing an organization’s knowledge during an outsourcing project can lead to increased organizational innovation capacity and improve the output and quality of products. The qualitative semistructured interview data were codified manually using transcribed data with NVivo 12 software for depicting patterns and themes. The study findings indicated that corporate learning programs lacked the necessary rigor to prepare the organization effectively before and after an outsourcing engagement in terms of preparing associates with the technical knowledge transfer necessary to lessen future vendor dependencies. Additionally, I found a lack of formalized language depicting learning and knowledge transfer deliverables in outsourcing contracts. The study’s primary conclusion centered on the importance of leaders incorporating a more digital mindset and a corporate learning program focused on a structured, continual strategic learning program. Additionally, the development and inclusion of formalized learning objectives, knowledge transfer, and stated deliverables in an outsource contract are vital

Influence of Principal Work Styles and Behaviors on Teacher Commitment During School Reform in Georgia

Research was conducted to learn about the influence of leadership work styles and behavior patterns of three high school principals in northeast Georgia whose schools were undergoing reform through the No Child Left Behind Act of 2001. The study sought to identify specific work styles and behaviors that affected teacher commitment when implementing change during school reform initiatives. A mixed methods study of collecting and analyzing both quantitative and qualitative data was used in a case study involving three different high schools. Principals and their teachers responded to interview questions and survey questions to reveal patterns of work styles and behaviors used in the change process. The responses to both interview questions and surveys were analyzed to find common themes of work styles that influence teacher motivation towards implementation of school reform. Responses to the interview questions and surveys that supplemented observations made by the researcher added to the panoramic view of interactions between teachers and leaders in the change process. A convergence of both responses and various methods of data collection were conducted to reveal what motivates or prevents others to embrace change and implement reform structures. The findings indicated that principal work styles and behaviors affected teacher commitment. Interactions have been shown between three personality types of leadership and their respective teachers in acceptance of change within the school system. Leadership personalities which scored strongly in scale groupings that included achievement, self-actualizing, humanistic-encouraging and affilative were shown to foster positive and confident reactions from the teachers to commit, by contrast while the leadership personalities which scored strongly in the scale groupings that included approval, conventional-dependent and avoidance were shown to foster negative reactions in teacher commitment. Low confidence levels and insecurities over shadowed the support needed for teachers to embrace change. Therefore, it was recommended that districts seeking to promote change in specific schools, seek to appoint principals to those schools that possess the characteristics that foster positive teacher commitment to change