Performance

Psychology:

Maintaining wellbeing

through Nurturing

Motivation during CV-

19 – Webinar #3.

Dr Irina Roncaglia PhD CPsychol AFBPsS

HCPC Registered Sport & Exercise Psychologist

The Journey So far:

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SELF-CARE IN CV-19 THE ROLE OF SOCIAL SUPPORT

THE WELLBEING MODEL

THE ROLE OF POSITIVE EMOTIONS

PSYCHOLOGICAL RESILIENCE

OVERVIEW &

OBJECTIVES

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Introduction to Motivation – what is it and why it is important.

CB Model - Implications for management and support in the Performing Arts.

What drives behavior change.

The distinction between Intrinsic and Extrinsic Motivation.

SDT – Self-Determination Theory | Self-Efficacy Theory

Goal Setting in current CV-19 context

Conclusions – Take Home Messages

Definition of Motivation

It is a theoretical construct to help explain people’s behaviour

It gives a reason for people’s actions, wishes/desires and needs

A motive is what prompts a person to act/behave in a certain way

The presence of motivation can also be inferred from the levels of persistence and decisivenessin choosing one goal over another, which taken together make for a high probability of occurrence (Atkinson & Birch, 1970, 1978; Bolles, 1975; Ekman & Friesen, 1975).

Physiological (Body)

Emotions (Feelings)

Actions (Behaviour)

Cognition (Thinking)

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Maslow

Motivational

Hierarchy of

Needs (1943)

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DIMENSIONS OF MOTIVATION

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Withdrawal

Efforts Intentions

Attitudes

Beliefs

MOTIVATION

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COM-B

– COM-B: If we are clear about what and whose behavior needs to change, we must work out what is required to achieve the desired behavior in terms of one or more of:

– • capability – having the physical and mental ability to engage in the behavior (e.g. knowledge, physical and mental skills, and strength)

– • opportunity – being in a physical and social environment that supports the behavior and makes it possible

– • motivation – being more motivated to do the target behavior than other behaviours we might do instead

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Motivational Checklist

– Is there something that you generally WANT to do, just not today?

– Are you feeling the weight of the larger picture you aim to achieve –desires/goals/values?

– Can SMALL steps help you to build towards your BIGGER aim?

– What is stopping you to start today?

– Might you feel different when you have had a go and started?

– What is lost not having had a go?

– Am I lacking structure? Might a timetable | structured plan help?

– Build up steadily not at once. Get into a routine.

– CHANGE takes time

From Obstacles

to Opportunities

– 1. This feels

unsurmountable and

awful

– 2. This is really hard

– 3. This is going to be a

real challenge

– 4. This is going to be an

opportunity

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Go FAR

F = Feelings

A= Acceptance

R = Recovery

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Intrinsic Motivation

□ Internal to the individual

□ Driven by an enjoyment/interest for the task or activity itself

□ Does not rely on external pressures or factors

□ Intrinsically motivated to improve one’s own skills and capabilities

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Extrinsic

Motivation

– Tangible rewards

– Money prizes

– Medals

– Praise

– External recognition and affirmation

– Pressure from external factors

Self-Efficacy Theory (Bandura,

1997)

Irina Roncaglia PhD CPsychol AFBPsS

The perception of one’s ability to perform a task

successfully is really a situation-specific form of

self-confidence.

Self-efficacy is the belief in one’s capabilities to

organize and execute the courses of action required

to produce a given attainment-

SETTING

SMART

GOALS

– 3 Types of Goals

– Process Oriented Goals: focus on improving form, technique and strategy.

– Performance Oriented Goals: address overall personal performance such as stronger technique and ‘in the zone’ performance.

– Outcome Oriented Goals: emphasizing the overall objective outcome - that is greater recognition and ultimately career progression.

–

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Goal Settings

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Motivation to act on the goals is often higher when the goal is based in the near future, while far off goals do not create the tension of immediacy that would motivate us to act right away (Reeve, 2018).

′Autotelic′ is a word composed of two Greek roots: auto (self), and telos (goal). An autotelic activity is one we do for its own sake because to experience it is the main goal (Mihaly Csikszentmihalyi)

BENEFITS OF

GOAL SETTINGS

– Goals boost self confidence.

– Goals help prevent or manage stress.

– Goals help create a positive mental attitude.

– Goals increase intrinsic motivation to excel.

– Goals improve the quality of training practices.

– Goals enhance technique and strategies.

– Goals improve overall performance.

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Self-Determination

Theory

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Motivation in the

current CV-19 situation

1. Check-In: Physically and mentally -emotionally

2. Setting Targets: Is what I have set myself to do today in line with my checking in

3. Priority Needs: What do I need to do, set aside for now?

4. Holding all Lightly: Accepting adjustment with self-compassion and self-care

5. Letting Go: Accepting of letting go of controlling everything. Controlling the controllable

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Take Home Messages

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Directing daily performance towards, specific, well-defined SMART goals.

Enhance ability to build new knowledge – curiosity.

Lead to increased effort and energy

Increase initiation of, and persistence in activities – in the face of set-backs, disappointments, fear, uncertainties.

Adopt and adapt different tools according to the context and situation.

SELECTED

REFERENCES:

– Andersen, M.B. (Ed.) (2000) Doing Sport Psychology. Champaign, H.: Human Kinetics.

– Hamilton, L.H. (1997). The person behind the mask: A guide to performing arts psychology. Greenwich, CT.: Ablex.

– Hays, K.F. (2002). The enhancement of performance excellence among performing artists. Journal of Applied Sport Psychology, 14,299-312.

– Lazarus, R.S. & Folkman, S.(1984) Stress, Appraisal and Coping. New York: Springer

– Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology : An introduction. American Psychologist, 55, 5-14.

– Hays, K.F. (Ed.) (2009). Performance Psychology in Action.American Psychological Association: Washington DC.

– Antony, M. M. & Swinson, R. P. (1998) When Perfect Isn’t Good Enough. New Harbinger Publications, Oakland, Ca.

– Kearns, H., Forbes, A., & Gardiner, M. (2007). A cognitive behavioural coaching intervention for the treatment of perfectionism and self-handicapping in a nonclinical population. Behaviour Change, 24, 157-172.

– Michie S, Atkins L, West R. (2014) The Behaviour Change Wheel: A Guide to Designing Interventions. London: Silverback Publishing. www.behaviourchangewheel.com.

– Maddi, S. R. (1999). The personality construct of hardiness: I. Effects on experiencing, coping, and strain. Consulting Psychology Journal: Practice and Research, 51(2), 83–94. https://doi.org/10.1037/1061-4087.51.2.83

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CONTACT DETAILS:

– E-mail: Irina@Roncaglia.co.uk

– Contact Number or Text: +44 (0)7957 696 857

– W: https://www.roncaglia.co.uk

– : @IrinaRoncaglia

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