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Many people have studied what motivates children to participate in various activities. In 1959, Robert White explained how human beings desire to have an effect on the environment around them. But, more than just seeing some kind of change, humans desire to have a lasting affect that requires a level of aptitude to make such a change. White calls this competence. In his paper Motivation Reconsidered: The Concept of Competence, he says this:
"The urge toward competence is inferred specifically from behavior that shows a lasting focalization and that has the characteristics of exploration and experimentation, a kind of variation within the focus. When this particular sort of activity is aroused in the nervous system, effectance motivation is being aroused, for it is characteristic of this particular sort of activity that it is selective, directed, and persistent, and that instrumental acts will be learned for the sole reward of engaging in it."
White cites a 1955 paper by Bruner, Matter, and Papanek that proposed that the breadth of learning is most significant with only moderate motivation. But, that learning accelerates with a strong motivation by narrowing its focus and ignoring extraneous information not germane to the task(s) specifically at hand. This is a reason why children get involved in sport specific learning.
It is important to recognize the developmental aspects of the reasons children choose to engage in certain activities and to differing degrees of determination and focus. As such, much research exists concerning various aspects of these premises.
Weiss and Williams (2004) have identified four studies that provide a general overview of what should help elucidate what inspires children to not only get involved in physical activities, but also desire a sense of competency in those activities. These studies take into account:
I have made an attempt at summarizing each of the theories so that you have enough information to understand the guiding principles without feeling overwhelmed. Although, I do recommend investigating deeper into each theory, as more in depth information will provide a richer understanding.
“… perceived competence is… a critical predictor of emotional experiences and motivated behavior…” (Weiss & Williams, 2004, p. 230)
Keep this in mind as you read through the key elements of these theories. The summary of each can be found on the Theories Blogs page.
"The urge toward competence is inferred specifically from behavior that shows a lasting focalization and that has the characteristics of exploration and experimentation, a kind of variation within the focus. When this particular sort of activity is aroused in the nervous system, effectance motivation is being aroused, for it is characteristic of this particular sort of activity that it is selective, directed, and persistent, and that instrumental acts will be learned for the sole reward of engaging in it."
White cites a 1955 paper by Bruner, Matter, and Papanek that proposed that the breadth of learning is most significant with only moderate motivation. But, that learning accelerates with a strong motivation by narrowing its focus and ignoring extraneous information not germane to the task(s) specifically at hand. This is a reason why children get involved in sport specific learning.
It is important to recognize the developmental aspects of the reasons children choose to engage in certain activities and to differing degrees of determination and focus. As such, much research exists concerning various aspects of these premises.
Weiss and Williams (2004) have identified four studies that provide a general overview of what should help elucidate what inspires children to not only get involved in physical activities, but also desire a sense of competency in those activities. These studies take into account:
- the role of perceptions of competence, which highlights their need to perform athletic skills, to be physically fit, and to have a good physical appearance.
- the role of social influence, which refers to their reflected appraisals, social comparisons, and social support. This fosters an interest for peer acceptance, close friendships, adult approval, and social recognition.
- the role of positive affect like happiness, pleasure, joy, and pride. These feelings make their athletic experiences fun and enjoyable leading to greater motivation toward athletic endeavors.
I have made an attempt at summarizing each of the theories so that you have enough information to understand the guiding principles without feeling overwhelmed. Although, I do recommend investigating deeper into each theory, as more in depth information will provide a richer understanding.
“… perceived competence is… a critical predictor of emotional experiences and motivated behavior…” (Weiss & Williams, 2004, p. 230)
Keep this in mind as you read through the key elements of these theories. The summary of each can be found on the Theories Blogs page.