Content uploaded by Shelley Mitchell
Author content
All content in this area was uploaded by Shelley Mitchell on Apr 06, 2018
Content may be subject to copyright.
A preview of the PDF is not available
SELF-DETERMINATION THEORY AND OKLAHOMA EQUESTRIANS: A MOTIVATION STUDY
Abstract and Figures
The purpose of this study was to determine the characteristics of Oklahoma equestrians and their motivation(s) for leisure riding, as well as compare equivalent-form reliability between the Sport Motivation Scale (SMS) and the revised Sport Motivation Scale (SMS-II). Self-determination theory (SDT) was the basis of the study and the survey instruments. An online survey available from February through August of 2013 was completed by 195 riders, with 186 usable surveys. Nonparametric statistics were used to analyze responses, as assumptions for parametric statistics were not met. Responding Oklahoma equestrians were primarily female, ride mainly for fun, and have been riding horses for over 21 years. A third of the respondents were aged 50 to 59 years. Eighty percent ride Western style; two-thirds of the respondents have families involved with horses and two-thirds of the respondents also ride once or twice a week. Half of the responding equestrians came from households earning 75,000 a year before taxes. Responding Oklahoma equestrians ride primarily for fun and accomplishment, with few riding primarily to gain more knowledge of the activity. Riders in this study were primarily intrinsically motivated, followed by extrinsically motivated at the identified level, based on the autonomy continuum as described by SDT. In general, overall motivation (as measured by an overall SDT score) increases as frequency of riding increases. The SMS and SMS-II are significantly different in all subscales measured on both instruments. The original SMS does not measure the integrated level of extrinsic motivation and also gives more weight to the measure of intrinsic motivation, because it measures three separate levels of it. The revised SMS (SMS-II) not only adds a measure for integrated regulation, but also measures intrinsic motivation in general, giving intrinsic motivation a more appropriate degree of influence on the overall SDT score. The SMS-II is the instrument recommended for further studies, although the three separate measures of intrinsic motivation from the original SMS are still useful in determining what kinds of intrinsic motivation are at play within an individual.
Figures - uploaded by Shelley Mitchell
Author content
All figure content in this area was uploaded by Shelley Mitchell
Content may be subject to copyright.
... Research on riders' motivation indicate that initial involvement with horses relates to intrinsic reasons, such as an innate liking of horses (58-60), whereas continued engagement with horses for leisure or sports activates both intrinsic and identified regulation of motivation. Mitchell (61), who used Self-determination theory, found that American leisure riders were intrinsically motivated to ride, that is, they ride for the fun and enjoyability of the activity. In terms of identified regulation, social aspects of the activity seemed to be most common (61). ...
... Mitchell (61), who used Self-determination theory, found that American leisure riders were intrinsically motivated to ride, that is, they ride for the fun and enjoyability of the activity. In terms of identified regulation, social aspects of the activity seemed to be most common (61). Being involved in the riding school community was the main reason for Swedish young riders' participation at riding schools (62), and social reasons, alongside the possibility to ride, was the main reason for American college and university students' involvement in equestrian sport clubs (63). ...
... The main motivational regulation was intrinsic/identified, meaning that they participated, or would participate, because it is fun, interesting, personally valuable, and a means to learn important things. Previous research from the equestrian domain suggest that riders are autonomously motivated, but these studies investigated riding activity, not non-riding education (58,59,61). ...
Many horse enthusiasts have insufficient knowledge about horse behavior and welfare (BW) and learning and human-horse communication (LC), which poses a risk for both horse welfare and human safety. The main objective of this study was to investigate why riding school pupils participate or do not participate in non-riding education in BW and LC, using Self-determination theory (SDT). SDT posits that the quality of motivation is related to the individual's basic psychological needs. A convenience sample of 568 riding school pupils from Finland and Sweden completed an online questionnaire. The results showed that forty percent of the riding schools offered education in BW, and thirty-two in LC. Twenty-seven percent of the respondents participated in education in BW, and twenty-five in LC at their riding school. The respondents were autonomously motivated to participate in education, i.e., they would participate because it is interesting and personally important. Perceived needs satisfaction at the riding school predicted autonomous motivation to participate. Education was offered to a greater extent in Swedish riding schools and Swedish respondents participated more often, as well as experienced more autonomous motivation, relatedness and competence satisfaction compared with Finnish respondents. To our knowledge, this study is the first to explore riding school pupils' motivation towards non-riding education.
... Elite equestrians, usually defined as riders who have represented their country internationally (Hogg & Hodgins, 2021;Lamperd et al., 2016), are primarily motivated by success and goal achievement and to a lesser extent, having fun and their relationship with horses (Lamperd et al., 2016;Webb, 2021). Similar results have been reported for amateur equestrians (Mitchell, 2013); however, motivations of leisure riders (riders not participating in sport) appear slightly different, with Wu et al. (2015) finding older riders are motivated by escape from everyday routine and crowded areas and younger riders are motivated by learning, relaxation, and social opportunities. Few studies have examined how riders' motivations, such as desiring a strong horse-human bond or competition success, might influence their practice. ...
Many traditional horse keeping and training practices can result in poor horse welfare. To assist reform and identify novel opportunities to facilitate improvements in horse welfare, this study sought to gauge the motivations underlying equestrians’ horse- keeping and training practices. Nineteen amateur equestrians were interviewed using semi-structured interviews. Systems thinking and self-determination theory, which proposes humans are intrinsically motivated by three psychological needs (competence, autonomy, and relatedness), provided the theoretical framework for the study. Using reflexive thematic analysis, four themes were identified: (1) achieving equestrian goals is the primary motivator; (2) equestrians work hard to develop their equestrian knowledge and skills; (3) equestrians are highly motivated to compete and/or participate in club activities; and (4) achieving a financial return on investment is important to many equestrians. Findings suggest that equestrians do not prioritize the three psychological needs proposed by self-determination theory equally. Competence (goal achievement) was the highest priority for equestrians, followed by the need for autonomy (control), and then relatedness (horse–human partnership). The spectrum of equestrians’ motivational priorities suggests that there is an imbalance between horse needs and human needs when selecting horse-keeping and training practices. These insights can be leveraged to develop initiatives that engage all stakeholders, so that meeting human needs and horse needs is more equitably balanced. We also found that equestrians’ practices were highly influenced by their desire to participate in competitive equestrian sport, emphasizing the important role equestrian organizations can play in improving horse welfare through the rules of their sports. These findings contribute to the multifaceted reform needed to solve the complex challenge of improving horse welfare, the outcome of which will determine the long-term future of equestrian sport.
Los bienes comunes culturales constituyen tanto un acervo común existente de hecho, como la aspiración a que dicho caudal compartido sea lo mayor y más rico posible. La vida cultural es un bien común específico que representa tal aspiración y que constituye uno de los derechos humanos recogidos en la Declaración Universal de 1948. Tras analizarse las características de este bien común cultural, y entre ellas su dimensión global, se aborda cómo la privatización de otros bienes comunes culturales afecta a la vida cultural de la humanidad, así como la relación entre vida cultural y apropiación cultural.
Explored the effects of a 14-wk cognitive-behavioral teaching program (CBP) vs a physical skills intervention vs no training on the motivation, preparation, and putting performance of 65 adult novice golfers. The Sport Motivation Scale was used to measure intrinsic vs introjected forms of self-regulation. Pre-putt routines and actual putting performance were measured by observer ratings. Ss completed all dependent measures prior to training and at 3 additional times over 4-wk intervals. Ss in the CBP displayed enhanced intrinsic motivation, more consistent use of pre-putt routines, and improved putting performance relative to Ss in the other 2 groups. CBP Ss also showed a significantly reduced use of introjection, which reflects a harsh, self-evaluative form of self-regulation similar to ego involvement. Cognitive-behavioral approaches seem to be effective for performance enhancement and can produce positive motivational effects. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The world of exercise and sport is fascinated by motivation and the factors that drive it. It's no wonder researchers both in and out of the sport domain will enthusiastically welcome Intrinsic Motivation and Self-Determination in Exercise and Sport. Motivation is central to many social psychological theories that aim to explain behavior, including self-determination theory, one of the most influential theories of human motivation developed in the last three decades. Intrinsic Motivation and Self-Determination in Exercise and Sport examines the contribution of this theory to the understanding of motivation and behavior in the domains of exercise and sport. This is the first book to synthesize key research of self-determination theory as it relates to sport and exercise into one convenient volume. Written by a broad range of leading researchers, this reference will be a trend setter in the understanding of internal motivation and how to maximize performance and adherence. Furthermore, this volume will fill in research gaps, improve existing research, and set new directions for research in this vibrant area. Self-determination theory is based on the premise that individuals pursue self-determined goals to satisfy their basic psychological needs to independently solve problems, interact socially, and master tasks. The book begins with an introductory chapter in which the founding fathers of self-determination theory, Edward L. Deci and Richard Ryan, provide an overview of the theory and its constituent subtheories and chart its history with respect to exercise and sport, highlighting classic studies and seminal works along the way. This introduction masterfully provides sufficient theoretical grounding and serves as an excellent prologue to subsequent chapters.
Measurement in Sport and Exercise Psychology provides a complete analysis of the tools and methods used in sport and exercise psychology research. Each chapter of this accessible text presents key measurement variables and concepts, including their definitions; an evaluation of the measurement constructs and tools available; and an explanation of any controversies in each topic.
Drawing on their experience as leading researchers in the field, editors Tenenbaum, Eklund, and Kamata have selected a team of recognized scholars to bring both breadth and depth to this essential resource. By thoroughly examining each measurement tool, Measurement in Sport and Exercise Psychology assists readers in determining strengths and limitations of each tool and discovering which tools are best suited to their research projects. Readers will also gain critical knowledge to expand the field by recognizing opportunities for new methods of measurement and evaluation.
The text begins with a historical review of measurement in sport and exercise psychology followed by a comprehensive description of theories and measurement issues. It provides detailed information regarding ethical and cultural issues inherent in the selection of specific testing protocols as well as issues in interpreting meta-analysis. This is followed by discussion of the commonly used constructs and inventories in three areas: cognition, perception, and motivation measurement; emotion (affect) and coping measurement; and social and behavioral measurement.
Recommendations for researchers and practitioners included at the end of each chapter provide starting points for considering ways to incorporate chapter content into research projects and professional practice. Tables located at the end of each chapter summarize key information for quick reference and provide online sources, when available, so that readers can access each measurement tool. Original source information is provided for those tools not available online.
Measurement in Sport and Exercise Psychology assists readers in evaluating the effectiveness of specific measurement tools. As the most complete and up-to-date directory of tools and inventories in the field of sport and exercise, this text offers a thorough explanation of considerations, controversies, recommendations, and locations for accessing these measurement tools.
1 Introduction.- 2 The Study of Early Experience.- 3 The Physical Environment and Its Relationship to Cognitive-Intellectual Development.- 4 The Social Environment and Its Relationship to Cognitive-Intellectual Development.- 5 Early Experience and Cognitive-Intellectual Development: The Emotional-Attitudinal Environment.- 6 The Earliest Social Experiences and Their Effect on Social Development.- 7 The Socialization of Young Children.- 8 The Relationship between Social and Cognitive Development.- 9 The Nature of Early Environmental Action.- 10 Early Experience and Development: Implications and Applications.- References.- Author Index.
