Motivation is a key ingredient of successful athletic performance over time. Although the concept of maximizing motivation has long been of interest to coaches and practitioners, the vast number of motivational theories, principles, and strategies can seem overwhelming and confusing. Consequently, there is a need for providing more holistic frameworks to coaches and practitioners that not only summarize the essential findings of motivation research but also make the information more understandable and applicable in practical settings. The purpose of this study is to present and test the MUSIC Model of Motivation as a framework that can be applied in performance environments by coaches and practitioners to improve athletes' motivation, engagement, and ultimately, performance. The dissertation includes three related studies. First, I conducted a systematic content analysis to support the application of the MUSIC Model in sports. I analyzed 13 books in the realm of sport psychology and coaching. Results showed strong evidence that the underlying principles and theories of the MUSIC Model are represented in the sports literature, which supports the application of the model as a holistic framework for coaches. For the second study, Brett Jones and I developed a motivation inventory for athletes by modifying an existing motivation inventory for use with athletes. I collected data from student athletes at a large public university and conducted Exploratory Factor Analysis (EFA) with Principal Axis Factoring and Promax Rotation to examine the factor structure of the inventory scales. I used the results of the EFA to make changes to the inventory. Subsequently, I conducted a Confirmatory Factor Analysis (CFA) on a second data set to test for model fit. The fit indices for the CFA demonstrated reasonably good fit to the results, which confirmed the five-factor structure of motivation inventory. Reliability analysis based on Cronbach's alpha showed very good results with alpha ratings ranging between .84 and .94. Overall, the findings provided validity evidence for the produced scores of the MUSIC® Athletic Inventory with student-athletes. / Ph. D. / Three studies were conducted to test the feasibility of using a motivation model, designed initially for educational settings (the MUSIC® Model of Motivation), in athletic settings by coaches. The first study showed that the underlying theories and principles of the MUSIC Model of Motivation are represented in the sport psychology and coaching literature. This is important because it demonstrates that it may be possible to apply the MUSIC Model in athletic settings. The second and third study tested an athletic version of a questionnaire (the MUSIC® Model of Academic Motivation Inventory) that was originally designed to assess students’ perceptions of the MUSIC model components in educational settings. Titled the “MUSIC® Model of Athletic Motivation Inventory,” this newly developed questionnaire was adapted from the academic version so that it could be administered to student-athletes at a large public university. The results indicated that the athletic version of the inventory can produce valid scores with student-athletes in competitive sports settings. These findings indicate that coaches could consider administering the newly developed questionnaire to assess athletes’ perceptions of the athletic setting. Based on the results, they could modify their coaching strategies and/or try new coaching strategies consistent with the MUSIC® Model of Motivation.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/96546 |
| Date | 31 July 2018 |
| Creators | Munz, Stephan Georg |
| Contributors | Education, Vocational-Technical, Jones, Brett D., Phillips, Robert H., Doolittle, Peter E., Lockee, Barbara B. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.0022 seconds