Related Experiment Video
Updated: Jul 4, 2026
12:09
Studying Food Reward and Motivation in Humans
Published on: March 19, 2014
Using goal orientations to understand motivation in strength training.
Todd A Gilson1, Graig M Chow, Martha E Ewing
1Department of Kinesiology, Michigan State University, East Lansing, Michigan, USA. gilsonto@msu.edu
Journal of Strength and Conditioning Research
|June 12, 2008
Summary
Understanding athlete motivation in strength training is key. Task-orientation and social-approval were primary drivers, with coaches able to foster intrinsic motivation using the T.A.R.G.E.T. model.
Area of Science:
- Sport Psychology
- Exercise Science
- Motor Learning
Background:
- Strength training is crucial in modern athletics, yet athlete motivation research in this area is limited.
- Individual differences in motivational cognitions, explored through achievement goal orientations, influence sustained effort.
- Understanding these orientations is vital for optimizing athlete engagement and performance.
Purpose of the Study:
- To investigate how collegiate athletes maintain motivation during strength training.
- To explore the relationships between five achievement goal orientations and motivation.
- To identify key themes influencing athletes' sustained motivation in strength training.
Main Methods:
- Utilized questionnaire data and semistructured interviews with 133 collegiate athletes (90 men, 43 women) from 15 sports.
- Assessed achievement goal orientations (task, self-enhancing ego, self-defeating ego, social-approval, work-avoidance).
- Conducted in-depth interviews with 15 athletes exhibiting strong inclinations toward a single goal orientation.
Main Results:
- Task-orientation and social-approval were the most frequently reported achievement goal orientations.
- Five higher-order themes emerged from interviews: significant others, improvement, competitive demands, outperforming others, and miscellaneous.
- An athlete's dominant achievement goal orientation influenced their chosen motivational strategies.
Conclusions:
- Collegiate athletes utilize diverse motivational strategies influenced by their primary goal orientations.
- Strength coaches can leverage the T.A.R.G.E.T. model to promote adaptive goal orientations.
- Fostering adaptive orientations can enhance intrinsic motivation for strength training in athletes.
Related Concept Videos
01:27Secondary Motives: Power Motivation and Achievement Motivation
Power motivation and achievement motivation are two essential social motives identified by psychologist David McClelland. These motives influence behavior in various personal and professional contexts, shaping how individuals interact with others and pursue their goals.
Power motivation is characterized by the desire to influence, control, or have an impact on others. It is shaped by an individual's experiences, social environment, and cultural context. People with high power motivation are...
Power motivation is characterized by the desire to influence, control, or have an impact on others. It is shaped by an individual's experiences, social environment, and cultural context. People with high power motivation are...
01:27Exercise and Muscle Performance
Exercise induces a range of adaptations in muscle tissue, depending on the type and duration of activity. Such physical training can be broadly categorized into two types: endurance exercises and resistance exercises.
Endurance exercises
Endurance exercises involve running, swimming, or cycling, which require repetitive movements with low force output. When a person engages in endurance exercise, a few noticeable changes occur in their skeletal muscles. For instance, the number of capillaries...
Endurance exercises
Endurance exercises involve running, swimming, or cycling, which require repetitive movements with low force output. When a person engages in endurance exercise, a few noticeable changes occur in their skeletal muscles. For instance, the number of capillaries...
01:27Drive-Reduction Theory: Push Theory of Motivation
Clark Hull's drive-reduction theory, introduced in the 1940s and 1950s and often termed the "push theory" of motivation, provides a framework for understanding how biological and learned drives influence behavior. Hull suggested that motivation originates from the need to alleviate physiological tension caused by unmet biological necessities. The theory proposes that when a basic need, such as hunger or sleep, goes unfulfilled, it creates an internal imbalance. This imbalance, or drive, pushes...
01:18Incentive Theory: Pull Theory of Motivation
Incentive theory, or the "pull theory" of motivation, suggests that external rewards primarily drive behavior. Individuals are motivated to engage in activities when they anticipate a desirable outcome. This is why people often work hard for promotions or study intensively to achieve high grades. These incentives can be tangible, physical rewards such as money or promotions, or intangible, non-physical rewards like praise and social recognition.
The theory differentiates between intrinsic and...
The theory differentiates between intrinsic and...
01:25Motivational Bias
Cognitive bias results from limitations in thinking and information processing, leading to systematic errors in judgment. Conversely, motivational bias stems from personal desires or emotions, causing distortions in perception to align with self-interest. Motivational bias influences how individuals perceive and attribute causes to events, often shaped by personal needs, goals, and self-esteem preservation. This bias can distort judgment, leading to inaccurate assessments of success, failure,...
01:20Motivational Cycle
The motivational cycle is a key concept that explains how individuals are motivated to meet their needs. At its core, the cycle revolves around four distinct stages: need, drive, goal-directed behavior, and goal achievement. These stages respond to imbalances in the body or mind, prompting actions that restore balance.
The cycle begins with a need. This need can arise from various conditions, such as hunger, thirst, or temperature changes. For instance, when an individual feels cold, their body...
The cycle begins with a need. This need can arise from various conditions, such as hunger, thirst, or temperature changes. For instance, when an individual feels cold, their body...