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MOTIVATION IN
BEHAVIOR CHANGE
How Do We Encourage Our Clients
To Be Active?
by Wendy M. Rodgers, Ph.D., and Christina C. Loitz, M.S.
LEARNING OBJECTIVES
Understand the basics of self-determination theory.
Develop some ideas of how to create exercise contexts more
likely to support self-determined motivation.
Key words:
Self-determination, Exercise Persistence, Social Context Intrinsic
Motivation, Extrinsic Motivation, Well-being
WHAT IS MOTIVATION?
A useful definition of motivation comes from
Ed Deci, Ph.D., and Richard Ryan, Ph.D. (1),
the authors of self-determination theory. Motivation concerns energy, direction, and persistence. Motivation is the energy that directs our
behavior. That energy can come from different
sources. We can be motivated to pursue outcomes we want such as a pay check or a better
body. We can be motivated to avoid outcomes
we dont want such as pain, boredom, or
criticism. We also can be motivated to do
things because we like and enjoy them. These
examples reflect the direction of motivation.
That is, are our efforts directed toward avoiding
something or doing something? From a selfdetermination perspective, it is both the
amount of motivation we have and the
quality of that motivation that is important.
We are interested in the quality of motivation
that is most likely to result in exercise persistence. Lots of things that can get people started
exercising will not necessarily keep them going
for the long term.
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come to value it. If people can come to value exercise and think
of themselves as exercisers instead of using exercise to achieve
an external, separable goal (like weight loss), it might be
sufficient to produce enduring, personally rewarding exercise
and, of course, physical health benefits. People will often hang
on to a weight loss goal, but its important to focus on other
goals that are more internal like enjoyment to achieve longterm adherence.
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Amotivation
Intrinsic
Motivation
Extrinsic Motivation
Type of
regulation
nonregulation
external
regulation
introjected
regulation
identified
regulation
integrated
regulation
intrinsic regulation
Quality of
behavior
completely
controlled
externally
controlled
internally
controlled
mixture of external
control and internal
values
behavior is seen
as consistent with
personal goals
and values
completely
volitional;
internally controlled
Description
of regulation
basically a complete
lack of motivation to
perform a behavior;
no value seen in
activity at all;
sometimes happens
when activity is
forced (e.g., PE
classes)
behaviors
performed for
reasons not related
to the behavior,
like payment or
valuable rewards or
social recognition
or improved
physique
behavior is based on
internally managed
rewards such as
feelings of pride or
avoiding feelings of
guilt for not doing a
behavior
behavior is based
on personal value
of the purpose and
outcomes
behavior is
associated with
identity; behavior
is more stable
behavior is
performed for
enjoyment and no
other reward or
outcome external
to the actual
performance of the
behavior
Long-term
effects in
exercise
associated with
negative outcomes
such as negative
self-image, negative
emotions
sometimes useful
for short-term
adherence but
not long term;
associated with
dropout and
negative emotions
associated with
good long-term
adherence and
some positive
emotions like
personal
satisfaction
associated with
good long-term
adherence;
associated
with positive
self-image and
self-congruence;
feeling together
and consistent
Example
motives
to look good; to
lose weight; to get
a reward (like a
free TV for joining)
because I think I
should; because I feel
guilty if I dont; to
avoid disapproval
because its
consistent with
my self-image;
I am an active
person; I am a
healthy person;
I am an
exerciser
because I love
exercise; its fun and
I feel great when I
exercise
feel a little
competent
feel a little
competent
feel competent
feel competent
Autonomy?
very little
autonomy; reason
for doing the
behavior is outside
the self; to get
something
moderate
autonomy; feel
sense of having
chosen to engage
in the behavior
high autonomy;
definitely chose to
engage in the
behavior
Relatedness? no relatedness; do
not feel connected to
others in context of
behavior; possibly
feel alienated or
unwelcome
very little or
negative
relatedness; do
not feel connected
to others in
context; feel
pressured to be
in context
positive
relatedness; feel
connected to others
in context; sense of
belonging
more positive
relatedness; feel
meaningfully
connected to
others in context;
feel comfortable
and feel
belonging
high relatedness
(mostly but not
strictly necessary for
runners, e.g., others
in context might not
matter); for group
situations; feel
meaningfully
connected to others
in context
Things the
instructor
can do to
support these
motivations
focus on external
motives: weight
loss, looking good,
getting a date,
proving
themselves
focus on social
pressure and guilt;
wont your partner be
impressed if you do
this; youll feel bad
if you dont finish;
youll feel good if you
do finish; these are
external contingencies
focus on personal
values; exercise
promotes health;
exercise increases
your strength;
exercise is a good
activity; you feel
good when you
exercise
focus on personal
identity; think of
yourself as an
exerciser;
you are a
health-conscious
person, health
conscious people
exercise
no autonomy; no
sense of having
chosen to do the
behavior
force people to
participate; give no
explanations;
provide a controlling
atmosphere
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10
the local social etiquette, including equipment sharing procedures, equipment cleaning, and standards of dress. Fitness
center employees and other regular patrons might be able to
help out the new exercisers if they have any questions. The
other regular patrons can often share stories of what it was like
when they started out and some strategies they used to keep
going.
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BOTTOM LINE
Motivation is energy, direction, persistence, and the quality of
the reasons supporting that energy. We need to pay attention to
factors that create opportunities to feel competent (performing
the exercises as well as managing the overall behavioral plan),
feel related (connected to and understood by others in the
context), and autonomous (that he or she endorsed both being
in the context and the specific behavioral path). We want to
encourage more identified and integrated reasons and downplay
external reasons to exercise.
SUMMARY
Fitness professionals are very good at teaching people how to
do exercise but spend much less time helping clients verbalize
their behavioral goals, understand why they have these goals,
understand what motivates them, and explore how these goals
ACSMs HEALTH & FITNESS JOURNALA
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11
Figure. The self-determination continuum based on Drs. Ryan and Deci (6).
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