The Driving Force: Motivation in Special Olympians
| Autor: | Whitney A. Sedgwick, Meghan H. McDonough, Robin J. Farrell, Peter R.E. Crocker |
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| Rok vydání: | 2004 |
| Předmět: | |
| Zdroj: | Adapted Physical Activity Quarterly. 21:153-166 |
| ISSN: | 1543-2777 0736-5829 |
| DOI: | 10.1123/apaq.21.2.153 |
| Popis: | Special Olympics programs provide competitive sport opportunities for athletes with intellectual disabilities. This study investigated athletes’ perceptions of motivation in Special Olympics. Using Self-Determination Theory (SDT) as a guiding framework to explore athletes’ experiences, 38 Special Olympians (21 males and 17 females) from British Columbia, Canada were interviewed. The data suggested that factors that enhanced autonomy, competence, and relatedness were linked to the participants’ motivation in Special Olympics programs. These factors included positive feedback, choice, learning skills, demonstrating ability, friendships, social approval, and fun. Social support from significant others was a key factor related to participation motivation. There was also evidence for the motivating aspects of extrinsic rewards. Motivation was undermined primarily by conflicts with coaches and teammates. Special Olympics programs are designed to provide competitive sport opportunities for individuals with intellectual disabilities. The program meets a need for organized physical activity programs, as individuals with intellectual disabilities tend not to participate in as many physical activities as those without intellectual disabilities (Hoge & Dattillo, 1995) and have lower levels of cardiovascular fitness and higher rates of obesity and cardiovascular disease (Graham & Reid, 2000). In addition, Special Olympics programs participation is associated with increased self-esteem, self-confidence, overall social competence, and positive self-perceptions (Dykens & Cohen, 1996; Klein, Gilman, & Zigler, 1993). Experts and parents of athletes also believe that participation in Special Olympics improves social adjustment and quality of life for participants, increases social support for families with members involved, and fosters public understanding of individuals with intellectual disabilities (Klein et al., 1993). Participation motivation encompasses factors influencing initiation, continuation, and withdrawal from sport and physical activities. It includes behavioral elements such as current participation, intensity, and persistence as well as cognitions such as commitment and future expectancies (Weiss & Chaumeton, 1992). Descriptive research has found that persons with and without disabilities have similar motives to participate in sport including improving sport skills, attaining goals, enjoying competition, being part of a team, being with friends and family |
| Databáze: | OpenAIRE |
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