The article focused on the effects external rewards had on intrinsic motivation. What was unique is that the article specifically dealt with the effects external rewards have on intrinsic motivation for activities that are already intrinsically motivating to the individual. Based on his research, the current author suggests that a reward can be defined as an external agent administered when a desired act or task is performed, that has controlling and informational properties. The dominant theory on the effects of external rewards on intrinsic motivation focused in the article was the Cognitive Evaluation Theory (CET). The author states CET focused on factors which can increase or decrease intrinsic motivation. In essence, this theory suggests that rewards have two basic properties that can influence intrinsic motivation: information and control. And these properties can increase or decrease intrinsic motivation depending on how they effect an individuals self determination and competency.
The informational rewards relay to the individual about their competency. MVP awards, All-Pro selections, and other rewards all relay to the individual receiving the reward that they excel in their sport. Thus, CET states that this perceived competency increases intrinsic motivation. The second property of reward is control. CET predicts that if a reward is perceived as controlling, it will decrease intrinsic motivation; but if a reward is not perceived as controlling, and the person has an internal locus of causality, intrinsic motivation will be high.
For years we have all utilized rewards to control motivation with athletes, children, and students, yet the article stated it is this very controlling mechanism that is undermining our goal as a coach, teacher, or parent to increase intrinsic motivation. In short the article determined that rewards seriously undermine intrinsic motivation, except under certain circumstances. Rewards do control and modify behavior but, it is for this very reason that rewards hinder intrinsic motivation.
Application
Overall my experiences both as a player and a coach validate the articles findings. As a former football player I loved football. In high school I would eat, drink, and sleep football. I could not get enough. The key in that last statement was “I” could not get enough. In college, football was a 1-10 PM daily activity that was forced on me in order to keep my scholarship; I quickly lost control of my actions and inherently my intrinsic motivation. I always wondered why football felt more like a job, and then a game in college and the article went a long way in explaining that in theory.
As a coach, the article had some extremely important applications. The first is that for any reward delivery is critical. Horn (2000) suggests that if feedback is to be effectual, it must include information about the person’s performance. If you just tell someone "good job" but do not explain why they did a good job, evidence suggests this may decrease intrinsic motivation. This is because your praise without additional feedback would be perceived as a controlling agent. The second is to avoid controlling phrases; Plant and Ryan (1985) suggest that control is “any vocalization that pressures a person to behave a certain way.” As a coach I try to always motivate by the desire to succeed instead of the fear of failure! Lastly I realized the importance of unexpected rewards. Unexpected rewards were shown to dramatically increase intrinsic motivation; however, as a coach I must monitor the use or athletes will begin to expect the unexpected.
In conclusion I found the article to be informative and extremely practical in my day to day coaching activities. The article will definitely have extreme impact not only in my coaching life, but also in my parental life as well.
References
Plant, R. W., & Ryan, R. M. (1985). Intrinsic motivation and the effects of self-consciousness, self-awareness, and ego-involvement: An investigation of internally-controlling styles. Journal of Personality, 53, 435-449.
Amorose and Horn (2000). Intrinsic motivation: relationships with collegiate athletes' gender, scholarship status, and perceptions of their coaches' behavior. Journal of Sport & Exercise Psychology (JSEP), 22(1), 63 - 84.
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