Understanding the motivations for people to volunteer with the management and execution of major sporting events is important for the recruitment and retention of the volunteers. This research investigated volunteer motivations at the first National Special Olympics held in Ames, Iowa, USA in July 2006. A total of 289 participants completed the 28 item Special Event Volunteer Motivation Scale. The top motivations related to the purposive incentives of wanting to help make the event a success and to do something good for the community. Factor analysis revealed a five-factor model, with the altruistic factor (purposive) being the most important. A MANCOVA was also used to compare subjects using both gender and experience as independent variables. Small but significant differences in motivation were observed.
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Volunteer Motivations at a National Special Olympics Event
Selina Khoo and Rich Engelhorn
Children’s Social Relationships and Motivation in Sledge Hockey
Katrina Wynnyk and Nancy Spencer-Cavaliere
The purpose of this qualitative case study was to explore children with disabilities’ social relationships and motivation to take part in sledge hockey. Harter’s (1978) theory of Competence Motivation was used as the conceptual framework. Ten children (1 girl and 9 boys) between ages 11–16 years, who experienced a range of disabilities, participated. Primary data were collected using semistructured interviews, participant observations, and field and reflective notes. The thematic analysis led to four themes: (a) coach feedback, (b) parental involvement, (c) skill and belonging, and (d) (dis)ability sport. The findings revealed that interactions with significant others contributed extensively to the participant’s perceptions of competence and motivation to participate, as did the sport’s competitive nature. The findings are discussed in the context of Harter’s theory and the children’s sport and adapted physical activity inclusion literature.
Motivational Pathways to Social and Pedagogical Inclusion in Physical Education
Terese Wilhelmsen, Marit Sørensen, and Ørnulf N. Seippel
& Dillon, 2012 ; Pan, Tsai, Chu, & Hsieh, 2011 ; Valentini & Rudisill, 2004 ). In this study, we employ tenets from achievement goal theory (AGT) and self-determination theory (SDT) to explore what motivational pathways support social inclusion (SI) and pedagogical inclusion (PI) in PE as perceived by
“I’ve Had Bad Experiences With Team Sport”: Sport Participation, Peer Need-Thwarting, and Need-Supporting Behaviors Among Youth Identifying With Physical Disability
Krystn Orr, Katherine A. Tamminen, Shane N. Sweet, Jennifer R. Tomasone, and Kelly P. Arbour-Nicitopoulos
play a pivotal role in sport experiences such as through providing motivation, constructive criticism, and/or psychosocial support ( Kentta & Corban, 2014 ; Neumark-Sztainer, Story, Hannan, Tharp, & Rex, 2003 ). They may also provide a sense of belonging and meaningful social relationships (i
Predicting Happiness in Paralympic Swimming Medalists
Jeffrey Martin, Mario Vassallo, Jacklyn Carrico, and Ellen Armstrong
individualism/collectivism) developed by Hofstede ( 1983 ) might be operating ( Hofstede & Bond, 1984 ). For instance, in the indulgence/restraint dimension, indulgence refers to societies that allow and even encourage the gratification of motivations linked to having fun and enjoying life. In contrast, the
Sport Participation for Elite Athletes With Physical Disabilities: Motivations, Barriers, and Facilitators
Gabriella McLoughlin, Courtney Weisman Fecske, Yvette Castaneda, Candace Gwin, and Kim Graber
that adapted physical activity through sport participation should promote self-determination and provide choice to augment self-regulation. To increase the number of individuals who participate in adapted sport, it is beneficial to understand the motivations and athletic development of those who do
Barriers, Expectancy-Value Beliefs, and Physical Activity Engagement Among Adults With Visual Impairments
T.N. Kirk, Justin A. Haegele, and Xihe Zhu
environmental barriers to physical activity, while dependence on others, lack of motivation toward physical activity, and having a visual impairment were the most common personal and social barriers ( Jaarsma et al., 2014 ). A similar study by Shaw et al. ( 2012 ) conducted among Canadian teens and adults with
The Driving Force: Motivation in Special Olympians
Robin J. Farrell, Peter R.E. Crocker, Meghan H. McDonough, and Whitney A. Sedgwick
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.
Combined Virtual-Reality- and Gym-Based Physical Activity Intervention for Children With a Developmental Disability: Effects on Physical Activity Levels, Motor Skills, and Social Skills
Hoo Kyung Lee and Jooyeon Jin
also in presession preparations and postsession clean-up. This PA program appeared to kindle a newfound motivation within children with DD, fostering a conducive environment to embrace constructive transformations. This possesses the potential of the combined VR- and gym-based PA program as a catalyst
The Importance of Motor Coordination for Children’s Motivational Orientations in Sport 1
Betty Rose, Dawne Larkin, and Bonnie G. Berger
According to competence motivation theory, children who are successful at movement will be intrinsically motivated in the motor domain (Harter, 1978, 1981a). By contrast, intrinsic motivation of children who repeatedly fail at movement is likely to diminish. The present study aimed to examine motivational orientations of children (N = 130) who differed in motor ability. Children (age 8-12) were categorized as coordinated (n = 62) or poorly coordinated (n = 68) according to scores on a neuromuscular development battery (McCarron, 1982). The poorly coordinated group was less motivated by challenge than well-coordinated participants as measured on the Motivational Orientation in Sport Scale (Weiss, Bredemeier, & Shewchuk, 1985a). Girls were less intrinsically motivated toward challenge than boys. There was little support that movement competence and motivational orientation are linked.
