Talk:Motivation and emotion/Book/2021/Physical activity motivation

Topic development feedback

The topic development has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing the chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.

Title Excellent User page Excellent - used effectively Consider linking to your eportfolio page and/or any other professional online profile or resume such as LinkedIn. This is not required, but it can be useful to interlink your professional networks. Link provided to book chapter Social contribution Excellent - summarised with direct link(s) to evidence. Headings Basic, 1-level heading structure - could benefit from further development, perhaps using a 2-level structure. Key points Overview: describes the problem explain what will be covered focus questions - focus on, and maybe expand, 3 and 4; 1 and 2 aren't really needed as focus questions consider adding an image consider adding an example or case study Useful key points about SDT and exercise; what other motivational theories might be helpful? Applied focus of How can health practitioners motivate patients? is excellent. Conclusion (the most important section): hasn't been developed what might the take-home, practical messages be? in a nutshell, what are the answer(s) to the question(s) in the sub-title? Figure Excellent References Very good For APA referencing style, check and correct: capitalisation Resources Excellent

-- Jtneill - Talk - c 12:56, 6 September 2021 (UTC)

Final stretch suggestions

Hello,

Firstly, this is shaping up to be a great chapter. There's a great deal of care taken with what has been written so far and the topic has a cohesion and flow that shows you'll most likely be on track for this chapter's submission. With that said, I have a few suggestions (though if you're already addressing these then that's great):

1. Motivation - The sections you've written on implicit and explicit motivation feel simplistic and same-y. They both consist of one or two very generalised statements, followed by a sentence saying "See an example below". They could use more theory, given that your research aspect is focused on the last section about techniques. Just going from Chapter 5 of the textbook there's scope to talk about the four types of extrinsic motivation (pp116-118) and for implicit motivations you could draw from the 'Achievement' section of chapter 7 (pp159-166). Also, none of those sections need to have sentences saying "See the example below" because as the reader follows the page their eyes will be naturally drawn to the examples.

2. Self determination theory - This is the strongest section of your chapter so far. So far what I've spotted are a few simple mistakes and suggestions: A) First paragraph: Figure 4 should be capitalised. B) When referring to Table 1 you can remove the 'as seen below' part (similar to the Motivation section feedback) C) Fourth paragraph: does the first sentence ("Introjected and external motivation are regulated by external forces.") need a citation? The way it is written sounds specific enough that it needs one, OR it sounds too generalised and wants more detail that would lead it to getting a citation.

3. "How can health practitioners motivate patients?" - You have a focus right now on preventative counselling and other forms of counselling, but it appears like you've not considered writing about useful motivation techniques while someone is trying to exercise. Because you're drawing on self-determination theory, what about studies that test it for studies on exercise? Here are two studies that might help: A) "The effect of need supportive text messages on motivation and physical activity behaviour" - https://pubmed.ncbi.nlm.nih.gov/26915963/ A randomised trial testing the effects of need supportive SMS's in improving motivation. Results show increases in motivation that persisted after a four-month follow up. B) "Effects of an autonomy-supportive exercise instructing style on exercise motivation, psychological well-being, and exercise attendance in middle-age women." ACCESS THROUGH APAPsychInfo via the UC library databases, it's not open access. A trial about the effects of autonomy support training on middle-aged women in an 8-week exercise program. The autonomy supported group reported higher intrinsic motivation and fulfilment of needs for autonomy and competence, among other benefits.

Anyway, I hope this helps out in some way!

--U3020459 (discuss • contribs) 12:06, 12 October 2021 (UTC)

Hi! Iv’e found an article which I thought might be useful for your book chapter. It incorporates self-determination theory and focusses on COVID-19, which might be useful as a relevant example :) - --TaraU3187760 (discuss • contribs) 10:25, 13 October 2021 (UTC) https://www.frontiersin.org/articles/10.3389/fpsyg.2020.622595/full

Feedback

Hi there!

Great job on the work you have put into your book chapter so far! I do have some suggestions that I hope help as you finish the chapter off. Firstly, the chapter covers a lot of ground, but you might want to focus in on the question you're being asked to answer. This seems to happen right at the end, but you might want to weave this into all aspects of the chapter. For example, in the self-determination theory paragraph, it would be great to see how it applies to people in meeting minimum physical activity guidelines (not just for top level athletes in a gymnastics competition). You have a lot of great content in the section about how health practitioners can motivate patients, so I would just expand on these points. This also might be helpful in narrowing the scope of the chapter if you are running low on words. Secondly, remember to reference when you have used someone else's work. The overview seems like it is missing some references. For instance, when you outline the three types of motivation, you should follow this with a citation. This article goes through the appropriate level of citation - https://apastyle.apa.org/style-grammar-guidelines/citations/appropriate-citation . Finally, when referencing, you should avoid using secondary sources - https://apastyle.apa.org/style-grammar-guidelines/citations/secondary-sources . Instead, you might consider using a different source for the definition of motivation. For example, Reeve (2019, p.2) defines motivation as "a condition inside us that desires a change". You could use this definition, or have a look for another scholarly source.

I hope these suggestions help, and you have a rewarding rest of the semester.

U3202904 (discuss • contribs) 12:01, 15 October 2021 (UTC)

external link

Hey! I thought this TED talk would give you some interesting insights into the benefits of physical activity https://www.youtube.com/watch?v=BHY0FxzoKZE Good luck! [[1]]

Chapter review and feedback

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is an excellent chapter that successfully uses psychological theory and research to help address a practical, real-world phenomenon or problem. The chapter is particularly well written and presented, with fantastic interactive learning resources. The main area for potential improvement is to provide a more indepth review of relevant research. For additional feedback, see the following comments and these copyedits. Overview Well developed Overview. Clear focus question(s). Theory — Breadth Relevant theories are well selected, described, and explained. The chapter doesn't wander off into discussion of irrelevant theory. Theory — Depth Appropriate depth is provided about the selected theory(ies). Excellent embedded links to further info. Excellent use of Tables, Figures, case studies, and examples. The Reeve (2018) textbook is overused as a citation - instead, utilise primary, peer-reviewed sources. Research — Key findings Relevant research is cited. Excellent that the WHO/Australian physical guidelines are used. Greater emphasis on major reviews and/or meta-analyses would be helpful. Greater depth of review of key research about the topic would be ideal. Research — Critical thinking Critical thinking about research is basic, but sufficient. When describing important research findings, include more detail about the methodology (e.g., sample, measures) and results (e.g., size of effect or relationship). Integration Discussion of theory and research is well integrated. The chapter places more emphasis on theory than research. Conclusion Well developed. Clear take-home messages. Written expression — Style Written expression Overall, the quality of written expression is excellent. "People" is often a better term than "individuals". Layout The chapter is well structured, with major sections using sub-sections. Grammar is generally very good to excellent. Use serial commas[2] - they are part of APA style and are generally recommended by grammaticists. Here's an explanatory video (1 min). Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[3]. Check and correct use of that vs. who. APA style Direct quotes need page numbers. Use double (not single) quotation marks "to introduce a word or phrase used as an ironic comment, as slang, or as an invented or coined expression; use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" (APA 7th ed., 2020, p. 159). Figures and tables Use APA style for Table captions. See example. Each Table and Figure is referred to at least once within the main text. Refer to each Table and Figure using APA style (e.g., do not use italics, check and correct capitalisation). Figures are very well captioned. Citations use correct APA style. References use very good APA style. Page numbers should be separated by an en-dash (–) rather than a hyphen (-). Written expression — Learning features Excellent use of embedded in-text interwiki links to Wikipedia articles. Excellent use of embedded in-text links to related book chapters. Excellent use of image(s). Excellent use of table(s). Excellent use of feature box(es). Excellent use of quiz(zes). Excellent use of case studies or examples. 1]]. Social contribution ~10 logged, useful, minor to moderate social contributions with direct links to evidence.

-- Jtneill - Talk - c 07:22, 29 October 2021 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.

Overall Overall, this is an excellent presentation. Overview An opening slide with the title and sub-title is presented and narrated - this helps to clearly convey the purpose of the presentation. A context for the topic is established. Briefly explain why this topic is important. Consider asking focus questions that lead to take-away messages. Content The presentation addresses the topic. An appropriate amount of content is presented - not too much or too little. The presentation is well structured. The presentation makes excellent use of relevant psychological theory. The presentation makes little/no use of relevant psychological research. The presentation makes excellent use of one or more examples or case studies or practical advice. The presentation provides practical, easy to understand information. Conclusion A Conclusion slide is presented with excellent take-home message(s). Audio The audio is fun, easy to follow, and interesting to listen to. Audio communication is clear and well paced. Excellent pauses between sentences. This helps the viewer to cognitively digest the information that has just been presented before moving on to the next point. Excellent intonation enhances listener interest and engagement. Audio recording quality was excellent. Video Overall, visual display quality is excellent. The presentation makes effective/good/basic use of animated slides. The font size is sufficiently large to make it easy to read. The amount of text presented per slide makes it easy to read and listen at the same time. The visual communication is effectively supplemented by images. The presentation is very well produced. Meta-data The chapter title and sub-title are used in the name of the presentation - this helps to clearly convey the purpose of the presentation. A written description of the presentation is provided. Links to and from the book chapter are provided. Licensing Image sources and their copyright status are communicated. A copyright license for the presentation is provided in the presentation description but not in the meta-data.

-- Jtneill - Talk - c 09:02, 17 November 2021 (UTC)