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Explains the effects of external consequences on internal motivation. Intrinsic motivation can decrease when external rewards are given for an activity already intrinsically rewarding.

States that optimal performance requires optimal arousal. Too little or too much arousal can hinder performance. Known as the Inverted-U hypothesis.

Focuses on how individuals interpret events and how this relates to their thinking and behavior. Athletes' attributions for success/failure can affect future motivation and performance.

Proposes that an individual’s achievement goals will determine their motivation and behavior in competence-based situations. Goals are characterized as task- or ego-oriented.

Suggests that motivation is determined by the expected results of an action and the value placed on that outcome. Athletes are more motivated when they expect to succeed and value the success.

Predicts a dramatic decline in performance when high levels of cognitive anxiety are combined with high arousal. It portrays the non-linear relationship unlike the Inverted-U hypothesis.

Refers to one's belief in their ability to succeed in specific situations. Can enhance performance as athletes with high self-efficacy are more likely to set challenging goals and remain motivated.

Explains emotional and motivational factors in sport, suggesting that the body naturally tries to counterbalance strong emotions leading to a stabilization of affect over time.

Proposes that individuals are motivated to engage in an activity for its own sake, without external reward or pressure. Positive emotions and satisfaction derived from the activity itself enhance performance.

Asserts that people learn behaviors through observational learning, imitation, and modeling. Athletes might learn by observing teammates or role models.

Describes the tendency to seek out varied, novel, complex, and intense sensations and experiences, and the willingness to take physical and social risks for such experiences.

Suggests that intention is the primary predictor of behavior and is influenced by attitudes toward the behavior, subjective norms, and perceived behavioral control, which can explain participation in sports.

Emphasizes the role of autonomy, competence, and relatedness in fostering intrinsic motivation. Suggests that supportive environments promote intrinsic motivation for exercise and sport.

Refers to the idea that one's self-image affects behavior and performance. Athletes with a positive self-concept in a sport are more likely to participate and excel.

States that the meaning an athlete assigns to their arousal and their motivational context can reverse from one to another, affecting their performance and experience of an activity.

Describes a state of complete immersion and optimal experience in an activity. Athletes in 'flow' experience intense focus, full involvement, and enjoyment in the process of the activity.

Proposes that stress is a process involving the appraisal of a perceived threat and the individual’s assessment of resources to cope with the threat, affecting their stress level and performance.