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MOTIVATING ATHLETES

MOTIVATING ATHLETES. Miss Muller SHMD 119: Sport Didactics and Coaching Unit 7. INDEX OF CHAPTER:. Extrinsic and Intrinsic Rewards Need to Have Fun Need to Feel Worthy How Athletes Learn to Fear Failure Enhancing Athletes’ Motivation From Motivation to Anxiety.

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MOTIVATING ATHLETES

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  1. MOTIVATING ATHLETES Miss Muller SHMD 119: Sport Didactics and Coaching Unit 7

  2. INDEX OF CHAPTER: • Extrinsic and Intrinsic Rewards • Need to Have Fun • Need to Feel Worthy • How Athletes Learn to Fear Failure • Enhancing Athletes’ Motivation • From Motivation to Anxiety

  3. 1. EXTRINSIC & INTRINSIC REWARDS • Extrinsic Rewards • Trophies • Medals • Money • Praise • Trips

  4. Intrinsic Rewards • Things that are internally satisfying when players participate in sport • Having fun • Feeling competent • Feeling successful

  5. Extrinsic rewards can be powerful motivators, but over time these rewards may become less valued as intrinsic rewards become more values WHY? Intrinsic rewards are self-fuelling and can’t be rewarded When players fail to achieve intrinsic rewards, they will loose motivation and are likely to quit.

  6. 2. NEED TO HAVE FUN • Optimal Arousal • Arousal too low – Bored • Arousal too high – Fearful • Also Known As The Flow Experience • Occurs when totally immersed in activity – neither bored of fearful • Attention is intensely centred in activity • Not self-critical • Feel in control • Intrinsically rewarding

  7. How can I as coach help my athlete to be in the “flow” and experience “optimal arousal”? 1. Fit the difficulty of the skill to the ability of the athlete 2. Keep practice stimulating through a variety of activities 3. Keep everyone active and have them not wait long for their turn 4. Avoid constant instruction 5. Do not constantly evaluate

  8. Most frequent reasons athletes quit sport: I found other activities more enjoyable I lost interest I didn’t play enough It was all work and no fun I didn’t like the coach

  9. 3. NEED TO FEEL WORTHY • How Winners Think • Sees winning as a consequence of his/her ability which gives her confidence in her ability to succeed again • In failure she is likely to blame it on insufficient effort • Failure is not a threat to her self-worth • To succeed, she needs to try harder

  10. How Losers Think • Sees failure as a lack of ability • Blames himself for failure, take little or no credit for his success • Failure orientated • Rather not participate to avoid failure and protect self-worth

  11. 4. HOW ATHLETES LEARN TO FEAR FAILURE • Emphasis on Performance, not Learning • The mistakes and errors that are a natural part of the learning process are misinterpreted as failures • Unrealistic Goals • As a result of competitive pressures, athletes set unrealistically high goals that, when not attained, lead them to conclude that they are failures • Extrinsic Rewards and Internal Motivation • Athletes begin to play for extrinsic rewards rather than to attain personal goals

  12. 5. ENHANCING ATHLETES’ MOTIVATION • Success is not Winning • Athletes must see success in terms of achieving their own goals rather than surpassing the performance of others • Setting Realistic Personal Goals • Consequence of Setting Personal Goals • Recognising Athletes’ Limitations

  13. 6. FROM MOTIVATION TO ANXIETY • Arousal Performance Relationship • Just as there is an optimal level of arousal for having fun, there is an optimal level of arousal for performance • Optimal arousal level varies for different sport skills • When athletes are TOO MOTIVATED or aroused they become anxious and worry about it • Causes of Anxiety • Athletes’ uncertainty whether they can meet the demands of coaches, parents, peers or themselves • Being reminded about the uncertainty of winning • Being made feel insecure about social status or importance to the team

  14. End of Chapter

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