From: Brian Nord
Email:
Course: CD169; Motivating Children and Adolescents in Educational Settings
College: San Jose State University
Instructor: Eugene Matusov, Ph. D.
ClassWeb: http://www.ematusov.com/cd169
ChildrenObservations: No
Date: 24 May 1997
Time: 04:49:41
Remote Name: ad48-159.compuserve.com
This article is about the athlete and some uses of motivation to obtain success. Some personal experiences that coincide with the type of trianing is revealed. Some types of motivation devices discussed are; mental imagery, goal setting, and the use of a coach to motivate the athlete to accomplish their goals. The benefit mental imagery is that it allows the athlete to visualize an end result. Goal setting allows the athlete to strive for a goal, and feel a sense of accomplishment when the goal is achieved. The use of a coach can be some added motivation that the athlete will need to achieve ones goals.
In sports, athletes are required to push past new levels of achievement. Every sport starts to become increasingly more difficult as athletes progress. In order to challenge themselves, athletes have to rely simply on a inner desire to reach levels of competition. Mental imagery, setting goals, having an external authority figure (coach), are some techniques that are used to help aid the athlete to meet these levels. These techniques can also be used by the "weekend warriors" that want keep a competitive edge, or simply maintain a health body and mind. To start with a training program, it is good for one to set specific goals for what their training will entail. It has been stated that goal setting is an important source for motivation which can better ones performance (Boyce & Wayda, 1994). Setting your ambitions on certain results, allows one to strive for that certain level. When the goal is achieved a sense of accomplishment becomes a inner reward. Seeing a job performed from start to finish, creates a personal bond with that process.
The internal drive, or ambition, that a person exerts is a type of intrinsic motivation and self-motivation. These motivations will carry an individual through the struggles of obtaining the goal. In addition to this, it helps to increase the task persistence (Boyce & Wayda, 1994).. For myself, I experienced this goal setting and intrinsic motivation through the enjoyment of playing grass volleyball. In the beginning I was drawn to the sport because of its outdoor setting. Naturally I am a person who enjoys being out in the sun. At first, I lacked any of the skills that my friends, who started playing a year before me, possessed. My first goal was to practice hard enough so that I could reach my friend’s level of performance. Surprisingly, with my quick achievement of that goal, I found myself having to set new goals. These goals consisted of playing competitively, playing year-round (indoor club volleyball), playing at collegiate level, playing on a division one team (stopped short due to a shoulder injury), and finally coaching volleyball.
In one study, students separated into three different groups and were given goal setting conditions. The first group were assigned their goals while the second group were to set their own (self-set) goals, and finally the last group were told to do their best. It was known to all three groups that there was an expected long-term goal to reach. In the end it was revealed that the first group was more efficient in reaching their goals than the two other groups. It is perceived that the first group benefited more from:
In my personal experience I have seen the difference between an effective, supporting coach and an ineffective, controlling coach. My college volleyball coach was especially gifted in communicating with her players. She would praise your abilities and point out areas which needed extra work. In contrast to this, I have had other coaches who constantly inform the players of what they are poor at doing, overlooking the concept of encouragement and praise. Without a doubt, the team performance was more successful with the supportive and positive coach in comparison to the chastising coach. The respect for the coach from her team, seemed to add more motivation for the players to play with all their might. It has been suggested that the use of mental imagery can play a motivational role in assisting motor behavior.
Mental imagery is most effective when it is combined with persistency and how efficient the activity performed is. When the outcomes of the performance are perceived as successful, increases in efficacy and motivation will result. However, if the failure is perceived, then the efficacy and motivation levels decrease (Martin & Hall, 1993). In other words, if one sees oneself succeeding, the outcome will more likely be a success. But if one sees oneself failing, then failure is inevitable for the individual. I was introduced to mental imagery by a friend who trained for marathon races. He told me that when training, it is good to see yourself completing the course in you mind. Keeping this image helps you get through the course. By progressively increasing the course’s distance and keeping a positive image of the run, I found that I was successful in fulfilling the long term goal of running a 10k race. I was not the fastest, but I did accomplished a goal that I set. In summary, today’s athlete has a lot to gain, when training is supplemented with motivation. With the use of mental imagery, setting goals, and coaching assistance, the athlete can participate successfully at a competitive level. Intrinsic motivation can carry the athlete to their goals, rewarding them with feelings of self-confidence, and accomplishment. When strengthening ones motivations, the athlete will be able to see and feel the benefit.
References:
Boyce, A.B., & Wayda, V.K. (1994). The effects of assigned and self-set goals on task performance. Journal of sport & exercise psychology, (pp. 258-269).
Martin, K.A. & Hall, C.R., (1993). Using mintal imagery to enhance intrinsic motivation. Journal of sport & exercise psychology, (pp. 55-67).