How a Sports Coach Could Motivate the Athletes - Term Paper Example

Sports psychology essay: With reference to relevant theories and scientific evidence, discuss how either a sports coach or exercise leader could motivate their athletes/clients. Introduction It is generally recognized that a coach can motivate the athletes to perform beyond their expectations and even abilities. 'Yes', this stands correct in every context of the concept. The reasons for this though are manifold but the crux of it is very simple; the science of sport is achievement based, wherein an individual yearns and endeavors to produce some results. The coach here becomes the driving force, by channelizing the pathway between the athlete and the achievement. The coach makes use of various techniques and methodologies in order to motivate his players. Some of them are conscious, while others are done unconsciously. Mere physical strength and athletic skill is not enough; the will to win and perform is crucial, and it needs to be inculcated within the performers. Many scientific theories purport the same, and will be discussed hereunder. However some, like the trait theory may present facts which go in the other direction. It focuses on the intrinsic traits of people which are inherently different. Nonetheless, as the development of the other theories will go on to show, a potent show of motivation by the coach can increase performance beyond expectations. The Validation Motivation intrinsically charges and individual, and becomes the intangible source of energy that directs a person towards his/her goal. This is the human fuel which basically separates the achiever from the adversary. All this goes beyond verbal whims. There is more than enough scientific evidence that supports the above mentioned proposition. With recent examples of researches from sports journals, four such theories of motivation will be cited hereunder, namely achievement motivation theory, attribution theory, cognitive evaluation theory and goal-setting theory. What's more, specific motivational theories fit right in to the existing practices within sports, thereby clearly identifying the link between motivation and sport from the context of a coach. Achievement Motivation Theory Firstly, the achievement motivation theory elucidates that there are some needs which are acquired as a result of life experiences. Three important needs surface in this context. The need for achievement comes first, wherein there is an urge to accomplish something difficult. Then is the need for affiliation, in which a person wishes to form close personal relationships. Finally, there is the need for power, in which one seeks to have control over others. Understand of the patterns of these needs id very important, as more often than not, a sportsman is making all the effort in order to accomplish one or more of these needs. If the coach is able to successfully identify the requirement of the person, then he can very successfully harness the energy, and produce the desired results. Understanding the need for physical and motor development within oneself, the following makes an interesting case. "When the task requires fine motor movements, an instructional self-talk strategy is more effective, whereas when the task requires predominantly strength and endurance, both motivational and instructional strategies are effective" (Yannis, et al, 2000). Further, "situational interest may motivate all students, but it is necessary to enhance personal interest in order for them to engage in quality learning" (Shen, et al, 2003). This implies that unless they have the focus and orientation as to why they want they want, they would not be able to produce the results. Thus this theory presents a concept that is logical enough to be agreed to. It is further elaborated that "the Sport Education curriculum may increase perceptions of a task-involving climate and perceived autonomy, and in so doing, enhance the motivation of high school students toward physical education" (Wallhead, 2004). The establishment of such curricula are always abased on the information regarding the requirements of thee students. If their needs are properly understood, then there would be no problem in the sports arena. Also, "particular attributes of the need organization and competition facility played a role in player satisfaction" (Farrell, et al, 1998). All these instances basically highlight the importance of the achievement based behavior. Attribution Theory Second is the attribution theory, which is very close to the understanding of human nature, the essence of this theory lies in the fact, that people are strongly motivated by the pleasant outcome of being able to feel good about them. The basic principle of attribution theory as it applies to motivation is that a person's own perceptions or attributions for success or failure decide the amount of effort which the person will apply on that activity in the future. This statement alone is very important for a leader in the domain of sports. When it is realized by the performers, that success and/or failure is likely to trigger positive behavior modification within them, then there is a greater likelihood that they will work harder to produce the results. When success and failure becomes a mind-game, then the need for motivation and most importantly, a motivator in the shape of a coach becomes imperative. "Organized youth sports afford a unique opportunity for promoting positive youth development" (Conroy, 2006). This positivist frame of reference is very important for the growth and development of minds. Subsequently, if they feel good about things, then they will also produce results. It is therefore very important that people should be able to understand this theory in the context of motivating players. This is a very agreeable stance, and presents the foundation for conceivable sense. Roberts (2006) believes that "shifts in the quality of motivation were reliable predictors of all burnout dimensions". This is an important finding considering the fact that many professionals and athletes are not really happy with what they are doing. Once a person likes a profession, then everything else becomes subsidiary. This was further elucidated through the work by Nell (1998) "analysis revealed a positive association between task orientation and intrinsic motivation, the belief that success in sport is achieved through hard work, and self-improvement-based purposes of sport". To be able to positively attribute is therefore impetrative to the cause of the athlete. Cognitive Evaluation Theory Then we consider the cognitive evaluation theory. This theory talks about two types of motivators, namely intrinsic and extrinsic. The former is about achievement, responsibility and competence, while the latter involves pay, promotion, feedback, working conditions etc. It is believed that either of these can be a powerful motivator for a person. In both forms, the person is basically trying to satisfy a need that completes his missing voids. Understand of these voids is crucial for any coach, who can focus on the proper motivator and then direct the athlete in the correct way. The external factors may seem as tangibles to many and may be manipulated by many people/agencies. However, only the coach has direct access to the intrinsic motivational factor, which he may further like to enhance in die course. Thus, one does tend to concur with the findings of this theory, and ends up falling in conformity. Among other things for the coach, it would also augment his tools of expertise, through which he would be able to better harness the energies of the athletes. "Correlational analyses revealed that intrinsic motivations for returning to competition were associated with a positive renewed perspective on sport participation" (Podlong, 2005). No surprises here, as when a person intrinsically wishes to achieve and perform, all else becomes secondary. When a person gets back into something, there is a greater force within that tells him to produce more. It was also shown that "the benefits of exercise and/or physical activity among individuals with disabilities includes fostering free choices and equal opportunities for active, healthy lifestyles among those in the disability community" (Kosma, et al, 2002). When these people want to get back to their previous state of health, then they have a renewed sense of motivation and vigor within them. There are many times when a child does not even know what he can achieve. It is then the driving force of the motivators, that allows for him to produce the results that seemed distant some time back. "Perceived motivational climate may provide further insight into whether sport participation can be health promotive or potentially damaging to athletes' welfare" (Duda, 2004). This implies that if correct understating of the priorities of the players is not there, then the coach can actually end up with negative results. Another dimension here is of the personal involvement of the instructor, "coach socialization factors had an additive positive association with children's outcomes in sports" (Eccles, 2005). As close as the player will get to the coach, the greater will be the trust amongst them, and then the subsequent will to perform. Goal-setting Theory Last but not the least, we undertake the goal-setting theory. This is based on the motion that individuals sometimes have the drive to reach a clearly defined task and goal. People aspiring to win a particular prize, championship or competition are characteristic of this type of motivation. It becomes very easy for the sports' instructor, that if he has students who are goal-directed to win. Then he can apply their energies on the sport, which will help them achieve their desired goal. Proximity, difficulty and specificity are the three features which affect the definition of this goal. If a person is made to feel that the goal is near and not too hard and can be achieved, then there is every likelihood that in the mind of the person, the battle stands won. Every single sport is target-oriented, so shouldn't the person playing the sport be accordingly "A dominant number of motivation research studies have been based on achievement goal theories, which directly affect the physical developmental of children" (Chen, 2001). There is no doubt that as far as the child's development is concerned his goal-settings are vital. Children tae up professions later in their lives based on the aptitudes they set in their childhood. Also elaborating on the same lines, "students have multiple goals for wanting to succeed in physical education; using both achievement goals and social goals when studying student motivation and achievement in high school physical education settings is important" (Guan, 2006). When a coach sets small targets for the player, and then motivates him/ her to achieve them, then automatically they end up having better results. An additional dimension here states, "during earlier adolescence girls are more motivated than boys to engage in physical activity, but by later adolescence boys are more motivated to do so" (Martin, 2006). Though this gives a chronological side to issues, but the essence remains the same. When a child's priorities become games, then the goal is in line, otherwise, the results are self-explanatory. Conclusion The discourse on these theories clearly helps us understand the importance of motivation in the profession of a coach. It has been shown that "beliefs about the nature of ability are critical elements to all other major theories. Conceptions of ability and all other major theories directly affect motivational patterns and outcomes" (Li, 2004). There can possibly be no greater force than identifying with oneself and knowing one's true potential. The physical side is primarily his forte, but when he overtakes the psychological one as well, is the time when he becomes the all-encompassing coach. Marsh (2004) states that "task oriented students were more benefited by task-involving motivation climates". Based on the aforementioned instances and motivational models, it is evident that a coach has immense room to motivate an individual. If he takes up this psychological tool in his armory of teaching tools, then there is no reason why the students would not excel with the achievements in sports. An exceptional athlete may not be able to deliver without the requisite amount of motivation. It is thus the job of the coach; not only to motivate a player, but also to maintain the optimal level of motivation so that the person may be able to perform consistently. Works Cited Chen, A. (2001). A Theoretical Conceptualization for Motivation Research in Physical Education: An Integrated Perspective. Quest. Vol. 53, Iss. 1. Conroy, D. (2006). Coach Training as a Strategy for Promoting Youth Social Development. The Sport Psychologist. Vol. 20, Iss. 2. Duda, J. (2004). The Motivational Climate, Perceived Ability, and Athletes' Psychological and Physical Well-Being. The Sport Psychologist. Vol. 18, Iss. 3. Guan, J. (2006). Achievement Goals, Social Goals, and Students' Reported Persistence and Effort in High School Physical Education. Journal of Teaching in Physical Education. Vol. 25, Iss. 1. Eccless, J. (2005). Family Socialization, Gender, and Sport Motivation and Involvement. Journal of Sport and Exercise Psychology. Vol. 27, Iss. 1. Farrell, J. et al. (1998). Volunteer Motivation, Satisfaction, and Management at an Elite Sporting Competition. Journal of Sport Mangement. Vol. 12, Iss. 4. Kosma, M. et al. (2002). Motivating Individuals With Disabilities to Be Physically Active. Quest. Vol. 54, Iss. 2. Li, W. (2004). A Review of Conceptions of Ability and Related Motivational Constructs in Achievement Motivation. Quest. Vol. 56, Iss. 4. Marsh, H. (2004). A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct Journal of Sport and Exercise Psychology. Vol. 26, Iss. 1. Martin, A. (2006). Assessing Multidimensional Physical Activity Motivation: A Construct Validity Study of High School Students. Journal of Sport and Exercise Psychology. Vol. 28, Iss. 2. Nell, P. (1998). Senior Olympians' Achievement Goals and Motivational Responses. Journal of Aging and Physical Activity. Vol. 6, Iss. 3. Podlong, L. (2005). Return to Sport After Serious Injury: A Retrospective Examination of Motivation and Psychological Outcomes. Journal of Sport Rehabilitation. Vol. 14, Iss. 1. Roberts, B. (2006). Influence of Variability in Motivation and Affect on Elite Athlete Burnout Susceptibility. Journal of Sport and Exercise Psychology. Vol. 28, Iss. 1. Shen, B. et al. (2003). Gender and Interest-Based Motivation in Learning Dance. Journal of Teaching in Physical Education. Vol. 22, Iss. 4. Wallhead, T. (2004). Effects of a Sport Education Intervention on Students' Motivational Responses in Physical Education. Journal of Teaching in Physical Education. Vol. 23, Iss. 1. Yannis, T. et al. (2000). The Effects of Motivational Versus Instructional Self-Talk on Improving Motor Performance. The Sport Psychologist. Vol. 14, Iss. 3. Read More