Motivation
seems to be a rather vague concept that is poorly understood by most of those
in a prime position to try and help others attain it. Sport coaches, personal
trainers, and strength and conditioning coaches all do their best to ensure
that those they work with are motivated for the daily task at hand. Often
times, this turns into yelling patronizing or degrading comments at the
individuals they’re coaching at the worst and positive and supportive comments
at the best. Most of the time I assume this method to be driving a wedge in the relationship of the coach and client/athlete or to be falling upon deaf ears, respectively.
Research
suggests that motivation, in general, is inferred from variability in behavioral
patterns (Williams & Krane, 2013). They list perception and judgement of
competence as critical antecedents to the attainment of quantity and quality
motivation for any individual. Puente and Anshel (2010) echoed this sentiment
in a way by showing that exerciser’s perceptions of their instructor’s interacting
style, perceived competence, and autonomy with training had the most profound
effect on their own self-determined regulation to exercise, enjoyment with
exercise, and exercise frequency.
I have
found, through my own experience, that these three things transcend the
framework of adherence to exercise and permeate into other areas of life as
well. Professionally I have been both and employee and an employer. I can say
confidently that due to my experience with both, I will never allow myself to
be employed again. Autonomy in my work is extremely important to me. I’ve
always been a pretty hard worker so I’ve always perceived myself as competent.
I don’t doubt myself often as long as I am given the freedom to conduct my work as I so choose. Now that I am self-employed, I have that freedom,
and I feel considerably more motivated than I ever did working for someone
else.
If I were
speaking to a group of coaches I would include this in my primary
message. I tell my athletes that at our University we will “Treat you like an
adult until you demonstrate that you no longer deserve to be treated that way.”
Education and autonomy is an important component of any well run training program and it is well supported by the literature that it is an intricate
part of staying motivated in any endeavor. Once
the athletes know what is expected of them and they have a firm grasp of how to carry
out tasks properly we, as coaches, can start to raise our standard of excellence and really
challenge them to live up to those standards. That subsequent challenge imposed
on the individuals should also help to motivate them to improve their skillset
and achieve a more robust sense of self.
If I were
speaking to a group of athletes I don’t know that I would leave the supporting
literature out, but I would probably spend more time trying to educate them in
layman’s terms why I think these things are so important. Often times,
especially in collegiate athletics, we conduct programs that promote obedience.
I also tell my athletes that “Obedience is for kids and dogs. We’re adults, so
if we act like adults, we can go into competition with well-educated adults. And
I’ll take well-educated adults going up against obedient children any day of the week.”
It’s
relatively simple to me. We must educate and challenge those we work with and
allow them to take control of their own progress. If we want “buy
in”, we also must ensure that the methods we are implementing are efficacious.
A lot of times athletes will demonstrate behavior that makes them look amotivated, but often times this is a result of them not believing their coach knows how to
help them improve. I am convinced that motivation comes as a result of knowing that the path you’re
on may lead to mastery and working to attain said mastery.
References
Puente,
R., Anshel, M.H. (2010) Exercisers perceptions of their fitness instructor’s
interacting style, perceived competence, and autonomy as a function of
self-determined regulation to exercise, enjoyment, affect, and exercise
frequency. Scandanavian Journal of
Psychology, 51, 38-45.
Williams, J. M., & Krane, V. (2014). Applied sport
psychology: Personal growth to peak performance (7th ed.). New York, NY:
McGraw-Hill.
