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

2. 1. Extrinsic and Intrinsic Rewards 2. Need to Have Fun 3. Need to Feel Worthy 4. How Athletes Learn to Fear Failure 5. Enhancing Athletes’ Motivation 6. From Motivation to Anxiety 2

3.  Extrinsic Rewards  Trophies  Medals  Money  Praise  Trips 3

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

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. 5

6.  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 6

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 7

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 8

9.  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 9

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 10

11.  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 11

12.  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 12

13.  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 13

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