1. AS Level – Week 19 Theory Module 1 Optimising Learning and Performance Motivation

2. Motivation Motivation is a key factor when developing the knowledge and understanding of a learner. If a performer wishes to improve their skills, tactics, awareness or any other aspect of their performance, they are more likely to remain focused and posses a desire to succeed. Motivation can influence your: Selection and preference for an activitySelection and preference for an activity PersistencePersistence Effort levelsEffort levels Performance levels relative to your ability.Performance levels relative to your ability. There are two broad categories of motivation, intrinsic motivation and extrinsic motivation.

3. Intrinsic Motivation This involves gaining self-satisfaction, pride and a feeling of achievement. It often involves overcoming a particular challenge or simply gaining enjoyment from participating. The scoring of a goal, winning a competition or achieving a personal best may all create similar feelings and are often sufficient to ensure the performer perseveres with the activity.

4. Extrinsic Motivation This involves the performance receiving some form of reward from others, often as a form of reinforcement. These rewards can be subdivided into two categories: tangible and intangible rewards. Tangible Rewards Intangible Rewards CupsPraise Medals Fame/Publicity/Social Status TrophiesRecords CertificatesApplause Money

5. Whilst the use of motivation is highly desirable, the use of extrinsic motivation must be monitored carefully or it may have an adverse effect. If over used, it may lead to the performer only participating if they will be externally rewarded in some way and the intrinsic motivation will be undermined. The use of National Governing Body award schemes to encourage beginners to participate and strive for improvement is common in many sports. However, they should not be seen as the only factor to encourage participation. Self-esteem, self fulfilment, success and personal satisfaction are often more powerful to reinforce and direct behaviour in the long term.

6. To maximise the effectiveness of motivation, the coach should use the appropriate type of reward: Depending on the nature of the individual, e.g. one performer may enjoy public praise, while another may simply prefer private feedback.Depending on the nature of the individual, e.g. one performer may enjoy public praise, while another may simply prefer private feedback. As a result of specific behaviour, e.g. when the correct technique has been achieved.As a result of specific behaviour, e.g. when the correct technique has been achieved. As soon as possible after the performance, e.g. give verbal encouragement, highlight that the correct technique has been used.As soon as possible after the performance, e.g. give verbal encouragement, highlight that the correct technique has been used. To motivate the performer. Reward the performer occasionally and then gradually reduce it. The performer should not be become over-reliant on extrinsic motivation and not expect it on every occasion.To motivate the performer. Reward the performer occasionally and then gradually reduce it. The performer should not be become over-reliant on extrinsic motivation and not expect it on every occasion. Ideally, the performer should be motivated by a combination of intrinsic and extrinsic motivational factors, with the former being viewed as the most important.