1. Motivation USSF Referee Instructor CourseITIP United States Soccer Federation

2. Lesson Set Think back to when you went to school. When you went to school, what made you attend classes? Teachers in school frequently have a difficult time getting students to come to class. When they are there, teachers may have a hard time getting students to pay attention and learn. Drivers’ Ed instructors don’t complain about these problems. Why? Students want to be there. The motivation is that they want a driver’s license. Motivation

3. Definition An individual’s state of need or desire that activates the person to do something that will satisfy that need or desire. A process of creating a climate whereby a person will do their best. An activity that increases the desire to learn. Motivation

4. Definition How do you MAKE people learn? You can’t. The best you can do is to arrange or manipulate certain factors or variables within the teaching environment to encourage learning. You will want and need to focus on the key factors, which will help you best accomplish the outlined learning objectives. Motivation

5. Definition You cannot be forced to learn the material in this ITIP training – but if it is managed well then certain things will increase the likelihood that you will want to, and hopefully will, learn the material. The same is true for you as you address referees and coaches in training sessions. Motivation

6. Lesson Objective At the end of this session, you will list in writing the (6) variables of motivation and explain each in your own words. Motivation

7. Instructors must understand that students are motivated to accomplish certain things by personal needs. When those needs are great enough the student will be motivated to do something that will satisfy those needs. You, as an instructor, have personal needs to instruct, but there is no assurance that the students have a corresponding need to learn what you are instructing. Motivation

8. Instructors can impact the students desire to learn, and that is what this lesson module is all about. Instructors must know what factors will activate the students needs or desires …. or increase that need to a higher level, so that the students will more likely pay attention AND learn. Motivation is the intent to put forth effort by the students to learn what is being taught. Motivation

9. Variables Affecting Motivation Level of Concern or Tension Feeling Tone Success Interest Knowledge of Results Rewards (Intrinsic & Extrinsic) Motivation

10. Level of Concern or Tension Good Motivation Moderate No Motivation No Motivation (-) (+) Motivation

11. Level of Concern Use active participation techniques so students are not allowed to be mere passive listeners. When facing apathy use the following: “You’ll need to know this for the test”, “I’ll call on someone for an answer in a minute”. State your expectations at the beginning of each lesson and make them fair and reasonable. Motivation

12. Level of Concern A Moderate level of concern, tension or stress is conductive to the student’s achieving the learning. No Stress … no learning, or reduced inclination to learn (Don’t care / won’t try) Too Much Stress … no learning, or reduced inclination to learn (Afraid to try) Motivation

13. Level of Concern What have you had at the end of each of these on-line lessons to increase stress? … A quiz or lesson assignment. What have you been told to expect during the classroom sessions and at the end of the course?? …. (State Referee Test & ITIP Test). Motivation

14. Level of Concern The effective instructor consciously raises and lowers concern of individuals and the group when a change in learning effort is required. Do not let a student remain unconcerned; on the other hand reassure an overanxious student. Write down four examples of how you would raise and/or lower stress in an Entry Level Referee Course and bring to class. Motivation

15. Level of Concern Motivating Suggestions: Assign practice papers of a reasonable length. Be alert to boredom and restlessness in students and relieve the causes producing it. Use active participation devices when teaching new material, so that students are not allowed to be mere passive listeners. State your expectations (which should be fair and reasonable) at the beginning of each class session. Motivation

16. Feeling Tone The way a student feels affects that student’s attitude and effort. The effective instructor knows how and when to change the Tone of the Verbal Message to the students so that he, the instructor, has a direct Impact on the individual or the group of students attitude and effort - feelings – to learn the material. Motivation

17. Feeling Tone Pleasant Tone: Highly increases motivation. Causes the students to feel good and to increase effort. Ex. Smile, pleasant voice, encouragement Motivation

18. Feeling Tone Neutral Tone: Non-committal, absence of feeling, generally produces no motivation. Can be useful for ending non-productive or unpleasant situations Motivation

19. Feeling Tone Unpleasant Tone: May raise motivation, but to a much lesser degree. More often than not they have a direct de- motivational affect and often also produce negative side affects. Affects may include the student turning off either from the instructor or from the content during future classes. Motivation

20. Feeling Tone Activities Make an effort to learn students’ interests and preferred activities. Listen to/discuss legitimate student problems/complaints. Be animated and enthusiastic. If there is conflict or misunderstanding, paraphrase students message to facilitate communication and understanding. Motivation

21. Success Motivation is optimized by a task of a moderate degree of difficulty so that a student may experience success. The more success, the greater the motivation. Motivation

22. Success The feeling of Success is to some extent dependent upon interest, effort, and degree of uncertainty in the student’s mind concerning the learning to be achieved. Instructors have the ability to control the level and degree of difficulty in the learning. The student’s desire or motivation to succeed is related to the level of difficulty. Motivation

23. Success If the material is too easy the student does not pay a high enough price to be motivated by that learning. Material which is too difficult may cause student to give up on the learning. Instructor’s job is to stretch the students with the material, but not break them with it. Motivation

24. Success Success in learning also creates a positive environment about future efforts. Failure produces students with less inclination to try because of past experiences. Success is one of the reasons that instructors monitor and adjust during the instructional process. Motivation

25. Success Activities Use small group situations to separate several skill levels Present one small segment at a time State the purpose/objective of each lesson, and relate the content to the students’ lives Be organized and efficient Provide practice before testing Motivation

26. Success Activities Avoid just covering the material. It must be learned so the students can apply it. Individualize the questions to the skill level of the students. Success occurs through planning; it won’t just happen with all students. Make the first experience with the subject matter as positive as possible. Motivation

27. Interest The greater the personal interest, the greater the motivation. Motivation

28. Interest The students’ Interest in the lesson content is acquired or can be promoted by the instructor by: Relating the learning to the students’ past experiences Relating the learning to something the students will have to do in the future. Changes in environment, voice, presentation style, demonstrations, instructional aids. Motivation

29. Interest REMEMBER: JUST A LITTLE DOES THE TRICK … TOO MUCH CAN BE AND OFTEN IS DISTRACTING Motivation

30. Interest Activities Bring in guest speakers Change room arrangement periodically Use a variety of visuals aids Use active participation Allow students to make as many choices as possible Be spontaneous and unpredictable Your imagination is the limiting factor Motivation

31. Knowledge of Results Answers the question … … How am I doing? The results should be immediate and specific. Independent practice, or homework, should be checked and returned in a timely manner (not two weeks later). More of this topic is covered in the lesson module on “Reinforcement”. Motivation

32. Knowledge of Results Student Feedback, how much of it and when it is given is a prominent factor in motivation. Students want to:  know about their success in learning  what needs improvement  what they have to do to improve  whether they are capable of achieving success Motivation

33. Knowledge of Results Activity Post test results the same day. Carefully monitor and give specific feedback on individual progress. Have students keep a record/log of their learning progress. Assign short written papers that can be checked and returned promptly. Motivation

34. Rewards Extrinsic Something else beside the task is needed for reward. Intrinsic The task itself is rewarding, such as reading for pleasure Motivation

35. Rewards Intrinsic Motivation Students expend effort because they want to Satisfaction comes from the learning process itself and the content of the material. Motivation

36. Reward Extrinsic Motivation Students are driven by some outside goal not directly related to the content of the learning. Often once learning is achieved the drive to learn more about the material is lost because the additional content is not perceived to have value to the student. Motivation

37. Reward Activities Praise students when they answer correctly Extend a break after a good session - announce the extension and the reason why. Write out 4 other examples of reward activities that you could use in an Entry Level Referee clinic and bring to the in-class sessions. Motivation

38. Instructor’s Task Combine the six major variables to motivate the students to seek intrinsic rewards by: Causing the Students to be Somewhat Concerned about the outcome, yet experience Pleasant Feeling tones of being Successful. The students should find the material Interesting and relevant. The instructor should then provide Immediate and Specific Feedback about what has been learned, and identify what has to be improved upon and learned in the future to improve performance. And the students are Rewarded from the learning process and material content. Motivation

39. Motivation Quiz For the following actions, write down which variable of motivation is being used: ____ 1. When modeling word problems on the board, the teacher uses the names of the students in the class. ____ 2.In asking questions during a reading session, the teacher says, “now this next one is going to be more difficult”. ____ 3.The teacher gives a diagnostic test in math in which the first two problems are so easy that she knows every student will do them correctly. ____ 4.The teacher smiles warmly at the beginning of a group’s reading lesson. Motivation

40. Motivation Quiz For the following actions, write down which variable of motivation is being used: ____ 5.For a student who loves to read, the teacher allows that student to have free reading when he finishes with the assignment. ____ 6.In a small math group, the teacher has an answer sheet available on the bulletin board for students to check the answer on their worksheet. ____ 7.The teacher lists on the board names of students who got down to their work immediately. These students are the first to be released for recess. Motivation

41. Lesson Assignments Write down and bring to the in-class sessions: The (6) variables of motivation and explain each in your own words. An example of how you might use each element in your next Entry Level Referee course. The “Motivation” module assignments: –Level of Concern examples –Motivation rewards –Motivation Quiz Motivation

42. Motivation USSF Referee Instructor CourseITIP United States Soccer Federation