Angel Lecture Motivation

1. Video Lecture Motivation (20 mins) Notes for Exercises Quick Review Exercise #1 – Workshop Design (10 mins) Exercise #2 - NFHS Registration and Free Course (30 mins) Review Tasks for Quiz 2 *note – 1 hour total, “this is too easy” – Joe Nauman Angel LectureMotivation

2. MotivationStart • 2 Keys (provides ability to motivate) – 2 Questions • Are they ready to learn? • Do they want to learn? • Motivation is the key to learning – only when your student-athletes are ready to learn (READINESS). • Therefore – the primary task for coaches in motivating athletes is to make them want to learn how to become BETTER! • Coaches questions to answer with motivation: • Why are some athletes motivated – others unmotivated? • How do we motivate athletes to be the best they can be?

3. Keys to motivation • How and why are people motivated? • People are motivated to fulfill their needs • If you understand what your athletes needs are, you can then help them fulfill those needs • Examples – athlete needs (from your own experiences)? • Sports Psychologists have learned that the 2 most important needs of athletes are: 1. to have FUN(includes need for stimulation and excitement) 2. to FEEL WORTHY (includes to feel competent / successful) *think rewards program design (2 goals + 2 types + why + steps to achieve (how’s in portfolio = concrete examples)

4. FoundationProgram Design - Rewards • Extrinsic rewards =externally motivation – examples? Trophies / medals / money / praise / trips / social acceptance • Intrinsic rewards = internal motivation – examples? Having fun / feeling competent / ethical-character actions • Need to have fun – each of us is born with the need for a certain amount of stimulation and excitement – often called the need for arousal (or just plain fun) *Illustration: Tag @ end or as a reward – other ideas?

5. Optimal arousal • Flow experience – what is it / why important? / ever feel it? • Flow experience occurs when we are totally immersed in an activity – we lose our sense of time, feeling everything is going just right because we are neither bored nor anxious. • When feeling flow, our attention is so intensely centered on the activity that concentration is automatic. • The flow experience is so pleasing that it is intrinsically rewarding (agree or disagree?)

6. Athlete performance curve Peak Performance Sabock& Sabock, Page 81 - (figure 4.1)

7. How to coach flow • How do you create flow for your athletes? • Key is increasing the probability of experiencing flow is to match the challenge of the task to the ability of the athletes • Ideas what that means? • Think of how when kids on the playground we learned – why that environment existed – what can we learn when coaching? • Specific ideas how to create? • Legal Duty – “duty to match athletes”

8. Creating flow – teaching mechanics • Keep practice stimulating buy using a wide variety of drills or creating fun challenges – new games within the drillsyou need to teach for sound skill performances. • Let your athletes design some of the activities that will help them learn new skills. • Keep everyone active rather than standing around for long period waiting their turns. Make practices as much fun as games (key concept – balance of drills and games) • Avoid constant instruction during practices and games. Give athletes time when they don’t have to pay attention to you. Your constant yelling of instructions does not allow flow! • Do not constantly evaluate - especially during contest (flow)

9. Motivation workshopExercise #1 • EXERCISE #1 – BRING FOR QUIZ 2 • Develop a motivational plan of attack – outline of ways you can proactively motivate your athletes / team (design of rewards)? • Examples – separate by timing-readiness (team management) • pre-season • in-season + post-season play • off-season *Must address all 3 phases for Portfolio (1 year plan as HC) • Next – expand / explain / create / specific examples ***be creative / pull from past likes / dislikes / new ideas as well (shopping cart session = fill up cart with several meals = ideas to pull from for athletes-team-staff - ***brainstorm and develop). • Last – remember 2 keys to motivation / 2 types / Flow / How’s

10. Need to feel worthy • We learn quickly in our society that our worth depends largely on our ability to achieve. Children as young as 5 years old understand this • With respect to sports – we translate it to mean? • Winning = success and Losing = failure • Winning / success and losing / failure is a state of mind • Emerging from early success & failures are 2 athletes • Those that are motivated to achieve success • Those that are motivated to avoid failure

11. How Successful Ind’s Think • How do winners (successful Ind’s) think? • When successful thinkers encounter occasional failure – they blame it on insufficient EFFORT, thus robbing failure of its threat to the athletes self-worth because it doesn’t reflect on their ability – to succeed – they simply need to try harder – thus, failure increases her motivation versus reduce it. • Strive for Excellence – enjoy the struggle – better - stronger

12. How Unsuccessful Ind’s Think • How do losers (unsuccessful Ind’s) think? • Unsuccessful thinkers are filled with self-doubts and anxiety. They attribute failures with a lack of ability and lack of success to weak or incompetent opponents – thus, blaming themselves for failures and taking no or little credit for successes. • They believe they are powerless to change

13. How to create successful thinking • Emphasis on learning-improving – NOT performance based. How do you create – examples – ideas? • Key to increasing the probability of experiencing flow is to match the challenge of the task to the ability of the athletes. • Realistic goals (personal and team) • Use extrinsic rewards to create intrinsic motivation • Success is not winning • Success must be in terms of achieving their own goals rather than surpassing the performances of others (IMPROVEMENT is the KEY) • Recognizing athletes limitations

14. 1 Last Concept From motivation to anxiety • More motivation is not better –Balanceis the key • Balanceof arousal with performance relationship – key • Higher precision sport skills require find motor control = are best performed with lower levels of arousal – Balance (example = Diving) • Large muscle movement skills are best done with higher levels of arousal (example = Football) • Understanding your sports Arousal needs!

15. REVIEW - Motivation • Are they ready / do they want to be motivated? • 2 Needs – have FUN and FEEL WORTHY • Legal Duty “match athletes to the challenge” • Use a Successful Mindset – Effort to get better • Emphasis on Improvement vs Performance • Understanding your sports Arousal needs • Balance = Flow = Fun + Excellence • Exercise 1 – think of Best ways to create Flow • Full Circle / Exercise 2 – Back to Sportsmanship

16. Motivation workshopExercise #1 • EXERCISE #1 – BRING FOR QUIZ 2 • Develop a motivational plan of attack – outline of ways you can proactively motivate your athletes / team (design of rewards)? • Examples – separate by timing-readiness (team management) • pre-season • in-season + post-season play • off-season *Must address all 3 phases for Portfolio (1 year plan as HC) • Next – expand / explain / create / specific examples ***be creative / pull from past likes / dislikes / new ideas as well (shopping cart session = fill up cart with several meals = ideas to pull from for athletes-team-staff - ***brainstorm and develop). • Last – remember 2 keys to motivation / 2 types / Flow / How’s

17. NFHS Exercise #2 • Go to NFHS website and DO the following: • http://www.nfhslearn.com/index.aspx • Create an Account (free) • “click” on COURSES • “click” on FREE COURSES • Take FREE Course – “Sportsmanship” • Complete course and Print out cert + bring to class Day of Quiz 2 (points)

18. Lecture Assignments • Complete and bring notes for next class • (use exercises for Quiz 2 – next class) • Exercise #1 notes • NFHS exercise #2 – get registered and complete free clinic on sportsmanship *bring certificate (quiz) *exercise 1 and 2 on Angel for Reference Done – be safe!