Motivating Athletes & Positive Behavior Management - …Motivating Athletes & Positive Behavior...
Transcript of Motivating Athletes & Positive Behavior Management - …Motivating Athletes & Positive Behavior...
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Motivating Athletes & Positive Behavior Management
Kristen Dieffenbach West Virginia University
AAHPERDMarch 31, 2011
1:30-2:20pm Room 2
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The Secrets Behind Motivating Athletes
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Write down the 3 main reasons why you
participate in sport
???????????
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To have fun
To feel worthyTo improve skills and learn new ones
For thrills and excitement of competition
To be with friends/ make new friends
To succeed/ win
Quick Reminder – Why they play
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The losing mindset Not intentional – especially in young people Product of what they have been taught (or not
taught) or how they have been treated Fear of failure Set self up to keep expectations low Self protection – of ego, of status,
attention/acceptance
A coach’s great frustration
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Jug and mug myth
You have it or you don’t
The natural talent myth
Exploding motivational myth
Common Misunderstandings about Motivation
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Direction and intensity of one’s effort (Sage, 1977)
Defining Motivation
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Participant or trait-centered e.g., needs, goals, personality
Situation-centered e.g., team environment, health club environment
Interactional
Personal Person x Situation SituationalFactors Interaction Factors
Participant Motivation
A look at the theories
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Maslow’s Hierarchy of Needs
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Basic needs…
To be accepted and belong to a group
To gain and demonstrate competence/ to feel worthy
To experience stimulation and challenge and to be unique
Foundation for Athletic Behavior
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Intrinsic Motivation Pride Self satisfaction Growth and
development Long term Based on things within
the athlete’s control
Extrinsic Motivation Attention/ recognition from
others Meeting others expectations Trophies Money Status Short term Based on things out of
athlete’s control KEY ELEMENT in a
winning mindset
2 Basic Types of Motivation
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The relative absence of motivation “Amotivation” (Deci & Ryan) “Apathy” (sx of depression; underrecovery) EX: athlete stops or reduces training when s/he
believes that it will do no good, are disinterested, discouraged
Another face of “Mo”
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An improper motivational climate can actually create an athlete who is afraid to fail and as a result is afraid to try (because they might fail)
How do athletes learn to fear failure Overemphasis on performance, not learning Unrealistic goals Overemphasis on extrinsic rewards Punishment for mistakes Self fulfilling prophecy
Anti Motivation
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Creating and supporting a positive motivational climate
as a coach
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Mastery ClimateEmphasis on Effort Learning Mistakes are ok Process of development Learning new skills Improving skill level Personal effort and push Self challenge
In a mastery climate athletes focus on learning and mastering skills
Performance (Ego) ClimateEmphasis on Beating others Demonstrate only top ability Pride only associated with outcome
False beliefs Mistakes are unacceptable Natural born talent
In a performance climate athletes focus on showing ONLY high ability or HIDING low perceived ability
A Mastery Climate Enriches Motivation
Which are you creating?
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A Balance of Intrinsic and Extrinsic Problems occur when there is only extrinsic or
little to no intrinsic motivation present
With HIGH intrinsic motivation, athletes will Stick with it longerPut in greater effortBe less likely to drop outGet greater enjoyment Seek challenge and competency
The motivation coaches want to see
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Athletes can’t be afraid of making mistakes Everyone makes them Learning from mistakes is a skill How do you handle them as a coach? How to help athletes handle them better
Flush it Review at proper time Athlete driven learning If – then Proper and positive/constructive feedback
Mistakes are ok?
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Emphasize that success is not always the same as winning
Use the success language
Set realistic personal goals
Follow up on goals
Recognize abilities and limitations
Know the individual
Ask these important questions:
What do you attribute things to? (Why do things happen?)
Are practices and game ‘fun’?
Are roles and responsibilities clear and reasonable?
Are you creating player coaches?
Things to add to your toolbox
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Understanding competing motivation sources
Emphasize growth and importance of intrinsic motivation
Balance challenges and skills in practice
Talk up intrinsic motivation
Keep emphasis on present and controllable
Recognize athletes’ limitations
Enlist and engage the athlete
Reward EFFORT
Keep it believable
DON’T forget the fun
More Ideas to Enhance Motivation
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Managing Behavior
Not just about managing misbehavior. The goal is to keep poor behavior from
happening in the first place.
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Is typically reactive Types of negative discipline
Yelling Lecturing Belittling Intimidation Threats Intentional embarrassment ANY sort of physical discipline
Movement punishment Physical violence
‘Negative’ Discipline
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Harsh comments and ‘negative discipline’ may prevent
misbehavior,
however they create a hostile, negative environment that reduces
learning and motivation.
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Discipline is not about punishment, screaming, intimidation or demanding respect
Discipline is about Instruction Training Providing feedback/correcting errors
Effective Discipline = Positive Proactive Discipline
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Is created within a culture as defined by YOU, the coach, before the season starts
Provides clear structure, limits, and consequences
Is done WITHOUT anger
Make take practice
It …
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Supports learning and mastery
Enhances self esteem
Improves team atmosphere
Reduces problems before they start – reducing need for dealing with misbehavior
Why it is a better approach
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Create YOUR team culture – what do you expect
Engage athletes in process (e.g., team meeting, team rules)
Set clear team rules (emphasize the behaviors you expect to see be clear about those that are not acceptable)
Create a team routine
Practices should be engaging
Catch and reward the positives
How to create and use positive discipline
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Keep in mind athletes may not be used to this approach
Enlist help of assistant coaches and parents – present a united front
Ignore disruptive misbehavior that is aimed at getting your attention – focus your attention on those behaving
Rewards for good behavior go much farther than punishment for negative behavior
With recurrent negative behavior – seek to understand the situation (what is causing, why aren’t consequences effective)
Coaching tips to enhanced discipline
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Corrective Discipline
When you have to respond
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Athletes are not just mini adults Don’t expect them to always be rational and mature
Why should they know better? Have they had good adult role models? 2-3 months with your program vs. X years of life?
Typically misbehaving athletes Are discouraged/frustrated Feel disconnected/want attention
Consider the ‘Why’ of the misbehavior
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Handle as immediately as possible Do it away from others to minimize ‘attention’ effect Be clear Be consistent Do not use anger Do not carry it forward Punish the behavior NOT the person Seek to understand the ‘why’ Know the bigger structure
What about when you do have to respond/use consequences?
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1) Determine violation2) Respectfully request a behavior change3) Use consequence if required
Respond as quickly as possible to the offense –but without anger and make sure response is well thought out
Correcting a Behavior
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If we have time we could do a case study or two?
Tommy is a 21 year old high school shot putter with a history of chronic, minor injuries. He has experienced some intermittent success but has always been considered a talented but underachieving athlete who has consistently failed to reach his potential. The coaches have become very frustrated with Tommy due to what they call “insignificant physical problems”.
You have often observed him during practice and some meets; his apparent level of effort appears to be quite inconsistent. Some practices he seems very disciplined, while other time he complains of pain shoulder and leg pain and therefore just “goes through the motions.” Interestingly, Tommy appears to try very hard when he is sure he will win an event or meet, but often comes up with excuses when the level of competition is even or better, playing off his failures to peers and coaches by saying it as
“no big deal” or that he “didn’t really even try...”
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Pair up What’s going on with Tommy? Motivational status/style? How to motivate him?