MOTIVATION IN SPORTS PHYSICAL EDUCATION

1. MOTIVATION IN
SPORTS
PHYSICAL EDUCATION

2. WHAT IS MOTIVATION?
◦ Motivation is the reason for people's actions, willingness and goals. Motivation is derived from
the word motive which is defined as a need that requires satisfaction. These needs could be
wants or desires that are acquired through influence of culture, society, lifestyle, etc. or generally
innate. Motivation is one's direction to behavior, or what causes a person to want to repeat a
behavior, a set of force that acts behind the motives. An individual's motivation may be inspired
by others or events (extrinsic motivation) or it may come from within the individual (intrinsic
motivation). Motivation has been considered as one of the most important reasons that inspires
a person to move forward in life. Motivation results from the interaction of both conscious and
unconscious factors. Mastering motivation to allow sustained and deliberate practice is central
to high levels of achievement e.g. in the worlds of elite sport, medicine or music. Motivation
governs choices among alternative forms of voluntary activity.

4. Amotivation
◦ Amotivation occurs when players lack motivation, which happens for a
few reasons. Sometimes, the player has no sense of capacity and truly
doesn't believe he is capable of performing the way that's required.
Other times, the player doesn't understand the connection between the
actions required and the desired outcome. In these instances, coaches
and trainers can build self-esteem by carefully building skill sets.
Another solution is conditioning athletes to understand how their
improvements in technique can benefit their overall performance or
their team.

5. External Regulation
◦ People are motivated by external regulation due to an external acting
influence. If an individual exhibits a behavior to obtain an externally
provided reward, then her behavior is externally regulated. For
example, if a person enters the science fair because she wants to win a
gift certificate for a restaurant, she's not acting out of what interests her
personally but out of a desire to obtain the reward. External motivation
is often used to encourage employees or students to take part in a
behavior that they must complete but may not be genuinely interested
in — that way, even if they don't otherwise wish to engage in the
behavior, they do so to obtain the reward.

6. Introjected Regulation
◦ Introjected regulation is motivation from an internalized, pressuring voice. The
source of motivation for a behavior is guilt, worry or shame. Introjected
regulation inspires an individual to enact a behavior not because he wants to,
but because he fears not to out of a sense of obligation. An example of
introjected regulation is a person who goes to church every Sunday because
he fears a negative effect in the afterlife or the negative reaction of his peers
at a church event — he doesn't necessarily find enjoyment in the service
itself. Avoid this form of motivation if at all possible, as it fosters anxiety. When
succumbing to this form of motivation, it's difficult for individuals to feel
positive and confident about their actions.

7. Identified Regulation
◦ If a person has personally identified with the importance of a behavior and accepted it as a
regulation of her own because it benefits her in achieving a goal, she's motivated by identified
regulation. With this form of motivation, the individual doesn't have to find enjoyment in the
behavior, and there doesn't have to be an immediate reward. The person also isn't motivated by
guilt or shame: She simply recognizes that a behavior is beneficial toward her development and
adopts that behavior as her own.
◦ For instance, a person may recognize that studying grammar for English class is an important
means to the end of becoming a successful writer. This is a subcategory of external motivation
that's more self-determined and personal than external regulation: External regulation may be
for a more immediate positive reward, while identified regulation is used to achieve an end that
affects an individual's personal well-being and desires.

8. Integrated Regulation
◦ Integrated regulation is a form of motivation that arises when a person has
fully integrated a motivation within himself. His behavior is influenced by
integrated regulation when he undergoes self-examination and then
internalizes and assimilates the reasons behind an action. He has carefully
explored external motivations and decided that they're congruent with his
other personal beliefs and values. An example of integrated regulation as
motivation would be a person who attends church because he believes that
the act aligns with his personal belief system, even if he doesn't attend for the
sheer enjoyment of it. He doesn't feel guilt or shame if he doesn't attend — he
attends because he feels it's right and suitable for him.

9. Intrinsic Motivation
◦ Intrinsic motivation is inspired solely from the interest and enjoyment
that a person finds in an activity. For instance, if a person feels
motivated to play a game of football and his motivation stems from the
joy that he experiences while playing, not the promise of a prize or any
other influence, then his motivation is intrinsic. Intrinsic motivation
fosters creativity and high-quality learning. It also encourages a sense
of autonomy because the individual is acting out of his own interest and
nothing else. People's hobbies are usually intrinsically motivated
because people pursue them out of a sense of interest and enjoyment
that's seldom found in their school or work activities.

11. IMPORTANCE OF MOTIVATION IN SPORTS
◦ Motivation in sports is why people do what they do. It is also the direction and intensity of one’s effort and determination to
achieve. The more motivated one is, the more likely one is to succeed. Sports—which involve emotion, competition,
cooperation, achievement, and play—provide a rich area for psychological study. People involved in sports attempt to
master very difficult skills, often subjecting themselves to intense physical stress as well as social pressure. research has
expanded into numerous areas such as imagery training, hypnosis, relaxation training, motivation, socialization, conflict and
competition, counseling, and coaching. Specific sports and recreational specialties studied include baseball, basketball,
soccer, volleyball, tennis, golf, fencing, dance, and many others. Motivation is an internal energy force that determines all
aspects of our behavior. It also impacts on how we think, feel and interact with others. In sport, high motivation is widely
accepted as an essential prerequisite in getting athletes to fulfill their potential. However, it is a force that is often difficult to
exploit fully. Some coaches appear to have a ‘magic touch’, being able to get a great deal more out of a team than the sum
of its individual parts. Others find motivation to be an elusive concept they are forever struggling to master. What is it that
makes individuals like churn out outstanding performances year in, year out? Elite athletes have developed an ability to
channel their energies extremely effectively. Indeed, motivation is essentially about the direction of effort over a prolonged
period of time. There are numerous approaches to the study of motivation. Some are based on schedules of positive and
negative reinforcement, while others focus on an individual’s sense of mastery over a set of circumstances.

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Md. Tayyab