m

 

 
 





 ÷ 


2 Targets athletes and sports

enthusiasts at all levels
2 Broad and wide spectrum in terms
of age, gender, development and life
cycle.
 




ñocus is on
performance and
competition as an
integral aspect of
their lives.

 
 
 
 


ñocus is on physical
activity as a
contributor to
quality of life.
  

 
 

2 t is part of the larger field of Sport

Psychology.
2 We are all, at the very least,
³amateur´ psychologists.
2 There is no mystery to it!
2 t is not mind-
mind-reading!
reading!
   



2 To think about what you already know.

2 To examine your ³sistema
³sistema´.
´.
2 To keep on doing what works after
conscious analysis.
2 To learn and re-
re-work what needs
improvement.
2 To use psychology to your advantage.
 ÷ 
 m

 

2 motivation is a complex set of

internal and external forces that
induces one to behave in a
certain way (Vealey
(Vealey,, 2005).
2 ÷

 


 

 m

 
m

When coaches ask: how do 

motivate my athletes?  
 
   
  
 
  
   
 
m

2 What is present in coaches¶ jug is

desired by athletes to be poured
onto their mug.
2 That athletes have empty mugs.
2 That coaches have the magical
ingredients for motivation that they
can give athletes on cue.
  


oaches resort to gimmicks:

2 Pep talks
2 Drama
2 ñancy awards/rewards
2 atchy slogans
2 Home advantage idea
  
 

2 t is a short-
short-term or quick fix.
2 t may or may not work at certain
times.
2 t may be beneficial or harmful
depending on what or how it is
used.
   
  
  

m

The idea that motivation is innate

and fixed. Therefore, you have to
choose motivated individuals and
exclude others who do not have it. t
excludes the fact that motivation
can be nurtured and enhanced.
  
 

2 The process of motivation is

complex, evolving and dynamic.
2 We do not always get to choose the
players.
2 t should not be used as an excuse.
2 We can make a difference by
fostering a motivational climate.
  



m

Society glorifies people with

special gifts or talents.
Outstanding performances is
attributed to natural abilities.
  
 

2 Êven if there is some obvious

natural talent, it can die if it is not
developed.
2 Êxpert performance in sport is a
result of intense practice over time.
 
m

2 motivation is the direct

responsibility of the individual.
2 The key word towards
understanding is {
2 oaches and educators play an
important role in fostering the
proper motivational climate.
 m

  

People are motivated to fulfill  

needs (martens, 1990).
2 This definition implies that athletes
seek their own need fulfillment and
not the coaches. Often, coaches do
not examine how they treat athletes
and impose their own needs.
   ÷

Veeds are drives Wants are desires

necessary for our that may or may not
survival, growth and be essential for our
development. survival, growth and
development.

Veeds = Wants [

Veeds ? Wants 
ÿ  



 

2 Veed to experience stimulation and

challenge
2 Veed for acceptance and belonging
2 Veed to gain and demonstrate
competence to feel worthy
(martens, 1987).
  

2 Self
Self--determination is so important a
need that it is in a class of its own.
2 Self
Self--determination states that
humans are motivated when they
feel that they can determine their
own course of behavior (Vealey,
Vealey,
2005).







   

SDT is a theory of motivation

initially developed by Êdward Deci
and Richard Ryan of the University
of Rochester, Vew York. t has
extended its applications to many
fields.

 

·
 

   
  
   
       
 · !
 


·
      $$

        
!"#
  
 



%
 
    &

 "
 m

 

Êm refers to behaviors that are

engaged in as a means to an end
(Vealey
Vealey,, 2005).
 "
 m

 

1. Êxternal Regulation 2. nternal Pressure

2 Rewards 2 nternalized external
2 ontracts sources of
2 Rules motivation even
when it is physically
2 Threat of absent.
punishment
  
 
 

Outonomy refers to the ability and

opportunity to govern oneself
(Vealey
Vealey,, 2005).
2 This marks the point where self-
self-
determination begins.
 
  m

dentified Regulation
2 Othletes come to value the pursuit of
sport excellence and see it as a goal.
2 They make it a choice and feel in control.
2 The activity is still performed for
external reasons: to perform well and
win.
 
 m

 

m refers to engaging in an activity

purely for the pleasure and
satisfaction derived from doing the
activity (Deci
(Deci & Ryan, 1985).
  


. m for 2 ñuels commitment,

Occomplishment effort and
2 Ênjoys the process persistence.
of striving to be
more competent.
2 Playing for inner
pride even when no
one is watching.
  


5. m for Stimulation
2 Playing for love of
the game.
2 Ênjoying the fun
and excitement of
sports expression.
  


*. m to Know
2 Performing for the
pleasure and
satisfaction of
learning, exploring
and understanding
something new.
 m 




 

2 Remember the basics: fun!
2 Ollow control.
2 Demand responsibility.
2 Delineate difference between learning
and performing.
2 ñoster good motivational climate.
2 Be an effective teacher.
 m 




 

2 make people feel worthy regardless of
sport performance.
2 De
De--emphasize extrinsic motivators or at
least use sparingly.
2 Understand yourself as separate from
your wards.
2 Respect both.
 
 


f you are interested to join an

international organization, check
out www.aspasp.org
This is the official website of the
Osian South Pacific Ossociation of
Sport Psychology.
   

ontact me:

Vaira S. Orbeta
0917--79379*
0917
n_orbeta@yahoo.com