A hard lesson in motivation
Being involved with horses is a bit of an emotional rollercoaster. On a massive high one day, desperately struggling the next. There is so much that we can’t control that staying motivated and really loving it sometimes seems more down to luck than anything we can do.
A big learning experience for me came when I went to have showjumping lessons with one of my horses many years ago. We were doing really well in the local unaffiliated classes, and we generally won everything up to 1.15m. A local instructor persuaded me that what I really needed was some lessons to get us to the next level and compete in affiliated classes. Within two months I had totally lost my confidence, my ability and my motivation. I should have read the warning signs when he said that I ‘needed him’ to be successful, that I could never do it on my own. My need for autonomy is high and I know I struggle with any threat of losing it.
Continue reading “Would you like to feel more motivated?”
Optimal learning environments
In parts one and two, we looked at how to create learning environments that lead to more self-motivated, happy, healthy, individuals! These articles are written primarily to help coaches, coach educators and leaders in adventure and other sports. However, all of the concepts can be applied to you as a learner, participant or parent seeking to improve your skill and motivation, and to feed your passion!
Needs-supportive coaching behaviours have an impact on motivation. Sian of ‘Psyched Paddleboarding’ coaching on the beautiful Llyn Padarn. Photo by ‘Two For Joy Photography’.
In these next two sections, we will explore whether motivationally supportive learning environments can also improve skill acquisition, or do we need to choose between them? Be happy and motivated, or be skilful? Most of you will be familiar with the term learner-centred coaching, but what does it mean, and why is it important? In this article, we will look at some of the most recent learner-focused research into coaching sports skills. Most of this research comes from attempts to understand what happens when the coach stops making all the decisions and starts to give the learner more autonomy as part of developing a motivationally supportive learning environment. When both motivation and skill are supported, we can have an optimal learning environment. Continue reading “Motivation Part 3. Why motivation changes how we learn.”
Creating an optimal learning environment
Okay, so we know that the satisfaction of basic needs has a positive impact on motivation and will influence whether someone continues to participate. That means we need to make sure that we are able to create an optimal learning environment; what is known as a ‘needs supportive learning environment’6. Autonomy is arguably the most important need and is essential for goal-directed behaviour to become self-determined2. It is unique among the basic psychological needs because a participant (particularly an athlete) could satisfy their need for competence with externally controlled (by a coach) deliberate practice, and they could satisfy the need for relatedness by being part of a team, but autonomy is not as easily satisfied in a traditional coaching environment. This is because the coach makes most of the decisions, and the rules and regulations of a sport can further limit the options that can be given to individual participants. Continue reading “Motivation Part 2. Supportive coaching behaviours.”
Photo by Lizzie Canoe
I think it is safe to assume that those of us who coach, lead or instruct other people would like them to leave each session they have with us feeling happy. Buzzing even. Keen to come back and do more with us. Motivated to go and practice what they have learnt, and enjoy it in their free time. I also think that we would all like to be able to influence our own motivation too. We would like to recognise elements that are supporting or thwarting our motivation and be able to change them or at least understand and accept them.
The statistics available on regular participation in sports make rather sobering reading, and numbers are consistently lower for women and girls, and minority groups. According to a Sport Wales statement from 2017, “Currently 576,000 women in Wales report not participating in any form of activity, while just over half (54%) of women say they’ve done at least one sporting activity in the last four weeks compared to 63% of men. Research shows a lack of confidence, fear of judgement, a perceived inability or no one to go along to something new with are common factors that prevent women and girls from getting more active”10. Can we, as practitioners, have any influence on the motivation and continued participation of those do come along to our sessions? Are we able to help increase the number of people who will get hooked on our sports and continue to participate long term, including ourselves?
My interest in motivation was particularly influenced by the way my son responded to the learning environments he experienced when he was young. At the age of eight, he asked if he could go to the local canoeing club with his best friend from school. I thought it was a great idea. He had played for years in boats with me and really enjoyed it, surely it would be so much more fun with his friends! I went to pick him up after the club session expecting a happy excited little boy. But he had hated it. When I asked him why, he told me that canoeing was boring; they were not allowed to play like he did with me, they didn’t let him do the things that he was good at, or be with his friend. Not only did he not go back to the club, but he also lost interest in coming to boat with me too. Continue reading “Motivation Part 1. How can we create optimal learning environments?”
Fluid dynamics, weather systems and coaching adventure sports
Rolling clouds over a snow-capped Craig Megaidth. Moving skillfully and making decisions on a Winter ML Assessment. Photo by Olly Sanders
Adventure sports coaches typically support individuals to operate confidently and competently in changeable and complex environments. To do this it would help to understand how people learn to interpret their environment, make decisions and move skillfully.
An ecological dynamics (ED) theory approach to coaching and learning views human movement as an interaction between the individual, the activity and the environment in which the activity is taking place. This approach emerged from the application of dynamical systems theory and ecological psychology6 to motor learning and is the underpinning theory for the ‘constraints’ led approach to the way we structure practice. All of you who coach or participate in adventure sports will be familiar with aspects of this approach already. You will intuitively recognise and understand it even if you have not used it to understand movement and learning. This is a brief introduction to the concepts and theories behind an ED approach to coaching and learning. In the following articles, armed with this understanding, we can look at the implications that this approach has for coaching adventure sports. Continue reading “Do coaches need to understand coaching and learning theory?”