Define Extrinsic Motivation

The next similarity is having the passion for the game. We all have passions in our lives, although many of us might not be clear with that passion yet, many athletes have found their passions When athletes have the passion for the game it can move athletes through tough times and stay hungry for the next game. Passion gives athletes a reason to work hard and be the best player they can be. With a passion, athletes have specific targets to shoot for. According to Dr. Stankovich “Many years ago it dawned on me how important it is in life to have a passion and purpose — to be dedicated to the nth degree, and to have specific targets to shoot for in the big picture of life. I have learned that without true passion (also loosely known as intrinsic motivation), it is extremely difficult to truly reach your full potential in life.” Although it is debatable wither passion can be taught, passion can be looked for.

Intrinsic motivation is considered to be the healthiest type of motivation and reflects an athlete’s motivation to perform an activity simply for the reward inherent in their participation.

One type of motivation left out of Coach Carters' repertoire is intrinsic motivation. Intrinsic motivation is the desire to learn and perform well that comes from within an individual. This is a shame because intrinsic motivation has been proven to be the most successful type of motivation when it comes to keeping a commitment. Although intrinsic motivation does come from within an individual, eg; the desire to win a trophy for a grandfather, it can still be inspired by a coach.

“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external

Motivation is defined as the process that initiates, guides, and maintains goal-oriented behaviors. For an athlete, motivation can be the difference between waking up at 5:00 a.m. to go for a mile run versus sleeping in. It could be the difference between putting in an extra set of reps in the weight room versus going to the mall with friends. It could be putting in extra time at practice versus going on a date. Motivation is necessary to augment ability. It’s extremely important because one will face tests from fatigue, pain, boredom and outside desires that will challenge the athlete’s focus on becoming the best they can be. Motivation is the center of success, it can be thought of as a tree with the other factors being branches that stem from motivation. It will effect the mental aspects of game preparation, the physical aspects of nutrition, conditioning and sleep. Finally, it will affect the coaching side in terms of training. Some athletes can get through high school and college off size and athleticism.

Intrinsic motivation is a key aspect of student success in school. Van den Broeck, Vansteenkiste, and De Witte (2013) define intrinsic motivation as, “the engagement in an activity for its own sake, that is, for the satisfaction and enjoyment experienced during the course of the activity itself” (p. 4). Educators encourage intrinsic motivation within their students as it boosts

Those that are intrinsically motivated have a bit of advantages over workers who are more predominantly extrinsically motivated. For instance, intrinsically motivated people work on job tasks because they find them enjoyable and interesting. Additionally, there is evidence showing that intrinsic motivation is positively correlated with learning, achievement, perception of competence and self-efficacy. At the same time, it is negatively correlated with anxiety, depression, and frustration. An intrinsically motivated individual will be committed to his or her work to the extent to which the job inherently contains tasks that are inherently rewarding to him or her (Lei, 2010).

There are several different kinds of motivation, and some of the different types include extrinsic motivation, intrinsic motivation, physiological motivation, and achievement motivation. Intrinsic, extrinsic, and psychological motivation all play a role in an individual’s achievement motivation. Extrinsic motivation is motivation from outside circumstances that can influence an individual’s motivation. Extrinsic motivation factors can range from social acceptance, a promotion, or even a monetary reward. Intrinsic motivation on the other hand is motivation that comes from within an individual. Intrinsic motivation factors would be a person’s enjoyment and satisfaction they get from achieving a task. A person’s

In youth sports, motivation is a key factor for an athlete’s satisfaction. There are many reasons why people participate in sports. Some are for internal motivation and others external. Intrinsic motivation is a motivation that is inside yourself, such as playing purely out of love and enjoyment of the game. This is a high level of self-determination. Extrinsic motivation is the decision to participate in a sport due to external reasons such as social status, rewards, or financial reasons which affects one’s self-determination. Introjected regulation is the third form of extrinsic motivation. It is an external source, but can be confused as an intrinsic motivation because of the feeling of guilt or self-worth from the demand and result of the outcome of your performance. Amotivation does not perceive the links between behavior and the consequences which are the lack of autonomy, feelings of incompetence, and non-rewarding actions. In the SDT, results in people with low self-determination are at a higher risk of burnout. Also, previous studies concluded that athletes with high levels of amotivation and controlled regulations lead to burnout.

Intrinsic motivation comes from within and not from external forces. An extrinsic motivator can sometimes detract someone from something they enjoy. An example of this is someone loves their job and it brings them great enjoyment, but then a reward is offered and the job seems more like work rather than an enjoyable activity. Studies have been done where a child plays with a toy because they like it, but when the child earns praise for playing with the toy they become disinterested in the toy. These shows that extrinsic can actually be a detractor when intrinsic motivation is already enforced. I have personally seen overtime that intrinsic motivation keeps someone in their career longer then extrinsic motivation. If you enjoy your work you

I support both extrinsic motivation and intrinsic motivation. Extrinsic motivation is a motivation that students perform well to obtain awards or avoid some type isolation from others. Intrinsic motivation is a motivation that students undertake an activity for their own sake. (McCullough, 2008) I choose both to motivate my students because both help students want to strive more on their success. Encouraging student more to want to learn more is a good thing for students. Yes, I would blend the two in the classroom. I believe when students do good in their classwork and other things they should be rewarded for it, but I also believe that when they are not doing their class work or on task it should be consequences should be taking place.

Researchers have individualized many types of motivation over the years, categorizing them and providing evidence for superior forms. Through relevant research and evidence, this text will argue that not only is motivation a must for any elite athlete but specific forms of motivation are required to perform and win at the highest level of sport. These forms of motivation string from intrinsic to extrinsic with many sub categories in between. The most obvious form of motivation depicted through the words of Julian Wilson “ I’m here because I want to win” is the motivation to win, a highly competitive mindset, focusing on the singular task of betting all other opponents. The motivation behind julians goals will be assessed as weak and/or strong through the use of four peer reviewed journal articles, and the evidence they provide will outline the reasons for this.

Intrinsic Motivation has been experimented on for years and in order to prove its validity. Regarding athletics, intrinsic motivation is defined as “an athlete taking up playing a sport just for the enjoyment of playing a sport” (Pelletier et al., 1995). In an article published by Ryan & Deci, the two argue that through their research, it was proven that having intrinsic motivation will help engage an athlete because of the feeling of competence that arises

Motivation is a “conscious decision to perform one or more activities with greater effort than other competing activities. (Wendy Bloisi, 2007)” The Erasmus Sport Center uses the Herzberg’s dual-factor theory to motivate the employees.

Motivation is a widely researched element of Psychology, its multiple theories have been applied to many fields such as education, business and sport. The study of motivation is relevant to sports practitioners because it can provide valuable insight into an individual’s reasons to initiate, sustain or desist in sporting behaviours as well as the level of effort made during this participation (Clancy, Herring, & Brown, 2017). Two distinct types of motivation have been identified by research (Vallerand, Deci, & Ryan, 1987), these are intrinsic and extrinsic motivation, these labels refer to the “locus of causality”, intrinsic being from one’s self and extrinsic being from outside of one’s self. An intrinsically motivated individual will engage in sports activities purely for the sake of enjoyment and fun, whereas extrinsically motivated people are taking part to gain tangible benefits such as trophies, prestige or to avoid punishment (Vallerand, Losier, 1999). Another important factor to be considered is Amotivation which reflects a lack of intention to participate (Amorose & Anderson-Butcher, 2007) because no value is placed on the activity (Ryan 1995) or it is perceived that the activity will not yield the desired outcome (Seligman 1975).The progressive nature of academic research means that each theory discussed here has had many iterations and are each best viewed as a work in progress, (Treasure et.al 2001) this is certainly true of Self-determination theory.