Mere physical strength and athletic skill is not enough; the will to win and perform is crucial, and it needs to be inculcated within the performers. Many scientific theories purport the same, and will be discussed hereunder. However some, like the trait theory may present facts which go in the other direction. It focuses on the intrinsic traits of people which are inherently different. Nonetheless, as the development of the other theories will go on to show, a potent show of motivation by the coach can increase performance beyond expectations.
Motivation intrinsically charges and individual, and becomes the intangible source of energy that directs a person towards his/her goal. This is the human fuel which basically separates the achiever from the adversary. All this goes beyond verbal whims. There is more than enough scientific evidence that supports the above mentioned proposition. With recent examples of researches from sports journals, four such theories of motivation will be cited hereunder, namely achievement motivation theory, attribution theory, cognitive evaluation theory and goal-setting theory. What's more, specific motivational theories fit right in to the existing practices within sports, thereby clearly identifying the link between motivation and sport from the context of a coach.
Firstly, the achievement motivation theo...
Three important needs surface in this context. The need for achievement comes first, wherein there is an urge to accomplish something difficult. Then is the need for affiliation, in which a person wishes to form close personal relationships. Finally, there is the need for power, in which one seeks to have control over others. Understand of the patterns of these needs id very important, as more often than not, a sportsman is making all the effort in order to accomplish one or more of these needs. If the coach is able to successfully identify the requirement of the person, then he can very successfully harness the energy, and produce the desired results.
Understanding the need for physical and motor development within oneself, the following makes an interesting case. "When the task requires fine motor movements, an instructional self-talk strategy is more effective, whereas when the task requires predominantly strength and endurance, both motivational and instructional strategies are effective" (Yannis, et al, 2000). Further, "situational interest may motivate all students, but it is necessary to enhance personal interest in order for them to engage in quality learning" (Shen, et al, 2003). This implies that unless they have the focus and orientation as to why they want they want, they would not be able to produce the results.
Thus this theory presents a concept that is logical enough to be agreed to. It is further elaborated that "the Sport Education curriculum may increase perceptions of a task-involving climate and perceived autonomy, and in so doing, enhance the motivation of high school students toward physical education" (Wallhead, 2004). The establishment of such curricula are always abased on the information