1. Video Lecture Motivation (20 mins) Notes for Exercises Quick Review Exercise #1 – Workshop Design (10 mins) Exercise #2 - NFHS Registration and Free Course (30 mins) Review Tasks for Quiz 2 *note – 1 hour total, “this is too easy” – Joe Nauman

2.  2 Keys (provides ability to motivate) – 2 Questions 1. Are they ready to learn? 2. Do they want to learn?  Motivation is the key to learning – only when your student-athletes are ready to learn (READINESS).  Therefore – the primary task for coaches in motivating athletes is to make them want to learn how to become BETTER!  Coaches questions to answer with motivation: 1. Why are some athletes motivated – others unmotivated? 2. How do we motivate athletes to be the best they can be?

3.  How and why are people motivated?  People are motivated to fulfill their needs  If you understand what your athletes needs are, you can then help them fulfill those needs  Examples – athlete needs (from your own experiences)?  Sports Psychologists have learned that the 2 most important needs of athletes are: 1. to have FUN (includes need for stimulation and excitement) 2. to FEEL WORTHY (includes to feel competent / successful) *think rewards program design (2 goals + 2 types + why + steps to achieve (how’s in portfolio = concrete examples)

4.  Extrinsic rewards = externally motivation – examples? Trophies / medals / money / praise / trips / social acceptance  Intrinsic rewards = internal motivation – examples? Having fun / feeling competent / ethical-character actions  Need to have fun – each of us is born with the need for a certain amount of stimulation and excitement – often called the need for arousal (or just plain fun) *Illustration: Tag @ end or as a reward – other ideas?

5.  Flow experience – what is it / why important? / ever feel it?  Flow experience occurs when we are totally immersed in an activity – we lose our sense of time, feeling everything is going just right because we are neither bored nor anxious.  When feeling flow, our attention is so intensely centered on the activity that concentration is automatic.  The flow experience is so pleasing that it is intrinsically rewarding (agree or disagree?)

6. Peak Performance Sabock & Sabock, Page 81 - (figure 4.1)

7.  How do you create flow for your athletes?  Key is increasing the probability of experiencing flow is to match the challenge of the task to the ability of the athletes  Ideas what that means?  Think of how when kids on the playground we learned – why that environment existed – what can we learn when coaching?  Specific ideas how to create?  Legal Duty – “duty to match athletes”

8.  Keep practice stimulating buy using a wide variety of drills or creating fun challenges – new games within the drills you need to teach for sound skill performances.  Let your athletes design some of the activities that will help them learn new skills.  Keep everyone active rather than standing around for long period waiting their turns. Make practices as much fun as games (key concept – balance of drills and games)  Avoid constant instruction during practices and games. Give athletes time when they don’t have to pay attention to you. Your constant yelling of instructions does not allow flow!  Do not constantly evaluate - especially during contest (flow)

9.  EXERCISE #1 – BRING FOR QUIZ 2  Develop a motivational plan of attack – outline of ways you can proactively motivate your athletes / team (design of rewards)?  Examples – separate by timing-readiness (team management) 1. pre-season 2. in-season + post-season play 3. off-season *Must address all 3 phases for Portfolio (1 year plan as HC)  Next – expand / explain / create / specific examples ***be creative / pull from past likes / dislikes / new ideas as well (shopping cart session = fill up cart with several meals = ideas to pull from for athletes-team-staff - ***brainstorm and develop).  Last – remember 2 keys to motivation / 2 types / Flow / How’s

10.  We learn quickly in our society that our worth depends largely on our ability to achieve. Children as young as 5 years old understand this  With respect to sports – we translate it to mean?  Winning = success and Losing = failure  Winning / success and losing / failure is a state of mind  Emerging from early success & failures are 2 athletes  Those that are motivated to achieve success  Those that are motivated to avoid failure

11.  How do winners (successful Ind’s) think?  When successful thinkers encounter occasional failure – they blame it on insufficient EFFORT, thus robbing failure of its threat to the athletes self-worth because it doesn’t reflect on their ability – to succeed – they simply need to try harder – thus, failure increases her motivation versus reduce it.  Strive for Excellence – enjoy the struggle – better - stronger

12.  How do losers (unsuccessful Ind’s) think?  Unsuccessful thinkers are filled with self- doubts and anxiety. They attribute failures with a lack of ability and lack of success to weak or incompetent opponents – thus, blaming themselves for failures and taking no or little credit for successes.  They believe they are powerless to change

13.  Emphasis on learning-improving – NOT performance based. How do you create – examples – ideas?  Key to increasing the probability of experiencing flow is to match the challenge of the task to the ability of the athletes.  Realistic goals (personal and team)  Use extrinsic rewards to create intrinsic motivation  Success is not winning  Success must be in terms of achieving their own goals rather than surpassing the performances of others (IMPROVEMENT is the KEY)  Recognizing athletes limitations

14.  More motivation is not better – Balance is the key  Balance of arousal with performance relationship – key  Higher precision sport skills require find motor control = are best performed with lower levels of arousal – Balance (example = Diving)  Large muscle movement skills are best done with higher levels of arousal (example = Football)  Understanding your sports Arousal needs!

15.  Are they ready / do they want to be motivated?  2 Needs – have FUN and FEEL WORTHY  Legal Duty “match athletes to the challenge”  Use a Successful Mindset – Effort to get better  Emphasis on Improvement vs Performance  Understanding your sports Arousal needs  Balance = Flow = Fun + Excellence  Exercise 1 – think of Best ways to create Flow  Full Circle / Exercise 2 – Back to Sportsmanship

16.  EXERCISE #1 – BRING FOR QUIZ 2  Develop a motivational plan of attack – outline of ways you can proactively motivate your athletes / team (design of rewards)?  Examples – separate by timing-readiness (team management) 1. pre-season 2. in-season + post-season play 3. off-season *Must address all 3 phases for Portfolio (1 year plan as HC)  Next – expand / explain / create / specific examples ***be creative / pull from past likes / dislikes / new ideas as well (shopping cart session = fill up cart with several meals = ideas to pull from for athletes-team-staff - ***brainstorm and develop).  Last – remember 2 keys to motivation / 2 types / Flow / How’s

17.  Go to NFHS website and DO the following:  http://www.nfhslearn.com/index.aspx http://www.nfhslearn.com/index.aspx 1. Create an Account (free) 2. “click” on COURSES 3. “click” on FREE COURSES 4. Take FREE Course – “Sportsmanship” 5. Complete course and Print out cert + bring to class Day of Quiz 2 (points)

18.  Complete and bring notes for next class  (use exercises for Quiz 2 – next class) 1. Exercise #1 notes 1. NFHS exercise #2 – get registered and complete free clinic on sportsmanship *bring certificate (quiz) *exercise 1 and 2 on Angel for Reference Done – be safe!