Most of any individual’s actions are driven by motivation. There are two main types of motivation intrinsic and extrinsic. Intrinsic motivation is based on a person’s reasons, such as the desire to develop and become better. At the same time, extrinsic motivation in most cases is based on a material gain, such as getting money or attention. External motivation is one of the most powerful stimuli of a person since the internal one is most often focused on self-development in which fewer people show interest, while clear goals or material benefits tend to seem more attractive.
Research shows that teachers and parents can directly influence the intrinsic motivation of children. However, many teachers themselves are subject to a certain framework of behavior that limits their ability to convey motivation and support to students (Ryan & Deci, 2020). To promote intrinsic motivation teachers can improve the team spirit, behave as a role model, show clear perspectives, and use many other instruments. Extrinsic motivation, on the other hand, can improve work performance but at the same time can lead to such consequences as burnout, lack of dedication, and work-life conflict (Kuvaas et al., 2017).
The design of an athletic program should include consideration in terms of physical capabilities and development for the participants, as well as psychological peace of mind. Such omissions as a lack of attention to different levels of pre-training of participants can immediately entail several consequences. For example, some training will not be effective for athletes with different levels of training, which will cause both physical and mental discomfort. To attract those who are not too interested in sports and feel uncomfortable, a semblance of an advertising campaign should also be developed that will promote sports courses in a way that suits everyone.
The pre-training of the participants, their gender, age, physical ability, and training goals, such as professional sports or hobbies that involve less physical activity, must be taken into account. This will allow for the composition of the correct groups for training and provide the opportunity to train individually according to personal preference or due to the impossibility of assigning a participant to one of the existing groups. The moral dimension of group work must also be considered (Berger, n.d.). Policies must promote equality, respect, and group work.
Reference
Berger, K. S. (n.d.) Invitation to the Lifespan (4th ed.). Worth Publishers. Web.