Developing Intrinsic Motivation in Youth Ice Hockey Number of Report Pages and Attachment Pages. Not everyone has a strong desire from the start and that's okay, not everyone is meant to be a professional hockey player. That is why the product is not only intended for coaches, but also for parents.
Improving intrinsic motivation not only helps prevent the phenomenon of dropout, but also makes practice more efficient. Despite its popular status, ice hockey is still under constant competition with other sports, movies, video games etc. The demand is constantly increasing and having "just okay" workouts is no longer enough.
Although intrinsic motivation has been shown to be more effective, sports and our society still work mostly around extrinsic motivation. It is not easy to change methods that have been used for generations in schools, sports clubs and everywhere.
Motivation in sports
Intrinsic motivation
- Types of Intrinsic motivation
- Autonomy
- Competence
- Cohesiveness
- Flow
- Extrinsic Motivation
- Types of extrinsic motivation
- Rewards
- Feedback
- Goal setting
On the other hand, it has long-term negative effects, as it weakens internal motivation. Deci (1971) observed that extrinsic motivation reduces intrinsic motivation, as subjects who received rewards spent less time on tasks compared to those who received nothing. Expected tangible rewards appear to have a mostly negative or neutral effect on the intrinsic motivation for free choice.
It is therefore wise to take a closer look at how feedback affects internal motivation. Self-administered positive feedback about being intrinsic to the task resulted in higher levels of intrinsic motivation than positive feedback that came from someone else. In children, those who received verbal feedback indicating competence increased intrinsic motivation compared to those who received no feedback at all.
Type A responds well to mastery goals, while mastery goals increased intrinsic motivation for type B. In general, mastery goals have more positive effects on intrinsic motivation compared to performance goals.
Holistic coaching
Authoritarian leader
Democratic leader
Team spirit
Parents and family
Peer group
Now that differences between authoritarian and democratic coaches have been defined and it is clear that environment has an effect on intrinsic motivation, it can be discussed which actions a coach should take to ensure the development of intrinsic motivation. Nevertheless, allowing players to have a say in some things would certainly have positive effects. Freedom and responsibility can first be practiced on the ice, and as the players realize how to act according to what is best for them, it can be transferred to ice.
For example, the coach could teach the players to analyze their own strengths and weaknesses and then tell them to choose the most appropriate exercise for them. The coach could divide the ice and ask the players to go to certain areas to improve the things they themselves feel are most important. As shown in the school world (Kansanen & Uusikylä, 30-31), even apparent choice has been shown to have a positive impact on learning.
In hockey, this may mean that even if the coach has decided that the team is going to have a hard forward skating session, he can ask the players to do it by skating laps (relay), penalty kicks for the back check, or some other drill . where speed skating comes naturally. Whatever the players decide, there will be a hard skating forward, but they still feel like they have a say in things.
Customizing environment
The easiest way to do this may be to draw simple lines to follow, including a transition. The next step could be to add more players and the coach could work as a semi-active opponent. Therefore a significant amount of feedback comes from parents and as Deci & Ryan say, bad feedback can be detrimental to intrinsic motivation.
Therefore, it is not enough for coaches to know how to give feedback or set goals, but the whole entity affects the inner motivation of children. This question could be approached from several directions, but in the end, developing intrinsic motivation seemed to be the most appropriate. In the beginning, the main focus was on the structure of the practice, but as I delved into the topic, it became clear that there is no single "magic" trick to improve intrinsic motivation, but rather an entity.
Several new areas seemed to come one after the other, and it was felt that they were so strongly connected with intrinsic motivation that they could not be left out. Explanation of motivation in general was referred to several authors, but the intrinsic motivation was mostly based on Deci & Ryan. Having the best practices in the world is not enough if the players' environment is not in order.
Coaching manual is also made in Powerpoint, but it is not intended to be a presentation, but rather information package with tips and tools how to implement these things in practice. When players learn new things, they can mark them in the challenge card. It is based on a questionnaire that reveals what equipment children have and what they like to do in their free time.
There can be several different interpretations of these theories and how to apply them. The final product is the author's personal perspective on how intrinsic motivation should be tempered to serve the needs of a player and a team. It is said that giving players freedom over their practices would increase their intrinsic motivation, but how much can be given.
With this reasoning the author will not try to approach intrinsic motivation by pursuing excessive amounts of freedom, but rather by balancing between, increasing the dose step by step. Every kid dreams of playing in the NHL, but at 8-10 years old they don't really know what it takes. It is much faster to say "go there and shoot" than to discuss with the players how the shooting should happen.
Having happy players is more likely to keep them in the sport and reduce the attrition phenomenon.
Parent behaviour
Project planning
The goal of this project was to help Heinolan Kiekko improve player development and secure the player base. The goal is that wherever this product is taken, it will help coaches and parents help the players. Truth be told, in the beginning the vision wasn't that clear, but then again, it's been a great learning experience.
There is some discussion about it with hockey professionals, but other than that the concept is not that common.
Project implementation
Handouts are given to audience so they can follow and understand the key concepts in presentation. Powerpoint is made so that not only the author can present it. For example, trampoline has been found to be popular among the kids, so the challenge card includes trampoline challenges.
There is an idea of how to use these products so that clubs can get the most out of them. Ice time is often very limited and this requires (if there are competing goals) that everything be done efficiently on the ice. The maximum amount of freedom would be when the coach says "do whatever," but with 20 or more kids on the ice, everyone can really do whatever they want.
The freedom of ten strong-minded individuals could easily reduce the freedom of players to rest. The freedom of some might diminish the freedom of others, so the actual maximum freedom is probably achieved with some guidance from the coach. For example, splitting the ice in two and asking players to choose between shooting and skating.
This would give the players freedom of choice, but what if twenty-five players chose shooting and only five chose skating. A sense of competence is also important and cannot be completely sacrificed for the sake of freedom. The author defined "success" in junior hockey as the average team having to work hard enough that by the time the players are 12-15 years old, they have a fair shot at achieving their dreams if they choose to.
It also means that some standards are set by the trainer, so that efficiency is ensured. Therefore, the author believes that some amount of push is needed so that when a player turns 12-15, he doesn't have to look back and wish he had worked hard enough. The most challenging part of this project was figuring out how to balance everything right so it would work in real life situations.
Total time at the court with players is pretty fixed, so how much time can be used. Despite previous comments that may sound reserved, the author feels very positive about the subject. For example, smaller things like greetings, asking how school was and team logos on a wall are easier to implement but can have a big effect.
How parents (and their lawyers) are killing minor hockeyURL http://www.macleans.ca/society/life/the-new-minor-hockey-fights/ (Read 11/1/2014).
