Key Takeaways
- Intrinsic motivation (internal satisfaction) leads to greater long-term adherence than extrinsic motivation (external rewards).
- SMART goals are Specific, Measurable, Attainable, Realistic, and Timely—use them for effective performance planning.
- Self-Determination Theory identifies autonomy, competence, and relatedness as the three basic psychological needs for motivation.
- Outcome goals focus on results, performance goals on personal standards, and process goals on execution—use all three.
- Effective goal setting improves focus, persistence, and effort while reducing anxiety about uncertain outcomes.
Motivation and Goal Setting
Quick Answer: Motivation drives athletic behavior through intrinsic (internal enjoyment) or extrinsic (external rewards) factors. Effective goal setting uses the SMART framework and combines outcome, performance, and process goals for optimal results.
Motivation is the foundation of athletic effort and persistence. Understanding what drives athletes helps strength and conditioning coaches design programs that maintain engagement and maximize performance.
Types of Motivation
Intrinsic vs. Extrinsic Motivation
| Type | Definition | Examples | Long-term Effect |
|---|---|---|---|
| Intrinsic | Internal satisfaction from the activity itself | Enjoyment of training, personal challenge, mastery | Higher adherence, better performance |
| Extrinsic | External rewards or consequences | Money, trophies, recognition, avoiding punishment | Can undermine intrinsic motivation if overused |
Key Concept: The "overjustification effect" occurs when excessive external rewards decrease intrinsic motivation. Athletes who train primarily for external rewards may lose interest when rewards are removed.
Amotivation
Amotivation refers to a complete lack of motivation—athletes don't see the point in training or competing. Signs include:
- Going through the motions without effort
- Frequent absences from training
- Lack of engagement or enthusiasm
Self-Determination Theory (SDT)
Self-Determination Theory, developed by Deci and Ryan, identifies three basic psychological needs that must be satisfied for optimal motivation:
| Need | Definition | How to Support |
|---|---|---|
| Autonomy | Feeling of choice and control | Allow athlete input in training decisions |
| Competence | Feeling capable and effective | Provide appropriate challenges and feedback |
| Relatedness | Feeling connected to others | Build team cohesion and positive relationships |
The Motivation Continuum
SDT describes motivation on a continuum from external regulation to integrated regulation:
- External Regulation - Acting solely for rewards or to avoid punishment
- Introjected Regulation - Acting to avoid guilt or gain approval
- Identified Regulation - Acting because the goal is personally valued
- Integrated Regulation - Acting because the goal aligns with personal identity
- Intrinsic Motivation - Acting for inherent enjoyment
Goal for Coaches: Help athletes move from external to more internal forms of motivation.
Goal Setting Fundamentals
Types of Goals
| Goal Type | Focus | Example | Best Use |
|---|---|---|---|
| Outcome Goals | End result compared to others | "Win the conference championship" | Long-term motivation |
| Performance Goals | Personal standards | "Improve 40-yard dash by 0.2 seconds" | Medium-term targets |
| Process Goals | Execution and technique | "Maintain proper hip hinge on every deadlift" | Daily focus |
Best Practice: Use all three goal types together. Process goals are most controllable and should be emphasized during training.
The SMART Goal Framework
| Letter | Meaning | Poor Example | SMART Example |
|---|---|---|---|
| S | Specific | "Get stronger" | "Increase back squat 1RM" |
| M | Measurable | "Improve a lot" | "Increase by 25 lbs" |
| A | Attainable | "Add 200 lbs in 2 weeks" | "Add 25 lbs in 12 weeks" |
| R | Realistic | "Become Olympic champion" (for beginner) | "Qualify for regionals" |
| T | Timely | "Someday" | "By end of off-season" |
Goal Setting Principles
- Set both short-term and long-term goals - Short-term goals provide stepping stones
- Write goals down - Written goals are more likely to be achieved
- Set positive goals - Focus on what TO do, not what to avoid
- Set challenging but realistic goals - Goals should stretch but not overwhelm
- Evaluate and adjust - Regularly review progress and modify goals as needed
- Provide goal support - Athletes need strategies and resources to achieve goals
Practical Applications for Strength Coaches
| Strategy | Implementation |
|---|---|
| Provide choice | Let athletes choose warm-up exercises or training order when possible |
| Use progress tracking | Show measurable improvements to build competence |
| Create team environment | Build positive relationships through group activities |
| Set process goals | Focus daily training on controllable technique elements |
| Celebrate progress | Acknowledge achievements beyond just competition outcomes |
Which type of motivation is MOST associated with long-term athletic adherence and performance?
According to Self-Determination Theory, which of the following are the three basic psychological needs?
A volleyball player sets a goal to "improve my serving technique by focusing on a consistent ball toss height on every serve." This is BEST classified as what type of goal?
Which element of SMART goals is MOST violated by the goal "I want to get a lot stronger by next season"?