Research Paper on Motivation of Athletes

Introduction

Every day sportsmen and women run athletics. What motivates them? This research wiki page is designed to explain how athletes are motivated and popular beliefs and what people think about the idea. This paper critically evaluates the current research with the help of a photo and a graph. Being motivated for every person is important. It is the foundation of athletics too. When an athlete is full of passion and a determination to win, it influences the brain. The brain powers the decision made and the athlete is aggressive and ready to do the best (Sibley & Berman,2018). The definition of Motivation is the ability to start a particular assignment and carry it to completion despite challenges involved. Athletics like any other task is full of hardships and hurdles. In the middle of defeat, it is easy to give up. When motivation is brought in, everything is affected. The lifestyle, diet, physical tactics and any other basic thing in life.

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The Popular Belief

The most popular believe by the media is that most athletes are not talented but powered by dope. Although several measures are being taken to curb this belief, it has made many people lose trust in the athletes. They believe that athletes participating in mental training, reading mental strengthening books are weak. This common myth has affected even the athletes themselves. They can't draw motivation from these books designed to help them (Kim & chock,2017). The media also views that some athletes are naturally gifted than the others and that motivation plays a little role for them. Although some athletes are more talented than the others, their confidence comes to the same level as the other opponents who are perceived as not so talented. They need some motivation to boost their confidence. Athletes are motivated by some mind empowerment and not dope as many people believe (Frey & Jeggen,2011). Researchers have come to be concerned in recognizing issues that drive the excellence of sportspersons' profession conversions, reporting that causes of

career transition, the development skills of an individual's life and managing the resources that are connected to the athletes' life modification after the sports. However, the athletes' life and work balance can be one of the major influences to life survival and positive, for example, mastering the education sector to earning the right credentials, improving many individualities and also the career skills(Bunning & Thompson, 2015). Current research shows that the featured athletes pose to have a higher mark on the athletic character. Some of them have even displayed identity foreclosure which means a state of distinctiveness whereby individuals are obliged to particular roles without experimental or exploratory manner.

Current Research and Analysis

Some researchers have accredited selected athletes' higher mark of identification to a passion for their athletics, in which they are determined to achieve their expected successes, have spending more time and determination working out and also competing with other athletes, and also make priority of their lives as athletes (Harrole & Klay ,2019). Some research has been carried out and results show that to become elite athletes, they must account for their time and their training and competition levels should be on a higher level, negative effects, restrictions of an unstable routine and robust physical individuality require contemplation given their probable impression. Another current area of research is the athlete's efforts to control and manage other sports in life that is their extra co-curriculum activities at the same time because of the effects on Athlete occupation-life stabilities. For example, the athletes who are still studying in colleges and universities trying to balance according to the need to improve on both their academical careers and the athletes' life.

Developing through life anxieties at once has been emphasized specifically for the studying athletes, with earlier study discoveries indicative of that some who have double occupations concentrate on their athletic vocations slightly less than having an extra composed approach to the athletic and educational careers (Luiz & Robazza 2019). More so the researchers have recommended that the athletes who still study and have dedicated mostly to their athletic career could most probably achieve a low academic score because they are always motivated through putting their athletic careers to high expectations and successes rather than a student-career achievement and afterward a lesser amount of determination and struggle is certainly explored in their academic careers.

Maintaining a good relationship between an athlete and the coach is another important aspect in the athlete motivation, it determines the level of stress management and also shows the motivational levels. According to the study, it gave a fortitude on examining the connection between player valuations of coaching features more so the likeability and also the procedural knowledge, an academic athlete influence, alleged anxiety or pressure and the personal characterized techniques (Smith, 2017). Outcomes showed that important relations happened amongst instructor methodological knowledge and sensitive constancy, satisfaction, capability, and social inspiration. Advanced assessments of coach friendliness are associated with lesser points of perceived pressure.

Conclusion

In conclusion, a collaboration also dominated amongst the instructor's assessments and inspirations for taking part in sports in forecasting the individually assessed methods or techniques. The researcher's outcomes are corresponding with and covered the previous investigation stressing the influence of coaching on academic athletes. Additional exploration ought to try to more narrowly describe the specific training characteristics associated to developed motivation techniques and presentation, together with systems that can help in enlightening performance and diminishing the harmful impacts of pressure and stresses that hinder successful motivations and successful daily career-life balance.

References

Sibley, B. A., & Bergman, S. M. (2018). What keeps athletes in the gym? Goals, psychological needs, and motivation of Cross participants. International Journal of Sport and Exercise Psychology, 16(5), 555-574. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/1612197X.2017.1280835

Buning, M. M., & Thompson, M. A. (2015). Coaching behaviors and athlete motivation: Female softball athletes' perspectives. Sport Science Review, 24(5-6), 345-370. Retrieved from https://www.degruyter.com/downloadpdf/j/ssr.2015.24.issue-5-6/ssr-2015-0023/ssr-2015-0023.xml

Harrolle, M. G., & Klay, M. (2019). Understanding the Role of Motivation in Professional Athletes. Journal of Applied Sport Management, 11(1). Retrieved from https://js.sagamorepub.com/jasm/article/view/8858

Smith, N. (2017). Observing the coach-created motivational environment across training and competition in youth sport. Journal of sports sciences, 35(2), 149-158. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/02640414.2016.1159714

Luiz, M. C., Robazza, (2019). Coach-created motivational climate and athletes' adaptation to psychological stress: Temporal motivation-emotion interplay. Frontiers in Psychology, 10, 617. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00617/abstract

Bordia, P., & DiFonzo, N. (2017). Psychological motivations in rumor spread. In Rumor Mills (pp. 87-102). Routledge. Retrieved from https://www.taylorfrancis.com/books/e/9781315128795/chapters/10.4324/9781315128795-10

Kim, J. W., & Chock, T. M. (2017). Personality traits and psychological motivations predicting selfie posting behaviors on social networking sites. Telematics and Informatics, 34(5), 560-571. Retrieved from https://www.sciencedirect.com/science/article/pii/S0736585316301290

Frey, B. S., & Jegen, R. (2011). Motivation crowding theory. Journal of economic surveys, 15(5), 589-611.

Yeakey, C. C., & Johnston, G. S. (2013). The Psychological Motivation of the School Principal. Planning and Changing.Tawiah, D. (2017). U.S. Patent No. 9,782,660. Washington, DC: U.S. Patent and Trademark Office.