Any skill, whether climbing, throwing, moneymaking or teamaking, will be acquired more easily and effectively if the novice has a motive for learning it. His attitude towards learning the skill will determine how
much he learns and how well he learns.
So you must foster in your performers a desire to learn motor skills. They will learn if they are interested in what they are learning - if they experience immediate satisfaction; or see the need to build a strong,
healthy body; or value the skill as something they can use in their leisure time. These are intrinsic rewards. Success in the activity is likewise effective at arousing and maintaining interest: this need not be
competitive success, for acquiring a skill is in itself a form of success. You should encourage your performers to perceive skill acquisition in these terms.
It is also possible that learning can occur out of fear, or because of an extrinsic reward such as a star or credit given to the performer, but these motives are often less effective in stimulating learning.
The following guidelines follow from the above principles:
- Select activities that are appropriate to the group's interests, needs and capabilities. Can you think of examples in your own situation?
- Stress the intrinsic value of the activity.
- Present activities in such a way that each participant achieves some degree of success. How might you do this in your sport?
How to recognize individual differences?