MOTIVATION… Easy to talk about, difficult to do. If we accept the premise that motivation is a shared responsibility between coach and athlete, exactly what becomes the responsibility of the coach?

It is to create an environment in which the athlete can motivate himself.

It is a challenge, one of the basic "little things" that separate the average coach from the outstanding coach, and it has to be dealt with on a daily basis.

It is predicated upon a feeling of trust between the coach and athlete, a trust based on three positive conceptions:

1. The athlete has to feel that whenever he makes a mistake, the coach will be there to help correct it.
2. The athlete has to feel that the coach has a superior knowledge of his sport.
3. The coach has to make the athlete feel that he is going to grow as an athlete and a person.

One way for the coach to help develop this level of trust is by seeing that every time he or an assistant coach corrects a mistake, the conversation will end on a positive note, such as: "Larry, I know you can drive your right foot at this angle after you make your feint. I know you can do it." (Specific positive reinforcement is an imperative)

I’d like to illustrate five ways in which a coach can create an environment that will stimulate motivation and help elevate a team’s achievement level.

1. Everyone on that team must be allowed to participate in decisions involving the team. These can range from such areas as the organization of off-season practices and strength programs, contributing ideas in how to develop and maintain team spirit, designing the team T-shirts, etc.

There really is no limit on what you can do with your players, as long as they understand that the final authority and responsibility rests with the coaching staff. The coaching staff must, in turn, encourage the athletes’ input in the decisions.

2. The coaching staff should invite the athletes to join them in the setting of team goals and, just as importantly, in determining how to move toward these goals on both a daily and weekly basis.

Example: The coach shouldn’t simply state the he expects his team to win eight games that season. He should work with the athletes to determine exactly what it will take to win that many games and how the athletes’ daily and weekly progress toward this goal will be measured.

3. Once the team goals are established, the coaching staff must meet with every individual on the team and develop a program that will help achieve both the individual and team goals.

It is imperative for these goals to be measurable in a daily and weekly basis and for the areas of improvement to be specifically identified.

A goal such as "I want to be a starter" can be effective only if it goes along with such goals as "I will sprint 8 x 40 yards every other day and will improve my 40-yard-dash time every three weeks," or "I will improve my bench press lift every week."

The progress of the individual should be posted on the team bulletin board every week. It is critical to share these individual goals with the team and then track the athlete’s progress toward them.

It is also important for the coach to create an environment in which all athletes will encourage and support one another in their achievement of goals. This is the foundation of "team spirit."

There will be times when injury or other factors will make it necessary to alter these goals and update them, but this shouldn’t pose any problems. A new measuring system should be developed and corresponding adjustments made on the bulletin board.

4. Create unique practice sessions. The uniqueness doesn’t have to involve the entire practice session, but at least a part of it. (Do things no other team is doing. Be creative. Make your team feel that they are doing something different and special.)

Whenever a team feels they are doing something special, they will begin to bond and to work harder at what they are doing. A coach should plan these things, not wait for them to happen or do them randomly.

Example: After every cross-country meet, have your runners run the toughest hill on the course ten times to develop both mental and physical toughness. This may be something no other team is doing. It will help your athletes become mentally tough and deliver a strong message to your opponents.

5. Have your leaders meet with the team and develop an image on how they want to be perceived in the school and community and what they can do to make that image a reality.

Once there is agreement from the coaches and team members on how they want to be perceived, you can develop the team rules of conduct. Remember, such rules cannot be developed until the team determines how it wants to be perceived.

Example: Have every team (varsity, junior varsity, soph., frosh. etc) in your program adopt a community service project, make a commitment to improving their grade point average, demonstrate support for the performing arts program, the marching band, the cheerleaders, etc.

As a coach, you can have a significant impact on what you want your team to be. It is imperative to create an environment of trust in which your athletes can set specific measurable goals and be assisted in working toward them.

This will require a large time investment in record keeping. The payoff will come in the form of substantial individual and team achievement.