“Chariots of Fire Link”
https://youtu.be/tYRtTqx-IK8 (cool runnings)
There will be 2 parts to this assignment. (10 pts each) This assignment focuses on taking the content and making sure you can make an application to your current situation (coaching, teaching or administration) or soon to be future coaching position.
1. Motivation: I will often say to my athletes if I promised to give you a million dollars if you will be on time or give great effort or register for classes, etc, would you be more motivated to complete the task. This is not meant to motivate extrinsicly, but rather to get them to understand motivation is about “CHOICE”. What concepts in the chapter validates the concept of “Choice” for Motivation to occur?
2. Self-Determination Theory: After watching the videos above (Honor God and Cool Runnings), please describe each character in the videos and determine where they are on the continuum . Please be specific on why you see them at that place and what characteristics make it clear on their placement. Please discuss what can be done to change their place on the continuum.
Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!
Step 1: Understand the Task
This assignment is about applying motivation theory and Self-Determination Theory (SDT) to coaching and sport contexts.
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Part 1 = Connect textbook concepts of motivation and choice.
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Part 2 = Analyze characters from the videos and place them on the SDT continuum (amotivation → extrinsic → intrinsic).
Step 2: Structure Your Paper
Your response can be written in two main sections (about 1 page total if single-spaced, 2 pages double-spaced).
Section 1: Motivation and Choice
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Restate the question in your own words.
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Identify at least two concepts from the chapter that explain how choice drives motivation.
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Examples: autonomy, locus of control, intrinsic motivation, internalization of values.
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Apply the ideas to a coaching/teaching/admin situation.
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Example: As a coach, allowing athletes to set some of their own training goals reinforces that effort is a choice, not just a rule.
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Example: In teaching, giving students ownership of projects increases their investment.
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Section 2: Self-Determination Theory & Videos
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Briefly explain SDT: Motivation exists on a continuum from amotivation → external regulation → introjected regulation → identified regulation → integrated regulation → intrinsic motivation.
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Analyze Characters in Chariots of Fire
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Example: One runner may be closer to intrinsic motivation (running for passion and faith).
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Another may show identified regulation (competing to prove something to others).
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Analyze Characters in Cool Runnings
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Example: Early in the film, some athletes show extrinsic motivation (competing for fame or recognition).
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Later, they shift toward intrinsic motivation (competing for pride, love of sport, or unity).
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Recommendations for Change
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Explain what coaches/leaders could do to move them closer to intrinsic motivation (e.g., creating autonomy-supportive environments, building confidence, fostering belonging).
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Step 3: Writing Tips
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Use examples: Connect the theory directly to the films and your own coaching/teaching context.
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Be specific: Don’t just say “He is extrinsically motivated”; explain why with evidence from the character’s actions.
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Apply practically: Show how you, as a future leader, would help athletes or students shift toward healthier motivation.
Step 4: Helpful Resources
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