Developing Self Motivation in Students

[RITFencing]

The title says it all, really. I've noticed that in fencing, many students will do a great deal of work when prompted to do so, but seem to have trouble doing things on their own. YMMV, of course, but this seems to be my general experience.

What have other coaches done to get fencers self motivated in their training, and in other duties like helping out around the club or showing newer fencers the ropes, etc, and doing these things without a coach prompting them?

[Durando]

Should probably wait to hear someone else inveigh on this difficult topic (perhaps it isn't as difficult as I imagine?).... Generally, I try to make sure answers are readily available--footwork sequences are written on posters in a common area, wall targets are hung, the armory is open--and then I take an interest when they take an interest.

For example:
Cooter: "Why do my compound attacks suck?"
Durando: "You're attacking too deep."
Cooter: "Okay."

(Fences with no change.)

Cooter: "What can I do to stop attacking so deep?"
Durando: "Let me introduce you to the wall target. This is how you do an advance lunge, etc."
Cooter: "Huh. You don't say."

(Plays with wall target for ten minutes one day then never messes with it again.)

[Allen Evans]

I think that one of the things we all struggle with -- fight against -- as coaches is the notion that some people just have it, and some people don't. It smacks of pre-destination, which is an anathma to most Americans (and probably most French citizens as well).

Leadership at club -- leadership from coaches and other fencers -- can make a difference in marginal cases of self-motivation. The coach and senior fencers set expectations about what is supposed to be done at practice. At a club I was a member at ten years ago, they had a hard time getting fencers to join the opening 10-20 minutes of footwork every club session started with. This was until the "B" and "A" fencers started doing the footwork. The "younger" fencers felt that now footwork was something the "cool" fencers did, and joined in. When the higher level fencers stopped doing footwork, the lower level fencers did too.

When there is a student with an extreme lack of self-motivation, however, I don't think that there is any system, trick, punishment, or reward from you (as a coach) that will convince them to change their behavior. Fencers who are always late for lesson -- or cancel them at the last minute -- never come to practice, or don't work hard when they are there, can be cowed into going through the motions of being at fencing, but given the first opportunity to drop out, they will.

Sometimes something will happen to this type of fencer at a personal level that will turn them around (I've seen it happen) but these experiances are always external to fencing, and not under your control.

AE

[jBirch]

*sigh*

I wish I knew...

One thing I have noticed is that there are undercurrents of rewards, punishments and support in any club that work completely independent of the direction of the coach. Heck, there are even underground systems of instruction where fencers show each other techniques and tactics that may or may not be optimum.

All I can say is that motivation is a reflection of the people in your club. While I don't think you can fabricate it, you can do your bit to encourage it and/or mould it.

The best bit of advice I can give is to let the club go where it may unless there are active, and strong, sources of demotivation. In such a case, get rid of the demotivators.

Hope this helps.

James.

[Timo]

I really think that it's just the individual people. I'm new to fencing, but I love what I know so far! The two younger girls in my class both seem to be like you said. Like there mothers want them there more than they do. I just think it's about the passion for fencing. My best bet would to teach them the best you can while making it fun for them.

[Durando]

The best bit of advice I can give is to let the club go where it may unless there are active, and strong, sources of demotivation. In such a case, get rid of the demotivators.

You know, James, it seems obvious once you say it. But it bears repeating. Limiting the number of places that one can sit down, for example. This is the kind of thing you tend to forget.

[Qbranch]

Please bear in mind that I am not a coach but I do teach. In the years that I have taught courses (ranging in numbers from 10 - 200 people at a time) I have never had a student develop self-motivation that he or she didn't already possess. Lack of confidence, self-discipline or ability to focus have sometimes hindered students who were nonetheless able to overcome these difficulties and excel in their studies. Here are some personal guidelines I have adopted in my own teaching to encourage students to meet their true potential.

1. Always teach with enthusiasm and humour. Both are infectious and stimulate interest in the subject (even after the class has ended).

2. Periodically reflect upon your own experience as a student and be prepared to share some of your findings. In short, ask yourself why you took an interest in the subject and try to recall some of the things that stimulated your interest in it when you were just starting out. Don't be afraid to share some of these thoughts with your students and always be prepared to incorporate positive things from your past experience into your teaching style or method.

3. Whenever possible adopt the Socratic method of teaching. Try to provide an environment in which the students' opinions are given their due by asking questions of them. I recognize that in coaching this may be a bit more challenging (and time may not always permit this) but when a problem arises encourage the student/s to seek an answer first. If the answer is way off the mark steer things in the right direction (perhaps even asking further questions until an answer has been found).

4. Every group has a different chemistry so be prepared to adapt your teaching style. Passive groups are going to make you work harder but if there are any enthusiastic or self-motivated students in your group try to tap into what they have to offer in order to motivate the rest.

5. Never give up on a student. Some come across as lazy or disinterested (and some really are), but it is the instructor's imperative to foster an environment that will allow each student to shine.

I am particularly emphatic about the last point if only because I have dealt with students who gave every indication of being lazy and disinterested but, in fact, were troubled by other issues (lack of confidence, emotional stress, etc.). These same students were better able to meet their potential with encouragement and support and in some cases strong self-motivation was present but hampered by matters initially beyond the student's control. Guarding against a rash evaluation of the student has often helped me to carry out my job more effectively.

I realize that not all of these points go directly to the original question asked but the issue is complex and hopefully some of this may prove useful to those of you who are coaching.

[fllc]

I think it's important to reinforce good behavior, and ignore the bad. If you continually praise the hardworking students that listen and try to do well, the others tend to fall in line.