How to Coach Yourself and Others Popular Models for Coaching | Page 84

3.
Internal motivation is longer lasting and more selfdirective than is external motivation, which must be
repeatedly reinforced by praise or concrete rewards.
Some individuals -- particularly children of certain ages and
some adults -- have little capacity for internal motivation and
must be guided and reinforced constantly. The use of
incentives is based on the principle that learning occurs more
effectively when the student experiences feelings of
satisfaction. Caution should be exercised in using external
rewards when they are not absolutely necessary. Their use
may be followed by a decline in internal motivation.
4.
Learning is most effective when an individual is
ready to learn, that is, when one wants to know something.
Sometimes the student's readiness to learn comes with time,
and the instructor's role is to encourage its development. If a
desired change in behavior is urgent, the instructor may need
to supervised directly to ensure that the desired behavior
occurs. If a student is not ready to learn, he or she may not be
reliable in following instructions and therefore must be
supervised and have the instructions repeated again and
again.
5.
Motivation is enhanced by the way in which the
instructional material is organized.
In general, the best organized material makes the information
meaningful to the individual. One method of organization
includes relating new tasks to those already known. Other
ways to relay meaning are to determine whether the persons
being taught understand the final outcome desired and
instruct them to compare and contrast ideas.
None of the techniques will produce sustained motivation
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