ThePADDLER 114
( intrinsic ); the paddler that goes for the social or new adventure , unless there are elements of intrinsic motivation , may look for that elsewhere . Now , having said all that , there ’ s nothing wrong with your reasons for going paddling or wanting to achieve a specific goal ( I want this qualification for my club or work , for example ). Understanding the differences allows you to understand how naturally resilient you are within your chosen past time . Once your motivations have been established , do a lot of it ! Once motivation goes , so does resilience and confidence .
GOAL SETTING , DREAM BIG !
Someone who only dreams during the night wakes up to reality ; someone who daydreams is dangerous because these dreams become a reality .
I like quotes like this because I can rationalise all the daydreaming I did at school rather than paying attention ! These dreams or aspirations become a reality if there ’ s goal-setting involved . These aspirations can be varied within paddlesports and linked to personal performance to things like passing a leadership or coaching award . Anything with an award focus can have easier measurability with a pass or fail outcome ; however , if lots of effort has been ploughed into an award once it ’ s completed , there can be a deflating , empty feel of what ’ s next ?
Although harder to measure , performance-based aspirations and goal setting have more potential to be re-evaluated naturally . For example , if you aspire to paddle a specific stretch of water or paddle at the following technical grade , almost as this is achieved , there ’ s the potential to be striving for the next stretch or adventure . Interestingly this can be applied to awarding . “ I want to be the best coach or leader ,” creates a longer learning pathway beyond qualifications , with re-adjusting goals whereas , “ I want to be a performance coach ” can potentially feel final once complete .
I once heard those end goals ( the daydream or big aspiration ) need to be achievable ; however , I believe this puts a lid on creativity instead ; why not be naive enough to start and stubborn enough to finish .
Coaching tip … If you ’ re going to utilise learners motivations for their development , do your best to understand them with as little of your biases as possible . Once understood , work with them rather than trying to change them . The example here is the learner who wants to undertake an instructor award ; if they ’ re not interested in becoming a paddler but can do the instructor ’ s job , try using more of an approach that fits the extrinsic motivations . Becoming more pragmatic in your feedback , for example , “ That performance was at standard / needs improving for the award you ’ re after .”