Building Intrinsic Motivation in Youth Sports

A couple of years ago my niece went out for volleyball. She played for a competitive team and struggled to develop her skills being new to the sport. Often she compared herself to teammates who have been playing much longer. She still wanted to play and would practice at home all the time peppering the ball against the wall.

She lacked confidence though, especially in her serves.

This past season she has immensely enjoyed her volleyball experience. When I asked her what she loved most about the sport she said, “I just love all of it. Especially playing games. It’s the most fun to pass to my teammates and play serving games at practice. My coach is nice and my teammates were fun.”

When asked why she plays the sport she smiled saying, “I just really like it!”

This is what happens when youth sports support a child’s three basic needs according to the Self-Determination Theory (Ryan & Deci, 2000). It is my favorite theory of motivation. It states that a person will become intrinsically motivated (meaning they will choose to do something solely for the pure enjoyment and fun out of it) if all three basic needs are met. Extrinsic motivation is the opposite meaning they are doing it for some kind of reward or benefit.

Intrinsic motivation is important for success because studies have demonstrated that those who are intrinsically motivated in something will have a deeper engagement in learning activities, better conceptual learning, and have a higher persistence at learning activities (Ryan & Deci, 2000).

The three basic needs to enhance intrinsic motivation include:

1) Competence: Learning and developing skills to increase confidence.
2) Autonomy: offering choices or a sense of freedom within their sport, giving them the power to choose.
3) Relatedness: Making friends and being a part of a team, interacting with others and connecting.

I remember these three needs by using the acronym CAR. When I am working with athletes and teams I ask myself, “Am I letting them drive the car?” Meaning, I am checking in to see if I am providing ways to increase their competence, autonomy, and relatedness. As coaches and parents, we need to let kids drive their own car. We are their car frame supporting them and being the ones to press the gas and brakes when needed for guidance.

All coaches should provide an environment where all three are met to increase a child’s intrinsic motivation in sport.

This video is of my niece this past season, 2 years later. She has been improving her skills and starting to enjoy the process. When I went to watch her at this game she made every serve over but one!

I can’t explain the joy I felt watching her play in this game. The girls demonstrated great camaraderie filled with laughter, athletic stances, effort, and point celebration cheers. Here she is, with her serves going over (when two years ago she felt it was impossible) and diving to the ground to save a ball. The best part (which isn’t on video) is when she got up after the hit, her teammates and coaches praised her effort, and she continued to play.

Be the frame, gas, and brakes. Let them drive their car.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.