Academic Performance The Impact Of Motivation On Teachers And Students In Some Selected Secondary School In Udi Local Government Area

Education has been recognized as the fundamental basis on which any nation could function effectively. Its socio-political and economic viability depends solely on the qualitative education given to her citizens.

To place an order for the Complete Project Material, pay N5,000 to

Then text the name of the Project topic, email address and your names to 08060565721.

Therefore, those that impart the needed knowledge or those that build and mould character must be motivated adequately because motivation is the key to performance and improvement. Hence it is believed that a motivated teacher always complete the tasks set for him, even when such tasks or assignments are difficult or seen uninteresting. However the pertinent question that may rise is; what is motivation?

Motivation comes from the Latin root movers which means to move. So motivation can mean the process of arousing the interest of an individual to take a move towards a certain goal. Harzberg (1978), defines motivation as all those phenomena which are involved in the stimulation of actions toward particular objectives where previously, there was little or no movement towards these goals. Waitley (1996), defines motivation as the inner derive which prompts people act in a certain way. Motivation involved a number of psychological factors that start and maintained activities towards the achievement of personal goals. Motivation in education can have several effects on how students learn and their behaviour towards subjects matter Ormord (2003). Motivation of teachers and students in teaching and learning process can direct behaviour towards particular goals, leads to increase effort and energy enhance cognitive processing, increase initiation of and persistence in activities, determine what consequences are reinforcing and it can also lead to improved performance. Orphlims (2002) is of the view that motivated teachers always look for better ways to do their teaching job, they are more quality oriented and are more productive. Therefore, it means that motivated teachers are determine, to give their, best to achieve the maximum output (qualitative education). Motivation can be in the form of regular payment of salary, fringe benefit, such as allowance, bonus on the job training, promotion of the teachers, provision of good working environment, maintaining high degree of relationship and improving the teachers general well being. Hence, any teacher that enjoys the above named items is band to give all his best in discharging of his duty because, he would derive satisfaction of being a teacher.

In educational sector, motivation plays a great role. When teachers are motivated, this will lead to good performance and high productivity to the sustain of the national growth and development and also, the welfare of its citizens at large. According to Alu, Eya, Odo, Ede and Ugwu (2001) education is an ancient enterprise designed to be the vehicle of social change and over development of self, culture and society. Education is a process designed to help all human beings to grows into persons.

In the view of the above the national policy on education (1981), section one paragraph two stated that the Nigerians philosophy of education, therefore is based on the integration of the individual into a sound and effective citizens and equal educational opportunities for all citizens of the nation at the primary, secondary and tertiary levels, both inside and outside the formal school system.

Consequently, the Nigeria policy on education section nine paragraph 57, stated that teachers education will continue to be given a major emphasis in all our educational planning because, no educational system can rise above the quality of its teachers. Therefore, various purposes or aims of teachers education should be inculcated into our schools. It will be necessary for the provision of highly motivated, conscious and efficient classroom teachers for all level of our educational system and also to encourage teachers commitment to the teaching profession.

Also motivation has an effect on the society in various ways for the development of the nation of the hallmarks of the development and economic prosperity while low performance create problem of underdevelopment. Since the future of the country lies with the students, so those students need to be well educated, so that they can be equipped with the knowledge and skills to pilot the affairs of this country.

Therefore, the impact of motivation and academic performance of the students when properly treated, will lead to good performance and high productivity to the sustenance of the national progress.

1.2 STATEMENT OF THE PROBLEM

It is obvious that professional trained teachers always give in their best in carrying out their duties and responsibilities. However, it is pertinent that teachers activities must be compensated or rewarded as an encouragement as well as enabling them to work harder in order to achieve the main objective of teaching and learning. The absent of motivation has a negative effect in the standard of education in the country as the students are being deprived of the needed knowledge because the teachers are to motivated to impact the needed knowledge. Hence, the problems associated with this negative attitude towards motivation result to this:

Teachers do not give their best, due to o payment or salary by the authority to the teachers students inadequate knowledge as a result of not being taught adequately since the teachers are not motivated to give in their best, Teachers life look deplorable as they are being deprived of their benefit they ought to enjoy and mike them effective as efficient in their teaching job, low standard of education in the country is noted since the qualitative education needed is absential. Society human resources will be lagging since the character and knowledge moulder (teacher) cannot satisfactorily perform his duty.

Therefore, the resultant effect of this problem affects the society at large, since the educational sector cannot produce the desired result as designed in the national policy of education I 2004.

1.3 PURPOSE OF THE STUDY

The purpose of this research is aimed at finding out the impact of motivation on teachers performance in the school system. The study specifically tends to;

i. To find the extent to which supervision of instruction influence learning and enhance students academic performance.

ii. To find out the extent to which government regular payment of salaries at and when due to the teachers.

iii. To find out the extent to which promotion of teachers at and when due influences teaching and learning process.

iv. To find out the extent to which such programmes like seminars, conferences and workshops that are conducted for the teachers can enhance their personal academic and professional growth.

1.4 SIGNIFICANCE OF THE STUDY

It is hope that the final result of this research work will help in finding possible ways, how motivation can influence productivity/performance in teaching and learning process and also improve learning on the part of students. It is important for the researcher to put into consideration, the significance of teachers motivation and academic performance of students.

However, this research will be significance in the following ways:

1. When teachers are being motivated, the society/government will benefit immensely in the sense that the teachers put in their best, the students (youth) will contribute properly to the economic growth and development of the nation and the welfare of its citizens.

2. Parents will also benefit when teachers are being motivated in the sense that the students will be responsible to their parents and also the money spent on them will not be in vein because they will help in carrying out families responsibilities.

3. Students will benefit equally when teachers are motivated because the research will enable them to enhance and improve their academic performance.

4. The teachers also benefit a lot when they positive motivation is given to them in terms of promotion, fringe benefit, salaries are paid at and when due, they will give in their best in the teaching process. And also their standard of living will improve.

1.5 SCOPE OF THE STUDY

The study covers some selected secondary schools in Udi Local Government Area of Enugu state.

Moreover, the scope of this study is limited to finding the impact of motivation on teachers performance and the academic performance of students.

1.6 RESEARCH QUESTIONS

1. To what extent does irregular payment of teachers salaries affect the teachers performance on their academic desk?

2. To what extent does the conducting of seminars, conferences and workshops for the teachers influence the teaching learning process?

3. To what extent does inadequate promotion of teachers affect them in disposing their duties effectively and efficiency?

4. To what extent does negligent of teachers welfare affect his service (teaching)?

2.0 LITERATURE REVIEW

This chapter deals with the review of related literature. The review is presented under two broad headings. The theoretical and conceptual frame work, and the empirical studies.

In practical study of this nature, it is obvious to develop sound conceptual and theoretical base that are capable of unveiling the wide concepts situations and similarities in this study. Under the theoretical framework, the literature review is organized under the following sub- headings:

Theories of motivation on learning outcome.

Importance of motivation

The related empirical studies were also carried out under the following sub-headings:

Motivational strategies for teachers

Problems affecting teaching performance

Impact of motivation on students performance.

2.1 THEORIES OF MOTIVATION OF LEARNING OUTCOME

There is a general agreement among psychologists that with a few exceptions, which will be noted, all behaviours are motivated, people have reasons for doing the things they do and that behaviour is oriented towards meeting certain goals and objectives. That is why Freud (1990) and other psychologists like Taylor (1949) generally agreed that man is motivated by the desire to satisfy a number of needs. Some of which he is not consciously aware of differences of opinions exist as to the nature and relative importance of these needs. This is true because there is no doubt that teachers whose financial needs are not satisfied will be psychologically and socially demoralized in his working attitude and this is of immense effect to the performance of such teachers. But when teachers salaries and allowances are paid at and when due, this will reduce the number of teachers truancy which is rampant in the teaching and learning system of secondary schools. Many teachers come into the school only to put his or her name in the attendance register and moves out in pursuit of other business or jobs which will earn him/her a large amount of money to make both ends meet since the salary is small. This attitude makes the students to go home after a whole day with nothing done or either one or two subjects for a day. This lowers the morale of students towards learning. Hence, below comes the lists of some theories of motivation.

MASLOWS THEORY OF MOTIVATION

Maslow (1954) came up with the theory of hierarchy of needs. This is based on clinical supervision and logic. In this theory of motivation, he stresses that individuals are motivated to satisfy several different kinds of needs, which are more proponent than others. Maslows theory states that if a number of features of a persons needs are unsatisfied at any given time, satisfaction of the most proponent ones will be more pressing than that of other.

So Maslow was on the idea that a satisfied needs does not determined behaviour but unsatisfied need. This implies that the teachers behaviour in the classroom is a function of his needs. In other words, his needs influence his behaviour in the classroom in no small measure.

VICTOR VROOMS THEORY OF MOTIVATION

Victor Vroom (1964) in his own contributions advanced the expectancy valence theory. He stated that if individual worker believes that working hard will lead to salary increase, he will intensify his effort and work hard. The theory recognizes that people act only when they have a reasonable expectation that their actions will lead to a desired goal. Victor Vroom called this Expectance theory which places emphasis on performance, nothing that there must be a clearly recognized goal and relationship between performance and outcome. Motivation is a functions of the expectancy of attaining a certain outcome in performing a certain act multiplied by the value of the outcome for the performance.

M(f) = ExV

Where M = Motivation

E = Expectancy

V = Value expected.

Expectancy theory has two outcomes. First, outcome that are highly valued, and have high expectations of being realized will direct a person to make a greater effort in his taste. Secondly, outcome with high expectations, which are less highly valued or even dislike will reduce the effort expected. The significance of this theory is that an administration should take cognizance of the relationship of the first and second outcomes and use them to motivate his subordinates.

MC GREGORS THEORY OF MOTIVATION

Another human relation theorist Mc Gregor (1960) in his work the human side of enterprise, advanced to belief about human behaviour that could be held by different managers. He sees two sets of assumption made by managers about their employees. First is what he calls theory which view man on the following set of principle:

Average human beings have an inherent dislike of work and will avoid it if possible.

Because of this, human characteristics of dislike of work, most people must be coerced, controlled, directed and threatened with punishment to get them to put forth adequate effort towards the advancement of the organization objectives.

The average human being prefers to be diverted, wishes to avoid responsibility, has relatively little ambition and wants security above all. The holders of this vie believe that motivation of workers can be attained through authority and fear and that employees have to be closely watched if result must be obtained.

In summary, this x side of the theory emphasized control and extrinsic rewards. On the other hand, the second assumption called theory y, sees man in a more favourable light. Here workers under this concept of management posses potential that is generally untapped by most working environments.

It has the following assumptions:

The time spent on physical and mental efforts in work is as natural as play or rest.

External controls and the threats of punishment are not the only means for bringing about effort towards organizational objectives.

People will exercise self-direction and self control in the service of objective to which they are committed. Committed to objective is a function of the rewards associated with their achievement. The most important of such rewards is the satisfaction of ego and self-actualization towards organizational objectives.

Average human being learn under proper condition not only to accept but also to seek responsibility.

The capacity to exercise a relatively high degree of imagination, ingenuity and creativity in the solution of organizational problems is widely not narrowly distributed in the population.

Under the conditions of modern industrial life, the intellectual potentialities of the average human beings are only partially utilized. This theory in summary presents it is aspect of participation and concern for workers morals, encouraged managers to begin to delegate authority for making decisions, enrich or enlarge jobs by making them less respective as the way to motivate employees to higher performance.

In conclusion, this theory summarized the employees behaviour using the two sides of its X and Y. As it was stated above, the x side of it emphasized control and extrinsic rewards the y side of it emphasized the managerial concern for workers morals and encouraged manager to begin to delegate authority for making decisions enrich or enlarge job by making them less repetitive as the ways to motivate employees to higher performance.

The educational implication of this theory is that teachers should always be able to effectively exercise control and proper management of their classroom while they teach students with various teaching methods, considering individual differences among learners, environmental conditions, teaching aids etc which will enhance easier learning. And also, while they do these, they should also externally aid faster learning by the introduction of reinforcement, that is giving of rewards to students who perform well in classroom work or examination.

HERBERGS THEORY O MOTIVATION

Herberg established what he called hygiene or maintenance factors and motivators. According to him, here are certain extrinsic factors which by their presence do not increase the workers satisfaction or the job, but there absence may lead to job dissatisfaction and lower productivity among employees. Such extrinsic job conditions were environmental factors over which the employee has limited influence. They include payment, interpersonal relations, organizational policy and administration, supervision and working conditions. These he called hygiene factors or dissatisfier. The significance of this factor is that is does not only rely on extrinsic rewards for motivating employees for higher production but also incorporates in the job itself those ingredients that could help motivate employees.

Though researcher support Herberg, it is not freed of criticism. Critics argued that how he gathered his data is questionable. However, despite that, Herbergs theory is in many ways a gross over simplification as various aspects of the motivations theories clearly show in it. It has made a major contributions in focusing attention on jobs redesign for the purpose of making the work more intrinsically satisfying.

Hence, Herbergs theory have been found to be applicable in the field of education in the following ways:

Motivation is related to leadership, for good leadership sets an example, provides guidance, encouragement and instructions. This can be one of the greatest motivational strategies of all secondary school, which effective principals will use to motivate staff and pupils.

Another feature of motivation of teachers is that if teachers are properly motivated, this can change an otherwise mediocre group into a highly productive team.

Good motivation of teachers is definitely related to morale. In a large organization, high moral is difficult to attain and motivation of teachers is a prime factor in achieving it.

COGNITIVE FIELD THEORY OF MOTIVATION

This theory was popularized by Kurt Lewin. In an attempt to explain the theory, he proposed certain motivational constructs. These are:

TENSION

In an organism, tension is created by disequilbruim within the organism, which the organism wants to release through activities. The activities which help in releasing tension have positive valence and those that have opposite effect have negative valance. Tension induces valence in an organism and valence directs behaviour. Tension continues till the organism attain its goals.

NEED

Two types of need were proposed by Lewin. They are genuine need and quasi need. Genuine needs can come from the physiological conditions of the organism such as hunger, thirsty, shelter etc. Quasi need is tension that arise from intentions, acts of will and other arbitrary commitments of the individual. Every organism has a characteristic structure of needs which create tension thereby making the organism to be activated.

FORCE AND VALENCE

The desirability of an activity is called valence and the tendency to engage in the act is called force. Valence influences choice while force is more useful for speed or persistence of behaviour. Need gives rise to force signifying a valence activity. If the organism has no need, the environment registers no valence and no force is also generated.

In summary, the cognitive field theory of motivation is a direct function of the combinations of tension, need, force and valence.

Hence this theory is applicable in the field of education and also to what happens in the life of a teacher. For instance, like one of the motivational constructs Needs such as hunger, thirsty, shelter etc. the teacher that is characterized with these problems will not perform well in the classroom and in this case the students academic performance will be very low. But when teacher are being motivated such as given housing and transport allowance, when their salaries are paid regularly, when they get car loan and car basic allowance, these will enhance positive attitude towards task and as such improve high performance in the classroom.

2.2 IMPORTANCE OF MOTIVATION

The term motivation is derived from a Latin word movers, which means to move into action. This means that motivation is simply the cause and why of human behaviour. To further-stress on the meaning of motivation, Monday Holmes and Flippo (1980), sees motivation as a process of stimulating an individual to take decision and action in order to achieve a specific desired goal. Morgan, King and Robinson (1984) defined motivation as a state, which individual or animal gingers or derives behaviour towards some specific goals. Furthermore, Herberg (1978) was not far from the perception of motivation from the above view as he defined motivation as the psychological process that arouse, direct and maintain behaviour towards a goal.

Hence, going by the definitions of motivation as x-rayed above, one can simply conclude that efficiency, good performance and high productivity is a direct function of adequate motivation on the part of workers in an organization. And when workers were properly motivated, leading to efficiency, good performance and high productivity, the implication of this is sudden and sustained rise in national growth and development and invariably the general improvement in the welfare of the citizens.

That is why Mayor studies the work habits of the employees at the Hawttone Western plane in the 1920s as recorded by Pugh (1990), and discovered that efficiency in the production process and increased output were been realized when employees were being motivated and the reverse is the case when they were not motivated.

However, in the field of education, the role of motivation cannot be over emphasized. That is to say that motivation plays a very significant role in attaining the overall educational aims and objectives through teaching and learning process. To further buttress this argument, Ormond (2003) sees motivation as a direct behaviour towards attaining a particular goal. Bandura (1997) stated that the use of model to motivate students is recommended because, students may model after the personalities society approves. Huffman et al (1991) sees motivation as a goal directed behaviour. Steers and Porter (1983) viewed motivation as concerned with how human beings are energized, sustained, directed, stopped and the type of subjective reaction presents in the individual whole as all these processes are taking place. As if these were not enough, Ugwu 1997) still on motivation implies that behaviour has an origin, which terminates when the goal of an individual is achieved. And Ekong (2000) emphatically stated that to achieve effective performance in the teaching learning process, the teachers as well as the students must be motivated.

The reasons behind this are outlined bellow:

In the classroom, motivation helps to increase efficiency and adequacy of behaviour. For instance, a motivated child would face his classroom work with zeal and interest. Such a student will always be in school, and carry out the necessary assignment. Motivation of teachers on the other hand, are seen to be working tirelessly in the schools. They prepare their lesson notes at and when due, teaches students, gives assignments, conduct tests, exams and marks, and records them appropriate. Hence, Herzberg (1978)stated that if teachers are properly motivated, this can change an otherwise mediocre group into a highly productive team. Equally, motivation brings about the use good teaching methods in the classroom. This is because, a motivated teacher presents his subjects matter in a variety of ways thereby bringing novelty in his teaching. Example, the use of teaching aids, various illustrations using concrete objects which makes the lesson more interesting, effective and realistic.

Motivation also brings competition and increases learning efficiency on the part of the learners. For instance, if the teacher uses positive reinforcement to reward students who answers questions correctly, or who performs highly in tests or examinations, other students who did not perform well will be challenged and hence encouraged to study harder bring about competition in such classroom.

2.3 MOTIVATIONAL STRATEGIES FOR TEACHERS

Studies on motivational strategies on teachers have shown that teachers by some kind of incentives are recognized as being effective. Incentives are often given in the form of money, that is money can be seen as part of the reward system designed to reinforce behaviour and therefore to motivate people to work towards that goals and those of the organization.

The realization of the goals and objectives of any establishment or organization largely depends on how the workers perceive and react to their jobs, that is attitude which to a great extent determine the output.

Read the original:
Academic Performance The Impact Of Motivation On ...

Listen to this in the morning and start your day right!Motivational Alarm Tones https://beinspiredchannel.com/downloa...If you struggle and have a hard time, consider taking an online therapy session with our partner BetterHelp.http://bit.ly/beinspiredtherapy================================================================================================================

Follow ushttp://www.facebook.com/BeInspiredCha...https://www.instagram.com/beinspiredc...http://BeInspiredChannel.Comhttps://soundcloud.com/beinspiredchannelhttp://twitter.com/beinspiredCHNL

================================================================================================================

PLEASE SUPPORT ME ON PATREON FOR CREATING MORE PROFESSIONAL VIDEOS

http://bit.ly/2fGn4Ab

================================================================================================================

SUBSCRIBE TO MY OTHER CHANNEL FOR WORKOUT MOTIVATIONhttps://www.youtube.com/channel/UCsC9...

================================================================================================================Music :

AudioMachine - No Matter What

Salim Dama - Relentless

It's a beautiful day (audiojungle)https://www.youtube.com/watch?v=xsEmh...

Speakers

Oprah WinfreyMichael Bernard BeckwithTom Ferry - https://www.youtube.com/user/RealEsta...Brendon Burchard - https://www.youtube.com/user/BrendonB...Abraham HicksJason SilvaAaron Doughty - https://www.youtube.com/channel/UC48M...John C Maxwell - https://www.youtube.com/user/johnmaxw...Louise HayGrant Cardone - https://www.youtube.com/user/GrantCar...Seth Alexander - https://www.youtube.com/channel/UC8In...Gary Vee - https://www.youtube.com/user/GaryVayn...Joel Osteen - https://www.youtube.com/user/joeloste...Ed Mylett - https://www.youtube.com/channel/UCIpr...

Footage source

All the footages are under Creative Commons License and Fair Use law.However ,if any content owners would like their images removed, please contact us by email at biroubeinspired@gmail.comThank you!

Ali Kubba; Aljoscha Laschgari; ANNA OF THE NORTH ;LukaMono Blend; Bobby Adrian Vitra; Ben Lankester; Brandon Hoover; Camille Marotte; Clement Gino; DanieleMiletoVideo; Eugene Zosimov; Freeletics; HanScreen; Ja Doria; Louis Kobetz; Matteo Bertoli; Milan Thapa; Nick Enriquez ; Sylvain Reygaerts; adidas Running; Alphalete Athletics; Cameron Carrasquilla; Christian Guzman; David Bergstrm; Derek Mindler; DJI; FitLifeTV; Furthermore from Equinox; H&M; Hudson Hayes;Landon Cramer; Luca Jaenichen; Nike; Reebok; Ryan Kao; Seth Dunlap; Sport Chek ;Tavi Castro; TheBuffNerds; Tyler Palmer Filmmaker; Volvo Car UK; Michael Holzmann; Milan Thapa; Panasonic Broadcast & ProAV; Shawn Bu; Tommy H Choi; TravelFeels; Wikum Silva; Blais Unlimited Studios;Alex Meliss; Andrew Northover; Annie Tarasova; Beautiful Destinations; What Alex Did; BraKe; Branislav Zvada; Camera Cave; Contix Production; David & Merit; Digital Matter Media; Granko Croopyca; Henry Nathan; RafalCwiok; Jeff Isy ; Jonas Vieider; Lucas Kakuda; Matthew Hussey; Merr Watson; Morgan Stilp; Andreas Kryp; Nathan Yanm; Rebel Sport New Zealand; Sawyerhartman; Professa Kaos; Tom Antos; Wzzly; Alex Atherton; TaylorCutFilms ; Bennett Witta; Bisso Neal Productions; Free People; Kevin Chiu; Hudson Hayes; Logan Armstrong; Molly Sandn; MrBrynnorth; Nainoa Langer; Nike Basketball; Pauls Horizon; Red Bull================================================================================================================

The rest is here:
MORNING MOTIVATION - Start Your Day Positively! (2018 motivational video)

Motivation

Ever wonder why some people seem to be very successful, highly motivated individuals? Where does the energy, the drive, or the direction come from? Motivation is an area of psychology that has gotten a great deal of attention, especially in the recent years. The reason is because we all want to be successful, we all want direction and drive, and we all want to be seen as motivated.

There are several distinct theories of motivation we will discuss in this section. Some include basic biological forces, while others seem to transcend concrete explanation. Lets talk about the five major theories of motivation.

Instinct theory is derived from our biological make-up. Weve all seen spiders webs and perhaps even witnessed a spider in the tedious job of creating its home and trap. Weve all seen birds in their nests, feeding their young or painstakingly placing the twigs in place to form their new home. How do spiders know how to spin webs? How do birds now how to build nests?

The answer is biology. All creatures are born with specific innate knowledge about how to survive. Animals are born with the capacity and often times knowledge of how to survive by spinning webs, building nests, avoiding danger, and reproducing. These innate tendencies are preprogrammed at birth, they are in our genes, and even if the spider never saw a web before, never witnessed its creation, it would still know how to create one.

Humans have the same types of innate tendencies. Babies are born with a unique ability that allows them to survive; they are born with the ability to cry. Without this, how would others know when to feed the baby, know when he needed changing, or when she wanted attention and affection? Crying allows a human infant to survive. We are also born with particular reflexes which promote survival. The most important of these include sucking, swallowing, coughing, blinking. Newborns can perform physical movements to avoid pain; they will turn their head if touched on their cheek and search for a nipple (rooting reflex); and they will grasp an object that touches the palm of their hands.

According to Clark Hull (1943, 1952), humans have internal internal biological needs which motivate us to perform a certain way. These needs, or drives, are defined by Hull as internal states of arousal or tension which must be reduced. A prime example would be the internal feelings of hunger or thirst, which motivates us to eat. According to this theory, we are driven to reduce these drives so that we may maintain a sense of internal calmness.

Similar to Hulls Drive Reduction Theory, Arousal theory states that we are driven to maintain a certain level of arousal in order to feel comfortable. Arousal refers to a state of emotional, intellectual, and physical activity. It is different from the above theory, however, because it doesnt rely on only a reduction of tension, but a balanced amount. It also does better to explain why people climb mountains, go to school, or watch sad movies.

Remember Sigmund Freud and his five part theory of personality. As part of this theory, he believed that humans have only two basic drives: Eros and Thanatos, or the Life and Death drives. According to Psychoanalytic theory, everything we do, every thought we have, and every emotion we experience has one of two goals: to help us survive or to prevent our destruction. This is similar to instinct theory, however, Freud believed that the vast majority of our knowledge about these drives is buried in the unconscious part of the mind.

Psychoanalytic theory therefore argues that we go to school because it will help assure our survival in terms of improved finances, more money for healthcare, or even an improved ability to find a spouse. We move to better school districts to improve our childrens ability to survive and continue our family tree. We demand safety in our cars, toys, and in our homes. We want criminal locked away, and we want to be protected against poisons, terrorists, and any thing else that could lead to our destruction. According to this theory, everything we do, everything we are can be traced back to the two basic drives

Although discussed last, humanistic theory is perhaps the most well know theory of motivation. According to this theory, humans are driven to achieve their maximum potential and will always do so unless obstacles are placed in their way. These obstacles include hunger, thirst, financial problems, safety issues, or anything else that takes our focus away from maximum psychological growth.

The best way to describe this theory is to utilize the famous pyramid developed by Abraham Maslow (1970) called the Hierarchy of Needs. Maslow believed that humans have specific needs that must be met and that if lower level needs go unmet, we can not possible strive for higher level needs. The Hierarchy of Needs shows that at the lower level, we must focus on basic issues such as food, sleep, and safety. Without food, without sleep, how could we possible focus on the higher level needs such as respect, education, and recognition?Throughout our lives, we work toward achieving the top of the pyramid, self actualization, or the realization of all of our potential. As we move up the pyramid, however, things get in the way which slow us down and often knock us backward. Imagine working toward the respect and recognition of your colleagues and suddenly finding yourself out of work and homeless. Suddenly, you are forced backward and can no longer focus your attention on your work due to the need for finding food and shelter for you and your family.

According to Maslow, nobody has ever reached the peak of his pyramid. We all may strive for it and some may even get close, but no one has achieved full self-actualization. Self-actualization means a complete understanding of who you are, a sense of completeness, of being the best person you could possibly be. To have achieved this goal is to stop living, for what is there to strive for if you have learned everything about yourself, if you have experienced all that you can, and if there is no way left for you to grow emotionally, intellectually, or spiritually.

Originally posted here:
Chapter 7: Section 2: Motivation | AllPsych

Career development By Ingenio on October 21, 2011 3:08 pm

High motivation is a key ingredient in a successful career. So how do we keep up our motivation? How do we avoid getting into a rut and staying there? What are some of the practical things we can and should do if were serious about success? Compiled by Helen Borne.

Personality traits

Dr. Giles Burch (AFBPsS MNZPsS MAPS) is a Sydneybased Registered Psychologist working as an organisational consultant, academic and clinician, specialising in personality/psychopathology performance/ productivity linkages in the workplace. A former staff member at The University of Auckland Business School, he continues to facilitate sessions on the Executive MBA on personal development.

There is little doubt that motivation plays a role in career success. Perhaps the starting point when considering what determines individual motivation is personality. Research has found that personality traits of extraversion and conscientiousness are associated with higher levels of motivation, while neuroticism is associated with lower motivation. If you are someone who is extraverted and conscientious you generally wont require much help with maintaining motivation; however, if you are someone of neurotic character, then this is more likely to be a challenge.

So how can motivation be enhanced? In the first instance, consider whether you are actually working in a context you enjoy, both in terms of what you are doing job or careerwise and also your working environment, for example, are you over-worked? and is the culture toxic? Perhaps you need to change it! However, if you are content in your work, but find it difficult to maintain motivation, what are the options?

Research highlights the effectiveness of goal-setting in motivating people, and is based on the rationale that it focuses a persons attention to identifying, working towards and achieving objectives. There are a number of goal-setting techniques, from the simple to-do list, through to thesetting of SMART (specific, measureable, attainable, relevant, timely) goals and the GROW (goal, reality, options, way forward) process. Another evidence-based technique is that of activity scheduling, which can be helpful if motivation is particularly low. This involves scheduling activities into the day that will provide a sense of pleasure and/ or achievement. The rationale behind this is that the less motivated one is, the less they engage in things which, in turn, feeds back into the low motivation, thereby creating a vicious cycle!

Finally, research reminds us of the importance of regular exercise, a healthy diet and sufficient rest in sustaining motivation and energy!

Visit link:
Motivation - ingenio-magazine.com

Most of us take action because we believe it will bring about a concrete benefit or result in future happiness. These prospects are what motivate us. Clinical depression, however, can change your brain in a way that makes it difficult to experience a sense of pleasure or reward. When depression makes you unbearably sad, numb, or exhausted, you might not feel like there is a reason to do anything. If nothing has satisfied you lately, you might think, Whats the point?

Fortunately there are mental techniques and strategies you can employ to gradually regain the motivation needed to live a full life. You can try them on your own or by working with a therapist. The latter, however, will most likely yield better, faster results.

Below are some strategies recommended by therapists who have worked with clients to restore their motivation during severe depression. Most of these solutions focus on incremental steps, so change is more manageable and easier to commit to.

When depression drains your motivation, you have to work to create new incentive to replace what existed naturally before your mental health deteriorated. This starts with setting small goals.

For example, Talkspace therapist Melissa Moreno recommended setting the simple goal of going grocery shopping. If you succeed in that, reward yourself by cooking your favorite meal or watching an episode of the latest TV show. This process of small accomplishments and rewards will help restore your motivation.

As you begin to feel better, steadily increase the difficulty of the goals. Try going on a long run, for example, and rewarding yourself with a small dessert. Eventually the goal can be something as challenging as learning a new skill or traveling somewhere exciting that you havent been. Try different options and see what works.

Before the depression set in, what did you enjoy doing? Write these items down as they come to mind. Then rank them in terms of what you are able to accomplish, from most to least difficult. Until you have more energy and motivation, its best to start with those you can easily complete. Then think about what steps you can take to get back into a routine that includes these tasks or activities.

Therapist Erika Martinez implemented this strategy successfully by helping one of her clients get back into volunteering. During therapy he discussed how he used to enjoy volunteering at a homeless shelter. His next step was calling the homeless shelter, then setting a start date for the volunteering, then showing up. The momentum and motivation built from there.

In a similar vein, think about what motivated you before the depression. What inspired you? It could be anything from childhood to the present. Try to revisit those sources of motivation and get in touch with parts of yourself that might feel distant.

Depression is often a subconscious voice that relentlessly tells you there is no point to anything. Therapist Tina B. Tessina, author of It Ends With You: Grow Up and Out of Dysfunction, suggested examining and combating negative, irrational thoughts. Once they rise to your consciousness, you will have more control of them. You can then gradually replace these thoughts with positive, rational beliefs. Tell yourself over and over again that there is a point, even if you dont believe it immediately.

Sometimes external factors kill motivation and contribute to clinical depression. Lets say you are stuck in a dead end job. The only motivation you have to do good work is to keep your job and put food on the table. This is obviously not as stimulating as an environment where you can eventually move up and have increased responsibilities if you work hard.

Here are a few more common situations that might be killing your motivation:

Think about whether one or more of these factors are present in your life. Then examine their effect on your ability to feel motivated.

Rekindling motivation is one of the most crucial steps in fighting depression. You can supplement the effort by working with a therapist and living a healthy lifestyle. For in-depth advice on coping with every aspect of depression, read this piece about how to treat and deal with the condition.

Read the rest here:
How to Maintain Your Motivation While Depressed - #1 ...

Research on arousal mechanisms of motivation has furthered understanding of both sleep processes and stress reactions. In the case of sleep, arousal levels generally seem lower than during waking; however, during one stage of sleep arousal levels appear highly similar to those in the waking state. Sleep itself may be considered a motivational state. The biological motivation to sleep can become so overpowering that individuals can fall asleep while driving an automobile or while engaged in dangerous tasks.

Five stages of sleep have been defined using the electroencephalograph (EEG). The EEG records the electrical activity of neurons in the outermost portion of the brain known as the cerebral cortex.

According to EEG-based findings, everyone cycles through five stages during sleep. A complete cycle averages approximately 90 minutes. The two most interesting stages of sleep from a motivational point of view are stages 4 and 5. Stage 4 represents the deepest sleep in that the brain-wave activity as measured by the EEG is farthest from the activity seen when a person is awake. The brain-wave pattern is characterized by delta waves, which are large, irregular, and slow; breathing, heart rate, and blood pressure are also reduced. Because the overall activity of the individual in stage 4 is greatly reduced, it has been suggested by some researchers that stage 4 (and perhaps also stage 3) sleep serves a restorative function. However, a potential problem with such an explanation is that stage 4 sleep drops dramatically after age 30 and may be entirely absent in some people aged 50 or over who nevertheless appear to be perfectly healthy. Additionally, studies have shown that in the typical individual physical exhaustion does not lead to increases in stage 4 sleep as might be expected if it were serving a restorative function. The purpose of stage 4 sleep remains unknown.

Stage 5 sleep is also known as rapid eye movement (REM) sleep because during this stage the eyes begin to move rapidly under the eyelids. Interest in stage 5 sleep has been considerable since it was discovered that most, if not all, dreaming occurs during this stage. During stage 5 sleep the EEG pattern of brain-wave activity appears very similar to the brain-wave activity of an awake, alert person. Breathing, heart rate, and blood pressure rise from the low levels observed during stage 4 and can fluctuate rapidly. In addition to eye movements, fast, small, and irregular brain waves, and autonomic changes indicative of an aroused state, individuals in stage 5 sleep display a large loss in skeletal muscle tone that amounts to a temporary paralysis. Researchers have suggested that the muscle paralysis prevents the acting out of our dreams.

Another aspect of arousal processes concerns the high levels of arousal leading to a triggering of the stress reaction. The stress reaction can be triggered by a challenge to the physical integrity of the body, or it can occur as a result of some psychological challenge. Furthermore, the body appears to react in a similar fashion regardless of whether the demands made upon it are physical or psychological. Hans Selye, a Viennese-born Canadian medical researcher, showed that stressors trigger a chain of processes that begins with what is called the alarm reaction, may proceed to a second stage called the stage of resistance, and, if the stressor has still not been removed, may lead to a final stage called exhaustion.

The alarm reaction occurs when a stressor is first detected and activates a brain structure called the hypothalamus. The hypothalamus, in turn, stimulates the sympathetic nervous system and also produces a substance called corticotropin-releasing hormone that activates the pituitary to produce adrenocorticotropic hormone (ACTH). Both ACTH and activation of the sympathetic nervous system stimulate the adrenal glands. ACTH stimulates the adrenals to produce hydrocortisone, or cortisol, an anti-inflammatory substance, while the sympathetic nervous system stimulates the centre portion of the adrenals to produce epinephrine and norepinephrine (adrenaline and noradrenaline). All these hormones are secreted into the bloodstream and have the effect of mobilizing the body to deal with the stressor. This initial mobilization is a whole-body response and leads to increases in heart rate, blood pressure, and respiration and other responses associated with high arousal. The person so aroused is, in effect, in a high state of readiness. The alarm reaction often succeeds in changing the situation so that the stressor is no longer present, as would be the case, for example, if one were to run away from a physical threat.

In the second stage, the stage of resistance, localized responses within appropriate areas of the body replace the whole-body response of the alarm reaction, and blood levels of hydrocortisone, epinephrine, and norepinephrine return to just slightly above normal levels. During this stage the ability to fight off the stressor is high and may remain so for considerable periods of time.

If these localized responses to a stressor prove to be inadequate, eventually the third stage of stress, that of exhaustion, will be triggered, during which hormonal levels rise once more and the whole body becomes mobilized again. Selye proposed that if the stressor is not quickly defeated during this last stage, the individual can become withdrawn, maladjusted, and even die.

This three-part mechanism for coping with a stressor is called the general adaptation syndrome and appears to have evolved primarily to deal with systemic stressors. As noted earlier, however, this same set of processes is also triggered by psychological stressors and is often inappropriate to the situation. For example, the stress of an important upcoming test can trigger the alarm reaction, yet it is not apparent how increased levels of hydrocortisone, epinephrine, and norepinephrine would facilitate removing the stress-provoking test. It has been suggested that overstimulation of the stress response, in which psychological stressors produce physical changes in the body, can lead to psychosomatic illness. When the stress response, especially the alarm reaction, is triggered too often, it can lead to physical deterioration.

The relationship between stress and illness has been investigated most thoroughly in regard to the effect life changes have on the likelihood of subsequent illness. The pioneer in the field was Adolph Meyer, a Swiss-born American psychiatrist. Several life-change scales have been developed that measure the number and severity of various life changes, such as the death of a spouse, divorce, retirement, change in living conditions, and so forth. High scores on these scales have been found to be consistently associated with an increased probability of future illness, although the relationship is not especially strong. Presumably the life changes lead to increased stress, which in turn promotes an increased likelihood of illness.

Some research has also been conducted on the ways in which the negative effects of stressors can be reduced. A personality characteristic called hardiness has been associated with the ability to better withstand the effects of stress. People who score high in hardiness appear to have high levels of commitment toward the things they do, a strong need to control the events around them, and a willingness to accept challenges. These characteristics may serve to protect individuals from the effects of stress related to major life changes. Exercise, especially in conjunction with hardiness, was reported to relieve stress stemming from physiological and psychological causes. Other factors unrelated to hardiness, such as social support from others, optimism, and humour in the face of difficulty, also have been reported to reduce the stressful effects of life changes.

Read more from the original source:
Motivation | behaviour | Britannica.com

Selected as the #1 book in diet/exercise for 2015 by USA Best Book Awards.

We start out with the best intentions. We're going to exercise more and get in shape! Then five days a week at the gym turns into two... then becomes none. We hit the snooze button and skip the morning run.

We really do want to be healthy and fit, but we're over whelmed and overextendedand exercise feels like another chore to complete. Is it any wonder we don't stick with it?

Behavior expert Michelle Segar has devoted her career to the science of motivation. In No Sweat, she reveals that while "better health" or "weight loss" sound like strong incentives, human beings are hardwired to choose immediate gratification over delayed benefits. In other words, we're not going to exercise unless it makes us happy right now.

So what's the solution? To achieve lasting fitness, we have to change our mindsbefore we can change our bodies. In No Sweat, Segar shows us how. Translating twenty years of research on exercise and motivation into a simple four-point program, she helps readers broaden their definition of exercise, find pleasure in physical activity, and discover realistic ways to fit it into their lives. Activities we enjoy, we repeatmaking this evidence-based system more sustainable in the long run than a regimen of intense workouts. Even if we don't sweat, we really benefit.

The success of the clients Segar has coached testifies to the power of her program. Their stories punctuate the book, entertaining and emboldening readers to break the cycle of exercise failure once and for all. Getting in shape has never been so easyor so much fun.

Instructors can find the No Sweat Teaching and Discussion Guide on Michelle Segars Website: http://www.michellesegar.com/get-resources

More here:
No Sweat: How the Simple Science of Motivation Can Bring ...

I invite you to join me in this 30 day plank challenge! I have a goal this month to strengthen my core muscles and what better way to do that than with some Plank exercises! I thought a few of you would be interested in joining me on my journey! So today, I am starting my plank challenge that will go for a full 30 days with rest days in between.

I am confident I can handle the first week but honestly, the second week has me a bit scared! I have some amazing fitness trainers that I surround myself with and they all assure me I can do it! Hey, if Im determined, I know I can! Besides, we can do anything we put our minds too!

And so it begins! Lets start off with this 30 day challenge! We have 2 different challenges. We have a beginner plank challenge and an advanced plank challenge! (see below) If you plan to do it along side me and need a bit of motivation or maybe you can give me some, just leave a comment and we will do this together! I need all the motivation I can get! I am putting it out here to show you my commitment to this challenge! This will hold me accountable! So go ahead, leave a comment below and join this challenge and it will hold you accountable too!

Dont forget to head over here to see all of our posts on how to lose fat, exercise, gain muscle and eat healthy too!

Join in on the discussion:

See original here:
30 Day Plank Challenge #Fitness #Motivation - iSaveA2Z.com

A "really disappointed" Maverick Vinales says Yamaha's performance in MotoGP's Aragon race shows that the team has gone backwards in recent weeks.

Yamaha has conducted private tests at both Misano and Aragon in recent weeks, and while it showed promise during the race weekend at Misano earlier this month, with Vinales qualifying third, the race was a disappointment.

The manufacturer struggled in Sunday's race at Aragon as well, with Valentino Rossi and Vinales taking only eighth and 10th respectively, making Yamaha's current winless streak its longest ever in MotoGP.

A despondent Vinales said Yamaha is now in an even worse state than it was before, and that his testing performances only served to create "false expectations".

"We have lost all our objectives, we don't know what to aim for," he said. "The feeling on the bike is very bad.

"Now we have the Asian tour and I just hope to get it over with fast. Zero motivation, zero expectations.

"I worked hard this weekend [and at] Misano. I did 100 laps here in the test, 100 laps in Misano, [but it] seems [we have] gone backwards rather than forwards.

"For me it is the worst race I've done at Yamaha, and the worst time on the bike - the feeling was worst on the bike.

"I can't tell really the precise problem because every area was working bad, there was not even one area that was OK.

"I was comparing myself with non-factory bikes and they were even better than me, honestly.

"The best thing would have been not to do the test, because it just generated false expectations."

Vinales qualified 11th at Aragon after a sensor issue in qualifying, but was docked three places on the grid for holding up KTM rider Bradley Smith.

Having dropped to 19th after the start, Vinales eventually recovered to 10th and crossed the line 22.4 seconds behind winner Marc Marquez.

"I was quite positive after FP4 because I felt really good, but the bike seems to work bad as always in the race," continued Vinales.

"I had Valentino in front and I tried to catch him. I caught a little bit but then I destroyed the tyres, so not much to say."

Vinales says his immediate focus for the upcoming races will be to automatically qualify for Q2, something he has failed to do twice in the past five weekends.

"I try to focus first of all to go directly to Q2 because it seems to be difficult in the last couple of races," he said. "Then think about the race.

"I cannot think about arriving at one weekend thinking I can win because it is not true. I create on myself false expectations.

"I need to realise that right now the bike is where I am and to try to make the bike work a little bit better. It's the only way."

Read more from the original source:
Vinales has 'zero' motivation or expectations amid Yamaha ...

Get Motivated, Stay Motivated

Five or six days every week, Sue Wolcott, 41, hits the treadmill in her basement. It's a habit that started after she named her exercise machine Ripley. "It's as in 'Believe it or not, I'm working out,'" says Sue, a teacher in Grand Island, New York. "I would never skip out on meeting a friend, so I decided to treat my treadmill like a person." It's become, ahem, a running joke in her set; one pal now refers to her own treadmill as Dusty. "It's just us being silly, but when I'm asked if I've seen Ripley, I really love answering yes," Sue says.

Despite what you may think, the trick to exercising regularly isn't finding your inner enforcer. Rather, "it's getting creative and tapping your natural motivations," says Kelly McGonigal, PhD, a health psychologist and fitness instructor at Stanford. We asked women who work up a sweat almost every day for their stick-with-it solutions. Check out our seven fail-proof favorites.

From the moment she rises, Kristina Mont Cox, 26, has exercise on the brain. That's because the first things she sees are her sneakers and workout clothes. "I've got them next to the bed in plain sight," says Kristina, the CEO of a communications firm in Houston. "I've also got dumbbells right where I can see them in the bathroom, and a balance ball, a yoga mat, and a jump rope strategically placed throughout the house." Forgetting to exercise is never her problem.

Why it works: Visual cues are a wake-up call to your brain. "We all have competing priorities like work, family, chores. Sometimes we need a reminder to keep exercise at the forefront," McGonigal says.

Do it yourself: If you don't have the space to display your gear (or if it'll mess with your decor), choose just one or two prime locations that you'll never miss. Better yet, "pick places where you spend a lot of time and can use the equipment, like by the TV or the phone," says Amanda Visek, PhD, assistant professor of sport and exercise psychology at George Washington University in Washington, D.C.

On days that Monica Vazquez, 27, a master trainer for New York Sports Clubs in New York City, can't do her usual run, she stuffs her essentials keys, cash, credit card, phone and ID into a fanny pack and jogs home from work instead. "Running is a great workout, but it's also great transportation," she says. "Sometimes I get home even earlier than I normally do taking the subway."

Why it works: Running, walking, or biking somewhere you have to go anyway makes exercise feel time-efficient. "And you don't have to carve out another part of your day for it," says Michelle Fortier, PhD, professor of health sciences at the University of Ottawa. "It's an effective strategy for people who are busy from morning to night."

Do it yourself: Your logistics may be a bit more complex if you drive to work or don't have good public transportation at your disposal. Maybe you can carpool in the morning or park your car a mile from the office and speed walk the distance to and from your job. If you don't have a safe place at work to stash your stuff, invest in a lightweight backpack with waist and chest straps (we like Patagonia's Pocket Pack; $69, patagonia.com) or swap your purse for a fanny pack on days that you plan to run home.

For years, Gina Cancellaro, 36, a paralegal in Bronxville, New York, owned only one sports bra. "I didn't want to spend the money," she admits. Then one day she realized that this was a barrier to her working out: "My usual excuse was that it wasn't clean." So she went to the mall and loaded up on bras and cute tops and shorts. Now she exercises five days a week.

Why it works: "Having the right clothing doesn't just remove a hurdle; it reinforces your identity as an exerciser," McGonigal says. "And when exercising is an integral part of your identity, it isn't optional anymore. It's just part of your life." Plus, you've got to wear those adorable new workout clothes somewhere.

Do it yourself: Stock up on at least a week's worth of gym outfits to eliminate any last-minute hand washing in the sink. Think of it as spending now to save yourself grief later. To truly simplify your life, you may want to get several of the same tops and bottoms. "There's no time-consuming decision making that way," says Patricia Moreno, a FITNESS advisory board member and body and mind coach for the Web site SatiLife. "Look for basics that are comfy and show off your assets whether that's your shoulders or your abs so you feel good just suiting up."

A surprising thing happened when Michelle Busack, 38, started to post her exercise routines on Facebook: Old friends from high school whom she hadn't seen in years began writing comments. "At first they just congratulated me," says Michelle, a nurse in Columbus, Indiana. "But now we've bonded over this and they're my biggest cheerleaders." In fact, if she doesn't post a workout update for a few days, they'll demand to know what's going on.

Why it works: Social networking sites like Facebook and DailyMile offer an extra layer of social support. "You've got potentially all of your online contacts holding you accountable," says Michele Olson, PhD, a FITNESS advisory board member and professor of exercise science at Auburn University at Montgomery in Alabama.

Do it yourself: Choose a social platform or online fitness tool. Then get in the habit of chronicling your progress after your workout every day so that your friends know when you usually exercise and when you've slacked off. Post your minutes, your miles, or whatever motivates you most.

A political junkie, Rachel Simpson, 31, decided to use her partisan loyalties to help herself lose weight. She vowed to exercise four times a week; for each week she failed to do so, she agreed on Stickk (a Web site that helps people stay committed to their goals) to donate $25 to the library of a former president she didn't like. "Suddenly, working out was mandatory!" says the recent law school graduate in Minneapolis. Three months later she was down 16 pounds and hadn't betrayed her party.

Why it works: Strong feelings, especially antipathies, have a multiplier effect. "Losing $10 to an enemy feels like $20 or even $30, so you push yourself harder," says Dean Karlan, PhD, professor of economics at Yale and a founder of Stickk.

Do it yourself: On Stickk, you can pledge to give a minimum of $5 to a charity or an individual (you provide the name and address) you like if you meet your goal or to one you dislike if you fall short. (Your credit card is charged.) Or sign up to raise money for a charity on the Web site Plus 3 Network: You pick from a list of goals that have prearranged corporate sponsors; if you meet yours, they'll pay the charity.

The thought of spending time with her Spinning buddies pushes Marie Bruce, 24, a coach and events director in Austin, Texas, to her morning class three times a week. "We're a tight-knit group," she says. "If I'm grumpy when I walk in, they don't let me stay that way for long." During the past six years, she's grown close to her extended gym family; in fact, they're invited to her upcoming wedding.

Why it works: It's smart time management. "You get your social fix while doing physical activity," Fortier says. Both boost health, and the better you feel, the likelier you are to want to exercise.

Do it yourself: Some classes foster friendships more than others, so you'll have to do some sleuthing. "Arrive early and observe," suggests Moreno, who teaches IntenSati, a mix of aerobics, dance, yoga, and kickboxing. "Are people staking out their places in silence, or are they chatting and laughing and flitting around the room?" Another good sign: The instructor seems to know everyone's name.

Taking a page from The Biggest Loser, Elizabeth Kirat, 35, and her friends are embroiled in a sweaty battle to see who can diet and exercise off the most weight. Every six weeks, they call the winner. "There's money at stake, but it's really the bragging rights that keep you returning to the treadmill," says Elizabeth, a photographer in Denville, New Jersey. So far she's dropped 10 pounds.

Why it works: Competition turns a solitary pursuit into a fun group one. "By trying to beat each other, you're actually pulling each other along," Visek says. "Even playful heckling validates that you're working toward a similar goal."

Do it yourself: The contest can be for anything: most steps walked, most hours logged at the gym, highest percentage of body weight lost. Aim for anywhere from four to 10 participants. "Fewer than that, and one person who's not really trying can hobble the group. More than that, and it's hard for everyone to interact," Visek explains. To keep group members engaged, limit the competition to six-week rounds and have weekly check-ins, when people put money in the jar. "Your incentive is regularly refreshed in your mind that way," Visek says. Once everyone has agreed to the rules, let the games begin!

30-Day Motivation Makeover

Get Over Any Exercise Hurdle

Hit a Weight-Loss Plateau? What to Do Now

See the rest here:
Secrets to Regular Exercise Motivation -- Get Motivated to ...