1. Department of Education, Mariano Peralta National High School, Davao Occidental, Philippines.
2. University College of the Cayman Islands, Cayman Islands.
3. Department of Education, Mariano Peralta National High School, Davao Occidental, Philippines.
4. Department of Education, Mariano Peralta National High School, Davao Occidental, Philippines.

*             Correspondence: manzanov298@gmail.com

Keywords: motivation, habit building, athletes

1. INTRODUCTION

Due to the fact that motivation is the key to excelling in sports performance and reaching the greatest possible level, it is a vital factor that receives a great deal of attention from researchers in the field of sports. This is because motivation is the key to achieving greatness in sports performance. In order for athletes to reach the highest potential degree of success in their particular sports, they need to maintain a consistent level of dedication and spend a significant amount of time participating in sports, which is especially important when motivation is involved [1]. Over the course of the past few decades, a great number of authors and philosophers have developed a wide range of diverse hypotheses concerning the factors that motivate people. Both the structural investigation of motivation and the knowledge of the factors that motivate humans can benefit from these theories, which provide avenues for structural research [2]. It is beneficial to analyze the psychological theories that are associated with the concept of motivation in order to acquire a thorough and unambiguous understanding of what inspires athletes. The researchers came to the conclusion that there was no discernible difference in the level of motivation that male and female athletes possessed. Compared to athletes who competed in individual sports, those who participated in team sports had a higher level of perception that they were very successful. These perceptions were more prevalent among male athletes than among female athletes, and they were more prevalent in team sports than in individual sports. The researchers discovered that athletes who participated in team sports were more highly motivated than those who participated in individual sports. On the other hand, the researchers discovered that athletes who participated in solo sports had a higher level of intrinsic motivation. When compared to athletes who participated in individual sports, those who participated in team sports had a higher level of extrinsic drive. When considering the entire motivation of the respondents, it was found that the total motivation that was obtained from extrinsic causes was higher than the total motivation that was derived from intrinsic aspects of motivation. The study demonstrates that younger athletes had higher levels of motivation in comparison to older athletes. This is because there was a negative association between motivation and age, which means that the higher the age, the lower the motivation. The athletes’ weight did not appear to have any discernible impact on their level of motivation, as observed. There is a negative link between the motivation of height and the association between the two. The findings led the researchers to the conclusion that the height of the athletes did not necessarily indicate their level of drive. Growing taller did not necessarily result in increased drive. There was an inverse relationship between the level of education that both the father and the mother had and the level of motivation that athletes possessed. There is a correlation between the level of education of parents and the level of drive that athletes have. The level of motivation of the athletes is directly proportional to the level of education of their parents. It came to the conclusion that parents with higher levels of education did not necessarily have an effect on their children’s participation in sports. It is possible that this was owing to the many disadvantages associated with selecting sports as a career path, one of which being the uncertain future that sports holds.

2. SELF DETERMINATION THEORY

It was the factor that decided whether their requirements for autonomy, connection, and competence were satisfied [3]. The theory has created a significant distinction between the two types of motivation, namely regulated motivation and autonomous motivation. When an individual engages in a certain action because they are feeling a complete sense of willingness and because they are doing it with a genuine sense of pleasure, enjoyment, and value, this is considered to be example of autonomous motivation. Controlled motivation, on the other hand, is the act of performing a task with the intention of obtaining a reward or avoiding a punishment. It is the act of carrying out a task because you are experiencing feelings of pressure, demand, and obligation to carry out the task. People’s performance, wellbeing, and engagement are all higher when they are more autonomously motivated than when they are in controlled motivation [4]. This is because people who are more autonomously motivated are more engaged. The theory of self-determination identifies three components of self-determined motivation, which are, respectively, relatedness, competence, and autonomy. One definition of autonomy is the innate propensity of individuals to pursue their own goals and objectives. A person is able to exercise autonomy when they are able to make decisions independently within themselves, which allows them to select the activity that best suits their self-interest and dedication to the topic at hand. Competence is the second most essential factor that determines whether or not an individual is self-determined on their own. The individual’s perspective of their own development and advancement is critical to their level of competence [5]. The individual’s own intrinsic motivation is the source of the sensation of competence to that person. Relatedness is the third driving force behind motivation, and it is also one of the most significant factors. This social phenomena, known as relatedness, is something that happens spontaneously inside humans. In order for individuals to feel linked to one another and to have a sense of belonging in the place in which they are residing, it is essential for them to have this feeling. It is necessary for them to have a sense of companionship and belonging within the society. The impression of being able to contribute for the benefit of others and to have significance in the environment in which one is living is what we mean when we talk about relatedness [6].

3. MASLOW’S THEORY

During the 1960s, the Canadian-American psychologist Albert Bandura proposed what is now known as the Social Cognitive Theory. This theory is also known by its other name. According to this idea, learning takes place in social environments that are characterized by dynamic and mutually cooperative relationships between individuals, their surroundings, and their behaviors [11]. The theory proposes that individuals acquire knowledge and develop their behavior by observing and imitating the actions of other people within their environment. The conduct of players’ coaches, teammates, and other athletes might have an effect on the athletes’ motivation to participate in sports, which is why SCT can be significant to the study of sports motivation. According to the Social Cognitive Theory, athletes who see other people succeeding in their sport are more likely to be encouraged to participate in sports training in order to achieve same level of success in their own sport. Athletes who receive good feedback and support from their coaches, teammates, and other individuals are more likely to be inspired to continue participating in sports because they feel encouraged and supported [12]. This hypothesis also argues that it is more likely that athletes will continue to participate in sports. By encouraging athletes to emulate the actions of great athletes as their role models, coaches and sports trainers can use the social cognitive theory to mold good behavior in athletes, so fostering the development of their motivation and perseverance. The purpose of the SCT is to determine the pattern of leaning experienced by individuals, which is influenced by the environment in which they are nurtured [13]. In the environment, there are a variety of personalities and the manner in which they interact with the individual. There is a strong correlation between the socio-cultural features of an athlete’s environment and their level of motivation in the sport of sports [14]. The level of support that an athlete receives from their family causes their motivation to increase and remain stable. Additionally, the support that athletes receive from their coaches, teammates, friends, and well-wishers is a crucial role in the athletes’ ability to maintain their drive. In general, the SLT emphasizes the significance of having a social environment that is supportive in order to achieve high levels of performance and to continue participating in sports. An athlete’s behavior can be directly or indirectly influenced by a variety of elements, including internal motivation factors, determinants of external regulations, self-belief, confidence, and tenacity, among others [15]. SLC focuses on society and the attitude of society toward sports, which has direct and indirect impact on behaviors of athletes.

4. SELF-EFFICACY THEORY

The term “self-efficacy” refers to an individual’s self-belief in their own capacity to accomplish the goals that they have set out to do. Albert Bandura, an American psychologist, conceptualized the self-efficacy theory for the first time in the year 1977 AD. According to the self-efficacy hypothesis, which is a psychological theory of motivation, the role of an individual’s self-belief in their capacity to execute a given job or complete a certain goal in their motivation is explained [16]. Individuals who have a high level of self-efficacy are more likely to pursue tough tasks, maintain their tenacity even when faced with hazards, and ultimately accomplish the goals that they have set for themselves, according to this hypothesis. In the course of his research, Bandura discussed the elements that have an impact on one’s sense of self-efficacy. These aspects include mastery experiences, social modeling, social persuasion, as well as physiological and emotional states. The term “mastery experiences” refers to whether or not an individual has previously achieved success or failure in performing activities that are comparable. Positive experiences of success can lead to an increase in self-efficacy, whereas negative experiences of failure can lead to a drop in self-efficacy to a lesser degree. Observing other people who are working in a field that is comparable to one’s own is an example of social modeling [17]. This can also lead to an increase in self-efficacy. The concept of social persuasion is another component that plays a role in the development of improved levels of self-efficacy. This concept involves obtaining feedback and support from other people. One of the things that can either positively or negatively affect one’s sense of self-efficacy is the physiological and emotional states. For example, worry, stress, and trauma are all examples of these moods. The idea of self-efficacy is applicable in the field of sports psychology since it emphasizes the fact that an athlete’s self-belief in their potential to do well in sports has a significant part in enhancing their motivation and improving their level of performance [18]. It is possible for coaches to effectively implement the self-efficacy theory in order to assist athletes in significantly increasing their self-confidence and self-belief in their capabilities by providing them with an environment that is encouraging and helpful. By boosting their sense of self-efficacy, individuals are more likely to take on difficult tasks and accomplish the goals they have set for themselves [19].

5. EMPIRICAL LITERATURE

Previous sports research and studies by numerous authors have helped shape this research’s conceptual framework. This chapter discusses motivation elements and findings from research [20]. External regulator-motivated athletes became more motivated, according to research. Another study indicated that young athletes were more self-determined and intrinsically driven, had more athletic enjoyment or satisfaction, and performed better academically when parents supported their autonomy [21]. Youth athletes with increased parental pressure had lower sport satisfaction, less commitment to continue playing, and higher anxiety and burnout. Sports persistence and dropout depend on motivation. Tomas Garcia Calvo’s study, ‘Using Self-Determination Theory to Explain Sport Persistence and Dropout in Adolescent players’, assessed whether players played the sport the following year [22]. Self-determined motivation affects athletes’ tenacity and dropout. The satisfaction of the three basic psychological demands of autonomy, competence, and relatedness also motivated athletes. One approach for studying athlete perseverance and dropout is self-determination theory. Numerous research have used self-determination theory to examine sport persistence and dropout in relation to psychological traits [23]. A study indicated that gymnasts who quit had extrinsic motivations, whereas those who kept going had intrinsic motivations [24]. A study found that people who exercised infrequently had significantly lower intrinsic motivation and exercise regulation than those who exercised regularly for less than six months or more than six months. Several studies examine how peers motivate athletes. Development of peer groups has both positive and negative effects on athlete motivation [25]. Learning jointly, peer connection, and social relationship motivated athletes. Perception of competence, physical activity motivation, and low mental pressure in sports are linked to healthy peer connections [26]. Scholarship athletes reported more intrinsic drive than non-scholarship athletes, and male athletes reported higher intrinsic motivation than female athletes. It also linked perceived coaching to intrinsic drive in athletes. Intrinsically motivated athletes thought their instructors were democratic and not despotic [27]. The study examined whether participation outlet and skill level affect sport commitment model factors. The study found that collegiate athletes were more committed to sports than leisure players. Beginners reported substantially lower sport commitment than intermediate players, while experienced players reported significantly higher [28]. Advanced players experienced much lower sport enjoyment and higher involvement chances than less skilled players. A study found that team and individual athletes have different motivations to play sports. Unlike male athletics, female athletes played for teamwork, fun, and fitness. Male athletes cited enjoyment and teamwork as the main reasons. The research revealed that these elements should be considered to promote exercise participation and continuity. Sports discipline and sex affected athletes’ motivation to continue and commit to physical activity [29]. During an imposed quarantine, students and researchers examined athletes’ sports motivation using self-determination theory and compared male and female participants. This study found that intrinsic drive was strongest in men and women. This study found significant gender disparities in athletes’ quarantine motivation to train. According to studies, both sexes scored the same and greatest on fundamental needs satisfaction with relatedness. Social support from parents, relatives, coaches, teammates, friends, and others motivates athletes. Belongingness and love motivate anybody, and athletes require parental support. In athletics, emotional support is crucial. Coaches and teammates must help athletes emotionally. Various studies examine how social agents motivate athletes to do sports. The study examined family, coach, and team support on athlete motivation [30]. The study examines scholarly articles on social actors in sport to determine how much family, coaches, and teammates help athletes. The most prevalent social support provider for athletes was family, providing emotional, educational, and tangible support. The study showed that coaches provide athletes with emotional and informational support. Also noted was teammates’ emotional assistance. Positive emotional, educational, and tangible social support strongly influences athletes’ willingness to stay in and continue their sport [31]. The study found that family, coach, and team support boosts athletes’ motivation to play. The result suggests that spouses or children who don’t approve or allow sports activity could cause family conflict if not managed properly [32].

6. IMPORTANT FACTORS MOTIVATION IN THE HABIT BUILDING

Internal drive comes from knowing, experiencing, and achieving [33]. They find it more fun, exciting, and lovely to do what they like. Such experience comes from intrinsic motivation. Footballers may be happy to play. The “intrinsic motivation to experience stimulation” of footballers [34]. Humans enjoy learning. The ‘intrinsic motivation to know’ drives people to study more about something they like. Athletes want hard training. They like to challenge themselves with new skills, techniques, etc. Motivation to succeed drives sports involvement. Social influence drives extrinsic motivation [35]. When someone does sports to avoid social pressure and guilt. The school may compel an athlete to play [36]. External regulations emanate from society, organizations, etc. External rewards, recognition, pay, and benefits motivate people, as do external rules. External regulation covers sportsmen playing for fame. Personal gain motivates certain sportsmen. They value benefits over sports. Leadership, teamwork, and personality improve with sports [37]. On it, athletes can make friends and meet new people. Externally driven athletes play for fun and to improve their life. Psychological amotivation affects long-term sports involvement [38]. Sports can stress athletes physically and emotionally. Athletes may tire and doubt their abilities. They may feel insecure about their sports ability. The impression is ‘Amotivation’. Investigating athletes’ motivation to keep competing entails examining motivation and amotivation. Family support is crucial for athletes. Most athletes play because of their parents, siblings, and grandparents. Even after starting, athletics require family support. Personal and financial support from family is essential for sports success [39].

7. CONCLUSION

When the researchers compared the levels of motivation that male and female athletes exhibited, they found that there was no discernible difference between the two groups. Those athletes who engaged in team sports had a higher level of perception that they were very successful, in comparison to those athletes who competed in individual sports. These views were more frequent among male athletes than they were among female athletes, and they were more prevalent in team sports than they were in individual sports. According to the findings of the study, an athlete’s level of motivation was significantly higher when they participated in team sports as opposed to individual sports. Conversely, the researchers found that athletes who engaged in sports that required them to compete alone exhibited a higher level of intrinsic motivation. On the other hand, athletes who engaged in team sports showed a higher level of extrinsic motivation as compared to athletes who participated in solitary sports. It was discovered that the total motivation that was obtained from extrinsic causes was larger than the total motivation that was generated from intrinsic components of motivation. This was discovered when the total motivation of the respondents was taken into consideration. According to the findings of the study, younger athletes had much higher levels of motivation in contrast to older counterparts. This is due to the fact that there was a negative correlation between motivation and age, which, in other words, indicates that the level of motivation decreases with increasing age. According to the observations, the weight of the athletes did not appear to have any obvious impact on the degree of motivation that they exhibited. There is a negative connection between the motivation of height and the association between the two. This links the two together. Taking into account the facts, the researchers came to the realization that the height of the athletes did not necessarily signify the level of drive that they possessed. The relationship between growing taller and more drive was not always the case. There was a correlation that was in the opposite direction between the degree of education that both the father and the mother had and the level of motivation that athletes have. When it comes to the level of motivation that athletes possess, there is a correlation between the level of education that their parents obtained. Both the amount of education of the athletes’ parents and the level of drive that the athletes themselves possess are directly linked to one another. According to the findings, parents who had completed higher levels of education did not necessarily have an impact on the amount of time their children spent participating in sports. It is possible that this was owing to the many disadvantages associated with selecting sports as a career path, one of which being the uncertain future that sports holds.

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