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Self-determination theory for motivation (Deci & Ryan, 2008)

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Self-determination theory for motivation (Deci & Ryan, 2008)

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When trying to motivate my mentee to begin becoming more active or to continue the process with me, I based my actions off the self-determination theory. This involved helping my mentee see that they were capable of the activities they wished to engaged in, showing them the ways in which physical activity can help you connect with others and form relationships and that ultimately this program was for themselves and that the choice was up to them if they wished to help themselves be healthier.

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Tania Cassidy is an associate professor is the area of sport pedagogy at University of Otago, New Zealand. Tania focused on the meaning of building and developing character in sport. This was done using the Cheetham and Chivers Competence Model (1996). This model explores  peoples' knowledge, personal, functional and values/ethical competency. This is geared towards helping individual achieve high performance in a working environment; whether that be on a sporting team, in a club or in an office. There was a large emphasis placed on motivation and how to motivate, particularly intrinsically our mentees to try develop these four competencies.

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A 2016 study on adolescent participation in physical activity showed that 13% of students never participated as they don't enjoy it (Belton et al, 2016). It is very important that students are enjoying what they are participating in and so, I encouraged my mentee to participate in a number of physical activities in order to discover which ones he enjoyed the most and which he feels he would have the motivation to go and continue going to.

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I noticed that my mentee was not maintaining a healthy balanced diet since living away from home. He did not well informed on the amount of the different food groups he should be incorporating into his daily meals. To help him with this I printed him a food pyramid chart off www.safefood.eu to guide him through his daily meal planning. I also accompany him on his weekly shop to help pick out suitable healthy options for meals throughout the week.

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Taking on a mentee I first needed to get to know them followed by discovering their needs and how I could help them to lead a healthier life. The same is said with being a great teacher, it is not enough to know your subject and have all the knowledge and skills of how to be a teacher, you need the interpersonal skills to build relationships with your students and get to know them (Collinson, 1996).

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As established previously, a key aspect of this program is to not only support our mentees on their physical journey but also support them as they overcome some emotional obstacles. Social support has been listed as an aspect that can positively influence physical activity behaviours (Nahas, M. V., Goldfine, B., & Collins, M. A. 2003).

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A common issue identified among Made2Move Mentees was low self-esteem and issues in confidence

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In order to discover which activities would best suit my mentee, I used Gibbs' Reflective Cycle(1988). Through the guidance of this cycle I asked the following questions; what activity did you do? How did you feel during and after doing it? Was it a positive or negative experience? Is this something you want to keep doing/that you benefit from? This way I could alter my mentee's plan to include activities he enjoyed and benefited from.

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Here I have my mentee broken down into their description, needs and my own insight on how to help them.

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In this activity we went through what we thought the needs of our mentees were