Grit is not a fixed or innate trait that people are born with or without; rather, it is a malleable and develop-able trait that can be influenced by various factors, such as genetics, environment, and experience. Therefore, it is possible to foster and grow grit in athletes, by providing them with the appropriate conditions and interventions.
One of the main factors that can affect the growing grit in athletes is the type of motivation that they have for their sport.
According to the self-determination theory (SDT), motivation can be classified into two types: autonomous and controlled.
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| Grit in Athletes |
Controlled motivation refers to the motivation that comes from external sources, such as rewards, punishments, or social pressure.
SDT proposes that autonomous motivation is more conducive to the development of grit, as it fosters intrinsic interest, self-regulation, and volition. On the other hand, controlled motivation is more detrimental to the development of grit, as it undermines autonomy, competence, and relatedness.
Therefore, coaches and parents should aim to support and enhance the autonomous motivation of athletes, by providing them with autonomy, competence, and relatedness support.
Autonomy support means allowing athletes to have a say and a choice in their sport activities, and respecting their preferences and opinions.
Competence support means providing athletes with optimal challenges and feedback, and helping them to master their skills and overcome their difficulties.
Relatedness support means creating a sense of belonging and connection among athletes, and showing them care and empathy.
Another factor that can affect the development of grit in athletes is the type of environment and culture that they are exposed to in their sport.
According to the theory of planned behavior (TPB), behavior is influenced by three factors: attitude, subjective norm, and perceived behavioral control.
Attitude refers to the individual's evaluation of the behavior, whether it is positive or negative.
Subjective norm refers to the individual's perception of the social pressure or expectation to perform the behavior.
Perceived behavioral control refers to the individual's perception of the ease or difficulty of performing the behavior.
TPB suggests that behavior is more likely to occur when the individual has a positive attitude, a supportive subjective norm, and a high perceived behavioral control. Therefore, coaches and parents should aim to create a positive and supportive environment and culture for athletes, by promoting a positive attitude, a supportive subjective norm, and a high perceived behavioral control.
A positive attitude means emphasizing the value and meaning of the sport, and highlighting the benefits and rewards of the sport.
A supportive subjective norm means fostering a sense of teamwork and cooperation among athletes, and encouraging them to support and inspire each other.
A high perceived behavioral control means providing athletes with the necessary resources and opportunities to perform the sport, and removing any barriers or obstacles that may hinder their performance.
A third factor that can affect the development of grit in athletes is the type of experience and feedback that they receive in their sport.
According to the theory of deliberate practice (DP), performance is influenced by the amount and quality of practice that the individual engages in.
DP proposes that performance can be improved by engaging in deliberate practice, which is a type of practice that is characterized by four features: goal-directed, effortful, feedback-oriented, and repetitive.
Goal-directed means that the practice is focused on a specific and well-defined goal, and that the goal is challenging and realistic.
Effortful means that the practice requires a high level of concentration and attention, and that the practice is not too easy or too hard.
Feedback-oriented means that the practice involves constant monitoring and evaluation of the performance, and that the feedback is timely, accurate, and constructive.
Repetitive means that the practice is repeated until the performance is mastered or improved.
Therefore, coaches and parents should aim to provide athletes with the opportunity and guidance to engage in deliberate practice, by setting clear and specific goals, adjusting the level of difficulty, providing effective feedback, and ensuring sufficient repetition.
All in all, Grit can be developed in athletes, by providing them with the appropriate conditions and interventions, such as autonomous motivation, a positive and supportive environment culture, and deliberate practice.
By fostering and cultivating grit in athletes, coaches and parents can help them to achieve and maintain excellence in their sport, and to fulfill their potential and aspirations.
To grow your grit, you need to have a clear vision of your goals, a strong passion for your sport, and a resilient mindset that embraces challenges and learns from feedback. Grit is not a gift, but a skill that can be learned and improved over time. Grow your grit, and you will achieve greatness.
