Track And Field Motivational Quotes

Purpose fosters motivation; motivation lets us endure a greater perception of effort; and enduring a greater perception of effort often results in better performance. This equation holds true in every field—from the track to the workplace.

The burn is my girlfriend, failure is my ex. I'm married to the track and engaged to success.

Encouragement during the early years is crucial because beginners are still figuring out whether they want to commit or cut bait. Accordingly, Bloom and his research team found that the best mentors at this stage were especially warm ans supportive: 'perhaps the major quality of these teachers was that they made the initial learning very pleasant and rewarding. much of the introduction to the field was as playful activity, and the learning at the beginning of this stage was like a game'. A degree of autonomy during the early years is also important. Longitudinal studies tracking learners confirm that overbearing parents and teachers erode intrinsic motivation. Kids whose parents let them make their own choices about what they like are more likely to develop interests later identified as a passion.

The young athlete would be well advised to keep athletics in its place. Be passionately involved in the activity, exert yourself to succeed. Gain from competing the massive satisfaction that competing offers. Yet be a well-rounded, sensitive, literate human being. It is not the job of athletics to produce people who know or care for nothing except athletics. Keep it in its place, behind your family, your concern for the general life of the world, and your education. There are athletes and coaches who prepare to act as if athletics were life; it is not. It is but a corner—and a rich one—of life which will contribute immensely to the holistic development of the individual. -- Joe I. Vigil

The parents in these groups were often caricatured as poorly informed, anti-science “denialists,” but they were generally better acquainted with the state of autism research than the outsiders presuming to judge them. They obsessively tracked the latest developments in the field on electronic mailing lists and websites. They virtually transformed their homes into labs, keeping meticulous records of their children’s responses to the most promising alternative treatments. They believed that the fate of their children’s health was too important to the alleged experts who had betrayed and misled families like theirs for decades. Motivated by the determination to relieve their children’s suffering, they became amateur researchers themselves, like the solitary man who calculated the density of the earth in his backyard with the help of his global network of correspondents.

See especially academia, which has effectively become a hope labor industrial complex. Within that system, tenured professors—ostensibly proof positive that you can, indeed, think about your subject of choice for the rest of your life, complete with job security, if you just work hard enough—encourage their most motivated students to apply for grad school. The grad schools depend on money from full-pay students and/or cheap labor from those students, so they accept far more master’s students than there are spots in PhD programs, and far more PhD students than there are tenure-track positions. Through it all, grad students are told that work will, in essence, save them: If they publish more, if they go to more conferences to present their work, if they get a book contract before graduating, their chances on the job market will go up. For a very limited few, this proves true. But it is no guarantee—and with ever-diminished funding for public universities, many students take on the costs of conference travel themselves (often through student loans), scrambling to make ends meet over the summer while they apply for the already-scarce number of academic jobs available, many of them in remote locations, with little promise of long-term stability. Some academics exhaust their hope labor supply during grad school. For others, it takes years on the market, often while adjuncting for little pay in demeaning and demanding work conditions, before the dream starts to splinter. But the system itself is set up to feed itself as long as possible. Most humanities PhD programs still offer little or nothing in terms of training for jobs outside of academia, creating a sort of mandatory tunnel from grad school to tenure-track aspirant. In the humanities, especially, to obtain a PhD—to become a doctor in your field of knowledge—is to adopt the refrain “I don’t have any marketable skills.” Many academics have no choice but to keep teaching—the only thing they feel equipped to do—even without fair pay or job security. Academic institutions are incentivized to keep adjuncts “doing what they love”—but there’s additional pressure from peers and mentors who’ve become deeply invested in the continued viability of the institution. Many senior academics with little experience of the realities of the contemporary market explicitly and implicitly advise their students that the only good job is a tenure-track academic job. When I failed to get an academic job in 2011, I felt soft but unsubtle dismay from various professors upon telling them that I had chosen to take a high school teaching job to make ends meet. It

The Metaphor That Stuck In 1996, the Summer Olympic Games were held in my home city of Atlanta. As I watched athletes from all over the world perform in their respective events, I remember wondering what motivated them to compete at the highest levels. On the surface, it seemed logical to assume that these world-class athletes were driven by all the positive rewards that would go to the champion—fame, admiration, and of course, the gold medal. After training for most of their lives, who wouldn’t want to experience “the thrill of victory”? But as I watched the games unfold, it became obvious that while some athletes were motivated by positive rewards, many others were trying to avoid “the agony of defeat.” Rather than think about all the accolades that would come from success, some athletes were motivated to run even faster, and jump even higher, because they were trying to avoid an undesirable outcome. Carl Lewis, arguably one of the greatest track and field athletes of all time, and nine-time Olympic gold medalist, was an excellent example of this. After his last event in Atlanta, when he won the gold medal on his final attempt in the long jump, the sportscaster asked, “Mr. Lewis, what were you thinking about just before you jumped?” As it turned out, Carl Lewis wasn’t thinking about medals, money, or having his picture on a box of Wheaties. Instead, he said his primary motivation was that his family was in the stadium and he didn’t want to disappoint them by losing his final Olympic event.

On the ball field, a twelve-year-old might care about nothing but winning. And not just winning, but beating the opposition. He’ll impugn the referee’s motives, stomp on toes, and hold nothing back in order to win. That same kid doesn’t care at all about being at the top of his class, but he cares a lot about who sits next to him on the bus. In the jazz band, someone is keeping track of how many solos he gets, and someone else wants to be sure she’s helping keep the group in sync. The people you’re seeking to serve in this moment: What are they measuring? If you want to market to someone who measures dominion or affiliation, you’ll need to be aware of what’s being measured and why. “Who eats first” and “who sits closest to the emperor” are questions that persist to this day. Both are status questions. One involves dominion; the other involves affiliation.

Every single day of your life you do about a hundred things you have no interest doing. To get through the day. And it starts with getting up!

Some people look at you and they look right through you, like they're looking for the next person to talk to. But with Vigil, you never felt unimportant in front of him. -- Larry Fujimoto, Alamosa High School, 1954-1958

(I would tell my athletes) you're here; your parents are sacrificing to send you to school. Don't let them down. Work a little harder. Be accountable. Be an impact person for your team. Help your teammates out. You know, they're not machines; they're going to have a bad every now and then. -- Joe I. Vigil

I grew up caring about things. I just carried it over into my work. I knew that people had problems. I knew that my mom had problems. I knew the problems that people on the south side had. I tried to get them all to the next level of success, something you could be proud of. And I just practiced the same principles on the team. -- Joe I. Vigil

I think the summation of Coach Vigil is that he is a coaches' coach, and there are very few of those in this business. The ultimate compliment that any coach has is that you have a go-to person -- and we call those mentors. But then you have a person like Coach Vigil, who is a step ahead of the vast majority of coaches in the United States. -- Lance Harter, head coach, University of Arkansas women's cross country and track and field

I told Coach, ‘You know, I realize we’ve been working hard for this, but the medal almost doesn’t matter anymore because I feel like you all have elevated me in such a way that I never could have duplicated that.’ The reinforcement of the journey is so valuable, not just the prize or medal hanging around your neck. And we had such a special time pursuing that together. -- Denna Kastor, 2004 Olympic bronze medalist in the marathon

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