My journey into learning began in my teenage years with a deep interest in holistic health, psychology and perspectives on how to live a meaningful life. This curiosity led me to explore our human movement potential, after discovering the Ido Portal method. After finishing school, I traveled to Australia for two years, immersing myself in acrobatics, martial arts, parkour, strength and mobility training. During this time, I discovered the depth and breadth of my self-experience and the power of a supportive community. I grew my ability to acquire new physical skills rapidly and also began leading movement classes and deepened my understanding of coaching and facilitation.

Returning to Germany, I pursued a degree in sports science, majoring in sports and movement mediation. Throughout my studies, I continued to facilitate classes and workshops, and expanded into personal coaching. Recently, I completed my thesis on Motivating The Individual for Acrobatic Learning Processes: A Constraints-led Approach, delving into how learning environments can be structured to enhance motivation and skill acquisition.

Later, I discovered that I am neurodivergent and likely have AuDHD - a realization that brought clarity to many aspects of my personal life and teaching approach. This understanding has fueled my passion for adaptive coaching methods that cater to diverse learning needs.

Now, I empower individuals through holistic health and fitness, focusing on functional training and motor skill development. I also have been facilitating rough & tumble play workshops for adults. In my work I am delving into various communities, including neurodivergent individuals and the elderly, where I tailor training to suit individual needs and capabilities.
Additionally, I serve as the Acrobatics Head Coach at Acro Body Community, an online community where I am collaborating closely with founder Aaron Martin to bring ecological coaching to movement education.

My thesis on Motivating The Individual for Acrobatic Learning Processes: A Constraints-led Approach offers some valuable insights into motivation and learning, making it relevant also to executive functioning tutoring.

Motivation in Learning

Motivation is the driving force behind all successful learning. Whether in academics, skill acquisition, or physical training, an engaged and motivated learner will persist through challenges and develop mastery over time. In my research I explored how learner-centered approaches can enhance motivation. Insights that are not only relevant to motor learning but also have significant implications for academic learning, particularly for students who struggle with traditional instruction.

Understanding the Relevance of Motivation in Learning

Motivation plays a crucial role in learning by influencing persistence, effort, and overall engagement. According to Self-Determination Theory (Deci & Ryan, 1985), motivation exists on a spectrum from extrinsic (driven by external rewards or pressures) to intrinsic (driven by personal interest and enjoyment). The theory posits that three fundamental needs - autonomy, competence, and relatedness - must be fulfilled for learners to develop intrinsic motivation. When students have control over their learning, feel capable of success, and experience meaningful social connections in their learning environment, they are more likely to stay engaged (Wulf & Lewthwaite, 2016).

In traditional education, students are often subjected to rigid curricula with little autonomy, which can diminish motivation. By contrast, environments that encourage exploration and self-directed learning promote greater motivation and long-term engagement.

Common Barriers to Motivation in Learning

While motivation is essential, many students experience challenges that hinder their ability to stay engaged. Some common barriers include:

• Lack of Autonomy: When learners have no say in what or how they learn, they may feel disconnected from the process (Lewthwaite & Wulf, 2017).
• Fear of Failure: Negative experiences, unrealistic expectations, or overly difficult tasks can create anxiety and reduce engagement (Guadagnoli & Lee, 2004).
• Perceived Irrelevance: If students don’t see the practical value in what they are learning, their motivation may decrease (O’Brien, 2012).
• Fixed Mindset: Students who believe intelligence or skill is static may avoid challenges and effort, whereas those with a growth mindset see effort as a path to mastery (Dweck, 2006).

Insights from Movement Pedagogy

Research in nonlinear pedagogy offers insights on how to enhance motivation. The Constraints-Led Approach (CLA) serves as a learning framework that emphasizes the necessity of designing the learning environment to promote exploration and flexibility. Instead of dictating particular methods, CLA empowers learners to uncover solutions that are most effective for their unique abilities and limitations (Newell, 1986; Renshaw et al., 2010).

Here are 3 main ideas to improve learner motivation:

• Encouraging Autonomy: Allowing students to choose their own progressions increased engagement and perseverance.
• Task Adaptability: Designing learning experiences that match an individual’s skill level helped build confidence and reduced frustration (Chang-hua, 2023).
• Positive Feedback Loops: Supportive and constructive feedback improved learners’ self-efficacy and sustained motivation (Ghorbani & Bund, 2020).

Practical Strategies for making use of these Ideas

1. Autonomy Support: Allow students to make choices about their learning path, such as selecting topics of interest or choosing between different problem-solving methods (Wulf & Lewthwaite, 2016).
2. Task Design & Challenge Balance: Ensure that tasks are appropriately challenging but not overwhelming. The optimal challenge point hypothesis suggests that tasks should be difficult enough to require effort but not so hard that they cause frustration (Guadagnoli & Lee, 2004).
3. Feedback & Encouragement: Instead of simply correcting mistakes, provide constructive feedback that focuses on progress and effort (Ghorbani & Bund, 2020).
4. Goal-Setting & Progress Tracking: Setting small, achievable goals helps maintain motivation by providing regular reinforcement of success (Moy, Renshaw & Davids, 2015).

Conclusion

Motivation is at the heart of effective learning, whether in movement training or academic education. Learning should be a rewarding process. and if we can shift our teaching methods to prioritize motivation, we can empower students to cultivate curiosity, resilience, and a lifelong love of learning.

If you would like to learn more about Yannik visit his website at https://www.yannikbaurle.com/