My first time, even standing on the long board, I had to have my friend who was teaching me hold my hands and pull me along. Even with his help I almost fell off four times in a five-foot straight line. After that, I began to have serious doubts as to whether or not I could do it. I was constantly terrified of falling, and if I lost my balance for even a second, I would get scared and jump off of the board. At this point I thought any chance of me learning how to long board was long gone and I would have to find something else to write this paper on, but with help I eventually became decent at it.
Throughout the whole process I had to constantly monitor my thinking. I had to keep trying to think positively and remind myself why I was doing this task in the first place. If I found myself thinking too negatively, I would tell myself to get it together and that the quicker I learned how to the sooner I would feel accomplished and excited about it. My feelings and thoughts throughout this experience were like a roller coaster. In the beginning I was extremely excited and nervous to try long boarding, but once I did, the feeling of excitement went away and anxiety and stress came. The fear of falling off overwhelmed me and limited how far and fast I was willing to attempt to go on the long board, which was when my attempt to learn became extremely difficult.
Because I was so scared to f...
... middle of paper ...
...ave mastered it. I also used social goals for motivation. I wanted to appear cool and coordinated in front of others and to do this I had to know how to properly long board.
One of the reasons that I was successful in long boarding is that I had a teacher who was extremely good at long boarding and was willing to work slowly with me, allowing me to grasp each concept individually. Another reason for why I was successful is my ability to practice frequently with my friend until I got the hang of it.
If I was to teach someone else to long board the two motivational theories I would use are extrinsic motivation and goal theory. I would have them set realistic short and long term goals, to help keep them motivated throughout each time they practice. I would also use extrinsic motivators like chocolate or brownies to get them to try to master each step of long boarding.
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