As we approach the middle stage of our remote learning provision, motivation becomes an important consideration. How often do we find that we are motivated at the start of an activity as it is new and interesting, motivated at the end as the activity draws to a close, but we lose interest somewhere in the middle? How we motivate in the middle and maintain momentum will be an increasing challenge.

There are two kinds of motivation, extrinsic and intrinsic. Extrinsic motivation tends to be linked to performance and refers to activities done to receive an external reward, whereas intrinsic motivation comes from the person and involves behaviours done for their own sake that are personally rewarding and develop curiosity, like helping other people, participating in an enjoyable sport or studying a fascinating subject.

Research from the Motivation Science Lab at the University of Reading has shown that mastery-based motivation supports long-term learning whereas performance-based motivation only helps short-term learning. In a recent article, Courtney Okolo, the world indoor 400m champion, talks about her personal response to lockdown and acknowledges that she is being driven by her progress and the goal of mastery rather than competition at this time of great uncertainty.

Many sportsmen and women are using the idea of marginal gains as a motivational tool, by zoning in on specific aspects of training, as part of developing mastery. In Courtney’s words: ‘’I just take one day at a time and I like progressing – seeing small progressions in my training. I have enough motivation from the day before and to do better the next day’’. The concept of marginal gains was developed by Sir Dave Brailsford, who was responsible for reviving British cycling prior to London 2012 Olympics. 1% became the team mantra, all day every day. The focus was on making small improvements every day, everywhere and anywhere, 1% at a time.

The action of learning precedes motivation, although it is often perceived to be the other way around. One of the biggest myths about motivation is that we need to feel motivated before we can do anything. Psychologists call this the motivation trap. Learning something interesting and developing curiosity has a great deal of motivational power. If we search for a tiny margin of improvement in everything we do, we will gain a sense of achievement and increase our motivation. Motivation is infectious and this is a contagion that you actually do want to catch and spread to others. As it spreads from one person to another, you become energised and able to motivate others.

This week students have engaged energetically with the Learning Journeys programme, showing curiosity and widening their knowledge base in preparation for the next stage in their learning. They have been instrumental in spreading motivation.

Kindness also has motivational power and can be a great antidote to those feeling bereft of motivation. This week is Mental Health Awareness Week 2020 and the theme is Kindness. At OLA this has been an ongoing theme within PSHCE. This week pupils considered the links between kindness and mental health in more depth.

They responded to the theme of If we make space for kindness, it will grow and I have included a selection of their work in this blog. ConnectED pupils have explored the 17 Global Goals, a commitment made by 193-member states of the United Nations in 2015. They have explored their own view of the goals under the kindness lens and how they might incorporate some of them closer to home.

Taking small steps in our learning will play a key part in progression next half term, but the precursor to this is rest and the recharging of batteries!

Please continue to provide weekly feedback on our remote learning programme, using the survey link.

Regarding the latest W.O.R.L.D awards, I will have a full update for you in my next connectED blog on Friday 5 June.

I would like to wish all families a relaxing half term break.