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Unlock This CourseWhy do some people love going to the gym whilst others find it a chore? The answer lies in understanding what drives us to exercise. Motivation is the force that pushes us to start, continue and maintain physical activity. In psychology, we split motivation into two main types: extrinsic (external rewards) and intrinsic (internal satisfaction).
Understanding these different types of motivation is crucial for sports psychologists, fitness professionals and anyone wanting to maintain a healthy lifestyle. Research shows that the type of motivation we have significantly affects how long we stick with exercise programmes.
Key Definitions:
This comes from outside yourself. You exercise because someone else wants you to, or because you'll get something in return. Examples include exercising to win a trophy, lose weight for a wedding, or because your doctor told you to.
This comes from within yourself. You exercise because you genuinely enjoy it and find it personally rewarding. Examples include running because you love the feeling, playing football because it's fun, or swimming because it makes you feel peaceful.
Not all extrinsic motivation is the same. Psychologists have identified four different types, ranging from completely external control to almost internal motivation. Understanding these helps explain why some external motivators work better than others.
According to Self-Determination Theory, extrinsic motivation exists on a spectrum. Some types feel more controlling, whilst others feel more autonomous and self-directed.
The most controlling type. You exercise only because of external rewards or punishments. Example: Only going to the gym because your parents make you, or exercising solely to avoid being dropped from a team.
You've internalised external pressures but still feel controlled. You exercise to avoid guilt or shame. Example: Going for a run because you feel guilty about eating cake, or exercising because you think you "should" to be a good person.
You recognise the value of exercise for your goals. It's still external but feels more personal. Example: Lifting weights because you want to be stronger for rugby, or doing cardio because you value being healthy.
Sarah, 16, initially started running because her PE teacher suggested it for fitness marks (external regulation). She then continued because she felt she should exercise to be healthy (introjected regulation). Eventually, she began running because she wanted to complete a marathon for charity (identified regulation). Finally, she discovered she genuinely loved the peaceful feeling of running (intrinsic motivation). Her motivation evolved from purely external to genuinely internal over 18 months.
Intrinsic motivation is the gold standard for long-term exercise adherence. When you're intrinsically motivated, exercise doesn't feel like work - it feels like play. This type of motivation is self-sustaining and leads to better mental health outcomes.
Intrinsically motivated exercisers share several common characteristics that help explain why they stick with physical activity long-term.
The activity itself is rewarding. A footballer who loves the feeling of scoring goals, or a swimmer who enjoys the sensation of moving through water. The process matters more than the outcome.
Seeking to improve and master skills for personal satisfaction. A rock climber attempting harder routes not for recognition, but for the personal achievement and growth.
Self-Determination Theory identifies three basic psychological needs that, when met, promote intrinsic motivation. Understanding these helps explain why some exercise environments foster internal motivation whilst others kill it.
Feeling in control of your choices. Having options about what, when and how you exercise. Example: Choosing your own workout routine rather than being forced to follow someone else's plan.
Feeling capable and effective. Experiencing success and improvement in your abilities. Example: Gradually increasing your running distance or lifting heavier weights over time.
Feeling connected to others and part of a community. Having supportive relationships around exercise. Example: Being part of a football team or having a workout buddy who encourages you.
Studies show that adding external rewards to activities people already enjoy intrinsically can actually reduce their internal motivation. This is called the overjustification effect. For example, if a child loves playing football and you start paying them to play, they might begin to see it as work rather than fun. However, this only happens when rewards are controlling rather than informational.
Understanding the difference between extrinsic and intrinsic motivation has practical implications for coaches, parents, teachers and individuals trying to maintain exercise habits.
Different situations call for different motivational approaches. The key is knowing when to use external motivators and how to foster internal motivation.
External motivators can be helpful for getting started. Fitness trackers, workout buddies, or signing up for events can provide the initial push. The goal is to gradually shift towards more autonomous forms of motivation as skills develop.
Focus on building intrinsic motivation by emphasising enjoyment, personal growth and choice. Help people find activities they genuinely enjoy rather than forcing them into specific exercises.
Many well-meaning parents, coaches and fitness professionals accidentally undermine intrinsic motivation by using controlling external motivators. Recognising these mistakes is the first step to avoiding them.
The same external motivator can be presented in controlling or supportive ways, leading to very different outcomes for long-term motivation.
"You must exercise every day or you'll get fat." This creates pressure and guilt, potentially damaging intrinsic motivation. The person exercises to avoid negative consequences rather than for positive reasons.
"Exercise can help you feel energised and strong. What activities do you think you'd enjoy?" This provides information and choice, supporting autonomy and potentially fostering intrinsic motivation.
Many students report hating PE at school, often because it feels controlling and doesn't meet their psychological needs. Students have little choice in activities (low autonomy), may feel incompetent if they're not naturally athletic (low competence) and might feel excluded or judged (low relatedness). Progressive PE programmes address this by offering activity choices, focusing on personal improvement rather than comparison with others and creating inclusive environments where everyone feels valued.
Psychologists have developed various tools to measure different types of motivation. Understanding these helps researchers and practitioners identify what drives individuals to exercise.
Several questionnaires and observation methods help identify motivation types and predict exercise behaviour.
This measures the different types of extrinsic motivation plus intrinsic motivation. It helps identify whether someone exercises for external rewards, personal goals, or pure enjoyment.
This assesses how much someone enjoys an activity, feels competent doing it and experiences autonomy. Higher scores predict better long-term adherence to exercise programmes.
Whether you're trying to motivate yourself or help others, these evidence-based strategies can help shift motivation from external to internal.
Offer options in activities, timing and intensity. Even small choices can increase feelings of autonomy and internal motivation.
Emphasise personal improvement rather than comparison with others. Celebrate small victories and skill development.
Create supportive social environments where people feel connected and valued regardless of their fitness level.