For play, the activity itself is usually the driving force for people to engage in play rather than the outcomes. When one plays, all inhibitions are lost, and one becomes fully immersed in the fun. Also, even the simplest of games teach lessons that entail playing by the rules. Also, the fact that play and games are usually regarded as an integral component of wholesome and healthy living is a motivation to engage in the activity. When people engage in play, the motivation is often the activity itself, which is of intrinsic value and provides innate satisfaction to a person.
Recreation entails activities carried out during leisure time that serve given purposes. The motivation to engage in recreational activities is the satisfaction or the effect that it has on an individual. Most recreation activities bring about harmony and unity within an individual. It also brings about feelings of wholesomeness, satisfaction, positive self-identity, and creativeness. Recreation also satisfies cravings for pleasure. It does not necessarily have to involve play and what is most important about recreation is the outcome of the activity and its intrinsic value.
The desire for self-actualization, satisfy status and esteem needs, and social, and love needs are what motivates people to engage in leisure recreation and play (Henle, 2016). All the three activities are usually done not out of necessity, but it is normally self-initiated from ones free will. The motivation for engaging in all the three is the need to relax, rest and feel rejuvenated. It can be concluded that the motivation for the engagement in leisure, play, and recreation is usually the intrinsic value of the activities, rather than the outcome.
The challenge course that was carried out did offer an opportunity for one to experience learning, team exploration and personal growth. Some participants did overcome obstacles of increasing difficulty through group interaction and personal challenge. Also, participants had an opportunity to share their capabilities while working cooperatively with other members of the class to perceived limitations and meet initiative objectives.
Every person was involved in the activities that took place. For those who were not actively participating in the activities, they took part by offering words of encouragement and cheering on those who were taking on the obstacles. The support provided by the rest members to those taking the challenges did motivate those participating directly to strive harder towards overcoming the challenges. The participants were focused on the rewards of overcoming the obstacles, which was winning. The desire to overcome the difficulties and the resulting satisfaction did serve to motivate most people to overcome them, despite some of them being quite challenging.
Personally, I believe the experience heightened my sense of personal and collective achievement, and I learned lessons that I think would be of use for my success in future undertakings. The lessons include the importance of motivation in accomplishing a given goal and the role that a supportive team plays in motivating one to succeed. From the challenge course experience, I noted that those who were able to overcome the obstacles focused on the outcomes rather than the difficulty of the obstacle. Also, the support from the other members was also an essential factor in their success. I believe these lessons will be useful in different spheres of life to be successful.
Evans, P. (2016). Motivation and Emotion. [S.L.]: Psychology Press.
Henle, S. (2016). The interrelationship of leisure and play: play as leisure, leisure as play. Leisure studies in a global era. Annals Of Leisure Research, 20(4), 507-508. http://dx.doi.org/10.1080/11745398.2016.1229204
Kusurkar, R., Ten Cate, T., Vos, C., Westers, P., & Croiset, G. (2012). How motivation affects academic performance: a structural equation modeling analysis. Advances In Health Sciences Education, 18(1), 57-69. http://dx.doi.org/10.1007/s10459-012-9354-3
Pinder, C. (2015). Work motivation in organizational behavior. [Place of publication not identified]: Psychology Press.
Sharfaraj, M. (2013). Popular Models and Theories of Motivation: Strength and Weakness. California Business Review, 1(2), 29-38. http://dx.doi.org/10.18374/cbr-1-2.3
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