In the context of freshmen, goal setting theory seems like a good motivational theory in play. Locke and Latham, 1990, define that goal setting has two implications: it forms a basis for behavior and directs behavior, the theory works on the assumption that all humans are rational beings. The basic idea is that goal setting channels people's attention to the goal and puts them in a position to evaluate their own abilities to set those goals, pushing them to work hard towards achieving the goal to prevent failure in the goal achievement, since the goal also establishes performance parameters required to be successful, accepting these goals as one's own is called goal commitment. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay In the context of freshmen whose initial goal with respect to society is to succeed as debaters and acquire skills unique to debate: Seniors often set goals for students – to “break,” i.e., reach a particular stage in a tournament as both a debater and a judge, these objectives are set for freshers in general, but also take each member's individual differences into account when assigning objectives - which is always judged based on 'input' from freshers and discussions generic with them, the latest and probably wrong freshmen is the idea of ​​'Feedback': not only do freshmen get quantitative feedback in terms of wins-losses in a tournament, but they also get plenty of qualitative feedback internally from seniors during the simulations but also from other members of the circuit during the tournaments: the beauty of this feedback lies in its objectivity, in the ability of the judge who is generally a senior to convince and in the personalized nature of the feedback which allows people to not only improve as a group but also as individual participants in the debate; although peer feedback plays a role, the fact that the elder provides qualitative feedback adds further legitimacy to it. As for seniors and gradually with freshmen who will spend some time on the circuit, the reinforcement theory of motivation also becomes behavior-focused; although the theory is at odds with Goal Setting Theory, philosophically, as one adopts a behavioristic approach while the other adopts a cognitive approach and according to Robbins and Judge it is not concerned with the initiation of behavior, and therefore is not according to them , a theory of motivation. However, because it provides a powerful means of analyzing what controls behavior, it ends up driving discourse within the organization. That said, reinforcement in the context of the English Debating Society, JMC includes internal appreciation of people with high simulated participation, recognition of individual efforts regardless of win-loss, appreciation posts on the official Facebook page, peer reinforcement in terms of periodic and specific constructive feedback, etc. In addition to this recognition on the circuit and winning at tournaments along with the added incentive of prize money is a great reinforcer for some members. It is important that this clarification exists as to why goal-setting theory takes a backseat for "seniors" - the reason lies in what an individual actively seeks: for freshmen, winning a tournament equates to success as a debater, and so seniors use this.