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Sport Psychology 2 > Chapter 5: Goal Setting > Flashcards

Chapter 5: Goal Setting Flashcards

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1
Q

4 types of goals

A
  • Outcome: comparison to others, outperform (i.e. win)
  • Performance: achieving personal standards (i.e. improvement)
  • Process: actions executed for proper technique (i.e. precise movements)
  • Social: desire for acceptance, “fit in”
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2
Q

Motivational Climates or Environments (3)

A
  • Competitive/performance: comparison; ability defined as winning, mistakes punished
  • Mastery: effort, personal achievement
  • Interaction/cooperative: social engagement, every player important
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3
Q

3 points to consider for goal setting (describe in diff. cards)

A
  1. Orientation (Cognitive) Development
  2. Goal Choices
  3. Climate Choices
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4
Q

Orientation (Cognitive) Development (1/3 points to consider for goal setting)

A

1-6 years: undifferentiated, task
7-12 years: relative to others, ego
12 plus years: situation exposure and significant others beh. can determine long-term orientation

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5
Q

Goal Choices (1/3 points to consider for goal setting)

A

“mixed/multiple goal” vs. outcome/win emphasis only

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6
Q

Climate Choices (1/3 points to consider for goal setting)

A
  • match to orientation and ability and consider perceived ability
  • task oriented + mastery climate + high perceived ability = effort, persistence
  • ego oriented + ego climate + low perceived ability = maladaptive motivation pattern
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7
Q

How do beliefs in ability impact mastery/ego orientation.

A

Belief ability is CHANGEABLE (incremental) = mastery

Belief ability is NOT CHANGEABLE (entity) = ego

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8
Q

Goal setting in practice: provide… and be careful with…

A

Provide:
- multiple goals with shifting goal focus
- choices, positive reinforcement for effort, specific performance improvements (mastery climate)
Careful with:
- too many goals at once
- teammate competitions
- punish/blame mistakes
- unequal attention to diff. ability athletes (competitive/performance envir.)

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9
Q

Principles of goal setting - SMART (describe in diff. cards)

A 
Specific
Measurable
Attainable/achievable
Realistic
Time-framed
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10
Q

Specific (1/5 Principles of goal setting - SMART)

A
  • type of motivational regulation (int/ext)
  • consider indv. diffs. (locus of causality, self-efficacy)
  • consider goal orientation (ego/mastery)
  • consider time in season
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11
Q

Measureable (1/5 Principles of goal setting - SMART)

A
  • quantify, observe it - behavioural/action oriented

- baseline, pre-post comparison possible

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12
Q

Attainable/achievable (1/5 Principles of goal setting - SMART)

A
  • enhance intrinsic motivation
  • individually matched to ability, possible goal barriers
  • too little challenge = lose interest, no value
  • too much challenge = frustration, discouraged
  • just right/moderately difficult = extension of current self, requires work
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13
Q

Realistic (1/5 Principles of goal setting - SMART)

A

Match goals to:

  • current starting point
  • preferences
  • challenge and past exps.
  • work/family life, priorities, time available
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14
Q

Time-framed (1/5 Principles of goal setting - SMART)

A
  • short and long term

- appropriate for particular skill: too short = defeated, too long = procrastination

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15
Q

Locus of causality

A

perception of whether origin of their reasons for engaging in a behaviour is internal or external

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16
Q

Goals should FIRE up motivation (describe in diff. cards)

A

Foster individuals, teams
Internalized and inspired
Rewarded (reinforced)
Evaluated, monitor progress

17
Q

Foster individuals, teams (1/4 FIRE up motivation)

A
  • challenge personal fear, beliefs

- indv. and team goals = group decision on importance, values + group “scores” vs. indv. only

18
Q

Internalized and inspired (1/4 FIRE up motivation)

A
  • self-set (autonomous motivational regulation) or assigned (externally controlled motivational regulation) = control, self-determined
  • visible, rehearsed reminders (photos, quotes)
  • “why” response possible
  • supported by others
  • role models
19
Q

Rewarded (reinforced) (1/4 FIRE up motivation)

A
  • performance + process

- type - social, material, activity

20
Q

Evaluated, monitor progress (1/4 FIRE up motivation)

A
  • strengths and needs
  • obstacles/barriers
  • review progress
  • obtain input, provide feedback
21
Q

Goal setting theory

A

athletes who form goals are energized to show increased effort, which increases effectiveness at accomplishing goals

22
Q

Objective vs Subjective goals

A

Objective: measurable in specific and precise way
Subjective: describe general statements of inentions

23
Q

Goal achievement strategies (6)

A
  • recording and monitoring goals
  • creating action plan to reach goals
  • increasing goal commitment
  • adapting goals to indv. athletes
  • providing goal feedback and support
  • recognizing barriers to goal achievement
24
Q

Goal

A

something a person is consciously and deliberately trying to accomplish

Sport Psychology 2 (6 decks)

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