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goal setting Flashcards

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1
Q

what is a goal?

A
  • object or aim of an action
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2
Q

what are the two types of goals?

A
  • objective and subjective
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3
Q

what is a objective goal?

A
  • attaining a specific standard of proficiency on a task, usually within a specified time limit
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4
Q

what is a subjective goal?

A
  • general statement of intent
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5
Q

what is the difference between learning goals and performance goals?

A
  • learning goals focus on processes, strategies and procedures
  • performance goals focus on achieving specific tasks that allow one to meet standards of proficiency on already learned tasks
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6
Q

what are the three types of goals?

A
  • outcome, performance and process
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7
Q

what are outcome goals?

A
  • focus on outcomes/ competitive results of a particular event
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8
Q

what are outcome goals oriented to and based on? give an example

A
  • product orientated
  • based on social comparisons
    e.g. want to win a league
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9
Q

what are the strengths of outcome goals?

A
  • facilitate movement away from competition; during practice e.g. hard gym session
  • aid in completing unenjoyable activities due to motivation
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10
Q

what are the limitations of outcome goals?

A
  • often uncontrollable; compare yourself to others; big teams
  • increases anxiety and negative thoughts; distract/ increase irrelevant thoughts during comp
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11
Q

what are performance goals? give an example

A
  • specify end products of performance; intrinsic form that can be achieved independently of others
  • e.g. patient completing 2 more unassisted steps by end of week
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12
Q

what are process goals? give an example

A
  • specify behaviours/actions in which the performer will engage in during performance to improve form, technique and strategy
  • e.g. staying focused, maintaining power
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13
Q

what are the strengths of performance and process goals?

A
  • more controllable as less dependable on opponents
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14
Q

what are the limitations of performance and process goals?

A
  • can lead to overthinking and anxiety
  • difficult to prioritise them; many things to process at same time
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15
Q

what is the direct mechanistic view?

A
  • goals influence performance in four direct ways
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16
Q

what are the four ways of direct mechanistic view?

A
  • direct attention to important elements of skill performed
  • mobilise efforts; nothing distracts
    -prolong persistence e.g., set a subgoal
  • foster development of new learning strategies
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17
Q

what is the indirect thought- process view?

A
  • performance influenced by goals leading to changes in psychological factors
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18
Q

what are the psychological factors of the indirect thought process view?

A
  • lowered anxiety as goal broken down
  • greater confidence
  • improved self- regulation
  • being better at coping with failure
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19
Q

what do goals help athletes with?

A
  • provides direction and keeps them focused on task at hand
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20
Q

what does effectiveness of goal setting depend on?

A
  • interaction between individuals and the situation in which they are placed
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21
Q

what must the goal setting process be?

A
  • flexible
22
Q

what are the SMART principles?

A
  • specific
  • measurable
  • achievable
  • realistic
  • timely
23
Q

what does specific mean?

A
  • person understands what is needed to reach the end goal so should be well defined, clear, concise and unambiguous
24
Q

what does measurable mean?

A
  • criteria to determine goal achievement and measure progress towards the goal
25
Q

what does achievable mean?

A
  • goals should be attainable; not impossible to achieve
  • if goal is too easy then you won’t be motivated or challenged
26
Q

what does realistic mean?

A
  • goals need to be worthwhile and match in with efforts/ needs
  • is it the right time to work towards this goal?
27
Q

what does timely mean?

A
  • clearly defined timeline with start date and target date in order to create urgency
28
Q

describe the principle of setting specific goals- with an example

A
  • focused and easy to understand
  • individual knows exactly what they’re trying to achieve so it is easier to see whether achieved/ how close
    e.g. running a 5km race fast vs running 5km race at 7.30min split
29
Q

describe set moderately difficult but realistic goals

A
  • too easy= little value if not much effort needed and boredom
  • too hard= frustration, reduced confidence, poor performance (challenged)
30
Q

describe setting short and long term goals

A
  • short term help maintain focus and progress
  • makes the long term goals achievable
  • long term goals provide direction
31
Q

describe the principle of set performance, process and outcome goals

A
  • used in balance to cover all bases
32
Q

how many motivation orientation goals are there?

A
  • 4 types
  • mastery approach, mastery avoidance, performance approach and performance avoidance
33
Q

give an example of mastery approach and mastery avoidance

A
  • mastery approach e.g. improve my time in park
    -don’t finish the park run slower than last time
34
Q

give an example of performance approach and performance avoidance

A
  • performance approach e.g. finish in top 10 of park run
  • performance avoidance e.g. don’t finish in the bottom half of the field
35
Q

describe the principle of set practice and competition goals

A
  • lots of time spent practicing so important to set goals in practice
  • most successful athletes set more practice goals
36
Q

describe the principle of recording goals

A

-display goals where easily seen e.g. index cards, phone app
- record goals and progress

37
Q

describe the principle of developing goal achievement strategies

A
  • specific mini goals e.g. goal is lowering golf handicap by 3 shots
  • strategy= chipping a bucket of golf balls onto a practice green three times a week
38
Q

describe the principle of considering participants’ personalities and motivations

A
  • importance in implementing most effective goal setting as these factors influence type of goals
  • high achievers readily seek challenging but realistic goals
  • low achievers adopt either very easy or very difficult goals
39
Q

describe the principle of fostering individual’s goal commitment

A
  • coaches should encourage progress and provide feedback
  • make pts get involved in goal process via their input to ensure ownership
40
Q

describe the principle of goal support

A
  • support beyond coaches such as peers, family reviewing goals, asking about progress, emphasising with struggles and encourage persistence
41
Q

describe the principle of evaluation and feedback

A
  • initiated at the start and continually implemented throughout the programme
  • important to provide specific feedback
42
Q

what are the problems with these 12 principles in improving goal setting?

A
  • people do not often adhere to the principles
  • can be easier said than done
  • can encounter problems; be on lookout for them to prevent them becoming bigger/ repeating
43
Q

why do people fail to set specific goals?

A
  • sometimes too generic e.g. want to get fitter
  • other times halfway set e.g. write 500 words of an essay
  • need to include numerical goals
44
Q

when is setting unrealistic goals common?

A
  • when people have limited experience of how long things may take
  • often prevalent in overly optimistic people
45
Q

why do goals need to be altered?

A
  • because need to change difficulty and timeline to keep goals beneficial
46
Q

what needs to be recognised when setting goals?

A
  • individual differences
  • what works for one person may not work for another
47
Q

what locus of control contributed to the most effective goals?

A
  • internal locus of control
48
Q

why is a follow up required?

A
  • needs to be monitored throughout or deliberately eliminated due to a specific reason
49
Q

what are the three types of barriers to setting goals?

A
  • physical, internal/ psychological and external
50
Q

what are physical barriers?

A
  • injury, illness
51
Q

what are psychological barriers?

A
  • lack of confidence, lack of goal feedback
52
Q

what are external barriers?

A
  • lack of time, work communication, family and personal responsibility

sport psychology (17 decks)

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