Goal Setting Flashcards
state 3/5 reasons why goal setting is of interest
- helps engage in selected (eg - helpful) behaviours
- frequently reported from high performance
- successful athletes use goal setting more than less successful athletes
- a common and useful strategy in driving behaviour
- frequently linked to positive psychological outcomes
state what it is meant by the key term - ‘goal’
a goal is what an individual is trying to accomplish; the object or aim of action
state 3 general facts about goals
- can be objective or subjective
- can be mastery or avoidance based
- can be relative or absolute
every goal includes 2 basic components. state what these are
- direction of the goal
2. the amount of quality of the product (from the goal)
state what it is meant by the key term - ‘objective goal’
an objective goal is one where you attempt to attain a specific standard of proficiency in a task, usually within a specified time (Locke and Lathum, 2002)
state what it is meant by the key term - ‘subjective goal’
a subjective goal is a general statement of intent
state what it is meant by the key term - ‘outcome goal’
an outcome goal is one that typically focuses on a competitive result of an event
state what it is meant by the key term - ‘performance goal’
a performance goal is one that typically focuses on achieving standards of performance objectives (independent of other competitors)
state what it is meant by the key term - ‘process goal’
process goals typically focus on the actions the individual must engage in during performance to execute or perform well
state 3/6 ‘common problems in goal setting’ as stated by Weinberg and Gould, 2012
- convincing athletes to set goals (Murphy, 1996)
- failing to set specific goals
- setting too many goals, too soon
- failing to adjust goals
- failing to set performance and process goals
- not providing follow ups and evaluations
state who came up with, and when they came up with, ‘Goal Setting Theory’
Locke and Latham, 2002, 2019
state 2 introductory facts to ‘goal setting theory’
- the prominent framework for intervention
2. used across multiple domains
state the 2 views of how goal setting works
- the ‘indirect thought process’ view
2. the ‘direct mechanistic’ view
explain the ‘indirect thought process’ to how goal setting works (1 point)
goals indirectly influence performance through psychological factors (eg - confidence, anxiety)
explain the ‘direct mechanistic’ view of how goal setting works (4 points)
- goals direct attention to important elements of a skill
- goals mobilise performers efforts
- goals prolong performer persistence
- goals foster development of new learning strategies
what are goals considered to be (Locke and Latham, 2002, 2019)
goals are thought to be an ‘end state’ or the object to accomplish
through intervention, what two things can occur (Locke and Latham, 2002, 2019)
- goals have been shown to enhance task-related performance
2. effect occurs through 4 mechanisms
state the 1st (of 4) mechanisms by which effect occurs as a result of goal setting (Locke and Latham, 2002, 2019)
directs individuals to focus their efforts towards goal related actions, and ignore irrelevant activities
state the 2nd (of 4) mechanisms by which effect occurs as a result of goal setting (Locke and Latham, 2002, 2019)
energises individuals, allowing them to invest effort into goal pursuit
state the 3rd (of 4) mechanisms by which effect occurs as a result of goal setting (Locke and Latham, 2002, 2019)
impacts persistence whereby more difficult goals result in a higher effort being exerted
state the 4th (of 4) mechanisms by which effect occurs as a result of goal setting (Locke and Latham, 2002, 2019)
pursuing goals facilitates the discovery and development of task-related strategies
state the 5 things that impact goal setting, as stated by Locke and Latham (2002, 2019) ?
- goal difficulty
- goal specificity
- goal proximity
- goal source
- goal type
what are the 6 ‘moderators’ which have been shown to effect the ‘goal setting-performance relationship’ ?
(a great fan taught the rowing)
- ability
- goal commitment
- feedback
- task complexity
- task knowledge
- resources
what study did Weinberg et al come up with in 2000 ?
‘Athlete preference for goal setting’ (Weinberg et al, 2000)
what was the point of the following study - ‘Athlete preference for goal setting’ (Weinberg et al, 2000)
exploratory research into different levels of athletes (almost all use goal setting and find it useful)
state the 3 result sets from - ‘Athlete preference for goal setting’ (Weinberg et al, 2000)
- olympic athletes viewed improving performance as most important goal, then winning and enjoyment
- college students saw winning as the most important goal
- youth athletes saw enjoyment as the most important goal
as found in ‘Athlete preference for goal setting’ (Weinberg et al, 2000), explain the two types of barriers to achieving goals
- internal - lack of confidence, lack of time, lack of goal feedback, too many goals, confusing goals
- external - lack of time, work commitments, family and personal responsibilities
what study did McCarthy et al conduct in 2010 ?
‘Using goal setting to enhance positive effect’ (McCarthy et al, 2010)
explain the experimental set up, in 4 points, to - ‘Using goal setting to enhance posotive effect’ (McCarthy et al, 2010)
- junior multi-event athletes (n = 3)
- psycho-educational workbook which did the following:
- set process and performance goals for training
- explored the goal setting principles
state the 4 findings to - ‘Using goal setting to enhance positive effect’ (McCarthy et al, 2010)
- significant overall increase in positive effect for participants 1 and 2
- part significant effect for participant 3
- no significant in decrease the negative effect
- some support for the hypothesis that goal setting can support the positive effect
what study did O’Brien et al conduct in 2009 ?
‘Using goal setting to enhance performance’ (O’Brien et al, 2009)
state 3 introductory facts about -‘Using goal setting to enhance performance’ (O’Brien et al, 2009)
- examining effects of goal setting on performance (skill level)
- examined 3 elite and 3 non-elite boxers (aged 15-17)
- goal setting programme (3 phases): determining goals, setting goals, reviewing goals
state the 2 findings to - ‘Using goal setting to enhance performance’ (O’Brien et al, 2009)
- elite performers displayed consistent performance improvements in targeted behaviours (more facilitative anxiety, greater self-confidence)
- post IV, 5/6 boxers showed improvements in win percentage of their fights
state 4 (10 available) goal setting principles stated by Weinberg and Gould (2012)
- set specific goals
- set moderately difficult but achievable goals
- set LT and ST goals
- set performance, process and outcome goals
- set practice and competition goals
- record goals
- develop goal achievement strategies
- consider participants personality and motivations
- foster an individuals goal commitment
- provide goal support and evaluation
what is the ‘goal setting theory’ said to be ?
a motivational theory focused on conscious goal and task performance
