Goal setting (wk1) Flashcards
Define different types of goals
-Objective, subjective, goal setting, outcome goals, performance goals, process goals
-A goal is an object or aim of an action
-Objective goal – Attaining a specific standard of proficiency on a task, usually within a specified time limit
-Subjective goal – General statement of intent
-Goal setting – ‘Excellence in any field is largely dependent on having a vision of where you want to go’
-Outcome goals -> Focus on the outcomes/competitive results of particular events. ‘Product orientated’. Usually based on social comparisons.
-Performance goals -> Specific end products of performance. Can be achieved independently of others.
-Process goals -> Specify behaviours/actions in which the performer will engage in during performance. Improving form, technique, strategy e.g. staying focused, maintaining power
Advantages and disadvantages of each goal type
-Outcome
- (+) Facilitate movement away from competition e.g. Hard gym sessions and Aid in completing unenjoyable activities
- (-) Often uncontrollable
- (-) Can increase anxiety and negative thoughts
- (-) Can distract and/or increase irrelevant thoughts during competition
Advantages and disadvantages of each goal type
-Performance and process goals
- (+) More controllable
- (+) Less dependable on others
- (-) Can lead to overthinking and anxiety (performance goals)
- (-) Difficult to prioritise them
Describe goal setting
-Does it work, direct mechanistic view, in-direct thought-process view
-Each type of goal has its advantages and disadvantages and it’s important to consider when setting goals
-Does goal setting work? – Reviews of literature in sport, physical activity, and business settings. 80% of studies in sport ad exercise demonstrated moderate to strong effects. Goal setting works well in sport and for physical activity. Effects are maximised when planning, achievement strategies, rewards, and feedback are included
-Direct mechanistic view -> goals influence performance in 1 of 4 ways: direct attention to important elements of the skill performed, mobilise efforts, prolong persistence, foster development of new learning strategies
-In-direct thought-process view -> performance in influenced by goals leading to changes in psychological factors, like: lowered anxiety, greater confidence, improved self-regulation, being better at coping with failure
Describe SMART goals
Specific:
* Well defined
* Clear and concise
* Unambiguous
* Need to know end goal
Measurable:
* Criteria to determine goal achievement
* Als measure progress towards the goal
Achievable:
* Goal should be attainable
* Not impossible to achieve
* Too easy and not motivating/challenging
Realistic:
* The goal needs to be worthwhile
* Is it the right time to work towards this goal?
* Does it match in with my other efforts/needs?
Time-based:
* Clearly defined timeline
* Start date and target date
* Purpose to create urgency
Describe the 12 principles of goal setting
- Set specific goals
- Set moderately difficult but realistic goals
- Set long-term and short-term goals
- Set performance, process and outcome goals
- Set mastery approach v performance avoidance goals
- Set practice and competition goals
- Record goals
- Develop goal achievement strategies
- Consider participants’ personalities and motivations
- Foster an individual’s goal commitment
- Provide goal support
- Provide evaluation of and feedback on goals
Explain viewpoint behind:
Specific goals, difficult but realistic goals, long and short term goals, performance, process and outcome goals
-Specific goals -> Focused and easy to understand. Individual (and others) should know exactly what they’re trying to achieve. Easier to see whether achieved or how close to being achieved. Examples: running a 5km race fast vs running a 5km race at a 7.30min split.
-Difficult but realistic goals – Strike the right balance. Too easy= little value if not much needed and boredom. Too hard= frustration, reduced confidence, poor performance. Challenge the individual. If in doubt, eer on the side of caution.
-Long term and short term goals – Long-term goals provide direction. Short-term goals maintain focus and progress. Short-term goals help make the long-term goal achievable (bite sized).
-Performance, process and outcome goals – Early research: encouraged use of performance and process goals and perceived control and self confidence + More recently: balanced use of all 3 types of goals
-Mastery-Approach vs Performance-Avoidance goals -> There ae 4 types of motivation orientation goals:
- Mastery approach e.g. improve my time in the park run by 5 seconds
- Mastery avoidance e.g. don’t finish the park run slower than last time
- Performance approach e.g. finish in the top 10 of park run
- Performance avoidance e.g. don’t finish in the bottom half of the field
+ Best to aim focus on self (mastery) and on succeeding (approach) and not failure (avoidance)
Practice and competition goals, record goals
-Practice and competition goals – Emphasises often on competition goals. Lots of time spent practicing so important to set goals in practice. Most successful athletes set more practice goals than non-successful athletes.
-Record goals – ‘Out of sight, out of mind’. Goals should be recorded and displayed where easily seen. Lots of recording methods (e.g. diary, index cards, phone apps) but often not done. A more efficient method of recording is usually the most useful (e.g. section in a training log to record goals and progress towards them).
Goal, achievement strategies, participants’ personalities and motivations, individual goal commitment
-Goal achievement strategies – One of the most important principles. No point in setting goals if you don’t identify specific strategies to achieve them. Can be thought of as ‘mini goals’.
-Participants’ personalities and motivations – Personality, motivation and goal tendencies will influence the type of goals, most effective, and the effectiveness of the goal setting process. E.g. high achievers readily seek out and adopt challenging but realistic goals. One size does not fit all!
-Individuals goal commitment - A goal will not be achieved without commitment. Coaches and instructors must encourage progress and provide feedback. Make participants a part of the goal setting process by getting their input. Ownership over the goal = more invested in it.
Provide goal support and evaluation of feedback about goals
-Provide goal support – Others beyond coaches or instructors should support the person through their goal setting. This is not very common in reality. Support can come from various sources e.g. peers, spouse, family etc. Support can involve reviewing goals, asking about progress, empathising with struggles, encouraging them to persist.
-Evaluation of and Feedback about goals – Feedback on performance progress is essential. Often this is neglected by coaches and/or instructors. Should be initiated at the start and continually implemented throughout the season/programme. Important to follow-up on goal evaluation and provide feedback specific to the individual.
Common goal problems and how they may be resolved
-Goal setting problems, convincing people to set goals, failing to set specific goals
-Goal setting problems – Goal setting is not perfect. People do not often adhere to the principles. It can be easier said than done. Can encounter problems -> be on the lookout for them to prevent them becoming a bigger issue/repeating.
-Convincing people to set goals – Athletes/exercisers/students etc. Some aren’t aware this is effective. Some think of it as ‘too much effort’. Others think they’re okay without goals. Important to understand the reasons why people do not set goals.
-Failing to set specific goals – Sometimes they’re too generic e.g. I want (my athletes) to get fitter. Other times halfway set e.g. write 500 words of an essay.
Common goal problems and how they may be resolved
-Setting unrealistic goals, failing to adjust goals, failing to recognise individual differences, not providing follow-up and evaluation
-Setting unrealistic goals – Common when people have limited experience of how long things might take. Often prevalent in overly optimistic people/wishful thinkers.
-Failing to adjust goals – Everything won’t always be perfect. Goals must be challenging but not impossible. Sometimes they may need to be altered to keep them beneficial -> difficulty, timeline, deadline. Sometimes leads to additional goals.
-Failing to recognise individual differences – Often due to the coach/PT/HCP but can also be the athlete/patient. What worked well for one person might not work for another person.
-Not providing follow-up and evaluation – Often people set goals and leave it at that. Setting them is only half of the battle. Goals must be monitored throughout or deliberately eliminated due to a specific reason.
