Week 5 - Goal Setting

Question 1

Define objective goals

Answer 1

focus on “attaining a specific standard of proficiency on a task, usually w/in a specified time”

(Locke & Latham, 2002)

Question 2

Define subjective goals

Answer 2

General statements of intent (e.g., “I want to do well,” ) that aren’t measurable or objective.

Question 3

What are the types of goals

Answer 3

Outcome

Performance

Process

Question 4

TYPES OF GOALS

Describe outcome goals

Answer 4

focus on a competitive result of an event.

Achieving these goals doesn’t only depend on own efforts but also on ability + play of your opponent.

Question 5

TYPES OF GOALS

Describe performance goals

Answer 5

Focus on achieving standards or perf. objectives independently of other competitors, usually on the basis of comparisons w/ own previous performances.

Tend to be more flexible + in your control.

Question 6

Give examples of performance goals

Answer 6

Running a mile in 6 mins 21 secs

Improving the % of successful slice first serves from 70% to 80%

Question 7

TYPES OF GOALS

Describe process goals

Answer 7

Focus on actions ind. must engage in during performance to execute or perform well.

Research by Kingston + Hardy (1997) has shown that process goals are effective in +ively influencing golfers’ self-efficacy, cognitive anxiety + confidence.

Question 8

Give an example of a process goal

Answer 8

Athlete doing injury rehabilitation may set a goal of slowly moving through a range of motion while maintaining good form on a leg extension exercise.

Question 9

How do outcome goals change behaviour?

Answer 9

Facilitate ST motivation away from comp

but just b4 or during comp it often ⬆️ anxiety + irrelevant, distracting thoughts.

Question 10

Why are performance + process goals important?

Answer 10

Can make more precise adjustments

i.e ⬆️ goal from 80->82% than you can to outcome goals which often have fewer levels.

Also less dependent on opponents behaviour.

Question 11

What can happen if too much emphasis is placed on a specific performance goal under special circumstances?

Answer 11

Can create anxiety.

Can also be difficult to prioritise specific performance + process goals unless they also consider LT outcome goals.

Question 12

Who showed that using a mix of goal types produced significantly better performance than simply relying on 1

Answer 12

Study by Filby, Maynard, + Graydon (1999)

Question 13

Who + what for:

Results = GS interventions effective in changing PA levels for a wide variety of populations (e.g., males + females, various ages) irrespective of mode of delivery (e.g., in person vs. via technology).

What else did they conclude?

Answer 13

McEwan + colleagues (2016) conducted a systematic review + meta-analysis of 45 GS–based interventions for changing PA behavior.

Also concluded that when GS interventions included planning, goal achievement strategies, rewards + fb, the PA change effects were maximized.

Question 14

What factors consistently enhance the effectiveness of GS in sport environments?

Answer 14

ST + LT goals of mod. difficulty

Fb

Specificity

Public acknowledgment of goals

Combination of different goals.

Question 15

On what type of tasks does GS appear to enhance performance best?

Answer 15

Low-complexity tasks

Question 16

What have researchers found about GS in relation to P.E students?

Answer 16

Influences their intrinsic motivation, exercise adherence, persistence + effort

Question 17

What are the top 3 goals for each type of athlete?

Answer 17

Improving perf (olympic athletes)

Winning (collegiate athletes)

Enjoyment (Youth athletes)

Question 18

What are major barrier to achieving goals for collegiate athletes?

Answer 18

stress

fatigue

academic pressures

social relationships

lack of time.

Question 19

What are major barrier to achieving goals for olympic athletes?

Answer 19

INTERNAL (e.g., lack of confidence, lack of goal feedback, too many goals or conflicting goals)

EXTERNAL (e.g., lack of time, work commitments, family + personal responsibilities).

Question 20

Which gender has found to set goals more often?

Answer 20

Females

Question 21

What reason do athletes have for GS?

Answer 21

provide them direction

keep them focused on the task at hand.

Question 22

Which type of athletes exhibited the best performance?

Answer 22

Those who used multiple goal strategies.

Question 23

How do the goals influence behaviour INDIRECTLY?

Answer 23

By affecting important psy. factors i.e confidence + anxiety

Question 24

Direct mechanistic view

Answer 24

Specifies that goals influence perf. in 1 of 4 direct ways.

Locke + Latham 2002

Question 25

What are the 4 direct ways in the direct mechanistic view?

Answer 25

Goals direct attention to important elements of the skill

Goals mobilize performer efforts.

Goals prolong performer persistence.

Goals foster the development of new learning strategies.

Question 26

What hidden adv. is there to GS

Answer 26

That is encourages new learning strategies

i.e Exerciser wanting to lose 20 pounds might decide that he has to exercise in the early morning (new strategy) if he wants to make sure that he exercises regularly.

Question 27

what are the principles of GS

Answer 27

Specific goals

Moderately difficult but realistic

LT + ST

Set perf, process + outcome

Mastery-approach vs. perf.-avoidance goals

Practise + comp. goals

Record goals

Develop goal achievement strategies

Consider participants personalities + motivations

Foster an ind. goal commitment

Provide goal support

Provide evaluation

Question 28

What type of goals do children in the social-comparison stage of achievement tend to focus on?

Answer 28

Competitive + outcome goals

Question 29

What types of goals do competitive people focus on?

Answer 29

Outcome goals

Question 30

What types of goals do task-oriented athletes focus on?

Answer 30

Perf. + process goals

Question 31

What are the 4 types of goals in setting mastery-approach vs. perf-avoidance goals?

Answer 31

Mastery approach (i.e improve time in a mile run by 5 secs)

Mastery avoidance (i.e don’t run the mile slower than last time)

Performance approach (i.e finish in top 10 of race)

Performance avoidance (i.e don’t finish in bottom half of field).

Question 32

Define a group/team goal

Answer 32

“the future state of affairs desired by enough members of a group to work towards its achievement”

(Johnson & Johnson, 1987).

Question 33

How could you effectively set + achieve goals w/ groups you help?

Answer 33

Establish LT goals 1st.

Establish clear paths of ST goals en route to LT goals.

Involve all members of team

Monitor progress toward team goals.

Reward progress

Foster collective team confidence or efficacy concerning team goals.

Question 34

What are the 3 stages of designing a GS system

Answer 34

Prep + planning

Education + acquisition

Implementation + goal follow-up + evaluation

Question 35

DESIGNING A GS SYSTEM

What comes under prep + planning

Answer 35

Assess abilities + needs

Set goals in diverse areas

Plan goal achievement strategies

Question 36

What are the areas in which goals can be set?

Answer 36

Ind. skills

Team skills

Fitness

Playing time

Enjoyment

Psych. skills

Question 37

DESIGNING A GS SYSTEM

What comes under education + acquisition

Answer 37

Schedule meetings

Focus on 1 goal at a time

Question 38

DESIGNING A GS SYSTEM

What comes under implantation + goal follow up + evaluation

Answer 38

— ID Appropriate Goal Evaluation Procedures

— Provide Support + Encouragement

— Plan for Goal Reevaluation

Question 39

List common problems in GS

Answer 39

failing to set specific goals;

setting too many goals too soon;

failing to adjust goals when they’re not being achieved;

failing to set performance + process goals;

not initiating GS evaluation + follow-up procedures.