Week 5 - Goal Setting Flashcards
Define objective goals
focus on “attaining a specific standard of proficiency on a task, usually w/in a specified time”
(Locke & Latham, 2002)
Define subjective goals
General statements of intent (e.g., “I want to do well,” ) that aren’t measurable or objective.
What are the types of goals
Outcome
Performance
Process
TYPES OF GOALS
Describe outcome goals
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.
TYPES OF GOALS
Describe performance goals
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.
Give examples of performance goals
Running a mile in 6 mins 21 secs
Improving the % of successful slice first serves from 70% to 80%
TYPES OF GOALS
Describe process goals
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.
Give an example of a process goal
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.
How do outcome goals change behaviour?
Facilitate ST motivation away from comp
but just b4 or during comp it often ⬆️ anxiety + irrelevant, distracting thoughts.
Why are performance + process goals important?
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.
What can happen if too much emphasis is placed on a specific performance goal under special circumstances?
Can create anxiety.
Can also be difficult to prioritise specific performance + process goals unless they also consider LT outcome goals.
Who showed that using a mix of goal types produced significantly better performance than simply relying on 1
Study by Filby, Maynard, + Graydon (1999)
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?
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.
What factors consistently enhance the effectiveness of GS in sport environments?
ST + LT goals of mod. difficulty
Fb
Specificity
Public acknowledgment of goals
Combination of different goals.
On what type of tasks does GS appear to enhance performance best?
Low-complexity tasks
What have researchers found about GS in relation to P.E students?
Influences their intrinsic motivation, exercise adherence, persistence + effort
What are the top 3 goals for each type of athlete?
Improving perf (olympic athletes)
Winning (collegiate athletes)
Enjoyment (Youth athletes)
What are major barrier to achieving goals for collegiate athletes?
stress
fatigue
academic pressures
social relationships
lack of time.
What are major barrier to achieving goals for olympic athletes?
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).
Which gender has found to set goals more often?
Females
What reason do athletes have for GS?
provide them direction
keep them focused on the task at hand.
Which type of athletes exhibited the best performance?
Those who used multiple goal strategies.
How do the goals influence behaviour INDIRECTLY?
By affecting important psy. factors i.e confidence + anxiety
Direct mechanistic view
Specifies that goals influence perf. in 1 of 4 direct ways.
Locke + Latham 2002
