Goal Setting Discussion Reply

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Having goals in life in very important. Even more so being an athlete. Being a former athlete this discussion hits me deep. I always had goals and for good reasons. Everyone just see’s a athlete on gamedays and judges them based off one day or one performance. What people don’t see is the year long process that goes into getting to that gameday. Athlete’s divid their year up into three different sections, and each section has it’s own goals of what they want to accomplish. The first goal is outcome goal. This comes during the the summer heading into a new school year if you’re a college athlete. Outcome goal is where an athlete has a goal to accomplish in the weight room. This is when an athlete is trying to get bigger, faster, and stronger. When the summer is over the outcome of how the athlete did is their first goal. The second goal for an athlete is process goal. This is where the athlete continues to work on their craft and make sure their skills are where they need to be in order to start the season. The process gaol can take be the hardest part, because its year long. For example if your a baseball player process goal can be hitting, throwing, and fielding which baseball player’s work on daily. The last goal for an athlete is performance goal. The goal comes when the season starts and a athlete sets goals of what they want to accomplish throughout the season. Performance goal might seem like the most important to the fans, becuase they want their team to win, but to an athlete the outcome and process goal are the most important. Without process and outcome goals the athlete wouldn’t even be able to achieve their performance goals.

Chapter 10
Goal Setting in Sport
McGraw-Hill/Irwin
© 2012 The McGraw-Hill Companies, Inc. All rights reserved.
Basic Types of Goals
• Outcome Goals
• Performance Goals
• Process Goals
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Outcome Goals
• Outcome goals focus on the outcomes of
sporting events and usually involve some
sort of interpersonal comparison (e.g. win
the conference championship).
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Performance Goals
• Performance goals specify an end product
of performance that will be achieved by the
athlete relatively independent of other
performers and the team (e.g., 12 rebounds
in a basketball game).
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Process Goals
• Process goals focus on specific behaviors
exhibited throughout a performance. A
typical process goal for an athlete might be
to keep the left elbow straight while
executing a golf drive.
10-5
Process Goal Paradox
• A process goal such as keeping the elbow
straight in a golf swing might actually
interfere with the smooth execution of a
well learned motor skill such as the golf
swing. While executing the golf swing,
attention should be upon a holistic process
goal as opposed to focusing on a body part
(e.g., smooth effortless swing).
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Effectiveness of Goal Types
• Used in isolation, outcome goals are the
least effective, but when used in
conjunction with performance and process
goals, they are helpful.
• Research supports a multiple goal setting
strategy.
• Athlete must understand differences and use
all three effectively.
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Why is Goal Setting Effective?
• Directed Attention.
• Effort Mobilization.
• Persistence.
• Development of New Learning Strategies.
• Increase in Positive Affect.
10-8
Directed Attention
• Goal setting causes the athlete to focus her
attention upon the task and upon achieving
the goal relative to the task.
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Effort Mobilization
• Once an athlete’s attention is directed
toward a particular goal, it is necessary for
the athlete to put forth the effort necessary
to achieve the goal.
10-10
Persistence
• As long as the goal is present and the athlete
wants to obtain the goal, he will persist in
the effort needed to accomplish it.
10-11
Development of New Learning
Strategies
• Setting of new goals not only directs
attention, mobilizes effort, and nurtures
persistence, but it forces the athlete to learn
new and better ways of accomplishing a
skill or task.
10-12
Increase in Positive Affect
• Positive affect is linked to increased
motivation, performance, and commitment.
Therefore, evidence that goal setting can
increase positive affect is indirect evidence
that goal setting can improve performance.
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Ten Principles of Effective
Goal Setting
1. Make goals specific, measurable, and
observable.
2. Clearly identify time constraints.
3. Use moderately difficult goals.
4. Write goals down and regularly monitor
progress.
5. Use a mixture of process, performance,
and outcome goals.
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Ten Principles of Effective Goal
Setting (Continued)
6. Use short-range goals to achieve longrange goals.
7. Set team as well as individual performance
goals.
8. Set practice as well as competition goals.
9. Make sure goals are internalized.
10. Consider individual differences.
10-15
The SMART Principle for
Effective Goal Setting
• Goals should be:
Specific
Measurable
Action-oriented
Realistic
Timely
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A Team Approach to Goal
Setting
• The Planning Phase.
• The Meeting Phase.
• The Evaluation Phase.
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The Planning Phase of
Goal Setting
1. Conduct a needs assessment to determine
areas of team and individual improvement.
2. Consider how to best approach the team
and each athlete relative to proposed team
and individual goals.
3. Develop a plan to (a) include athletes in
goal setting, and (b) how to implement the
plan.
10-18
The Meeting Phase of
Goal Setting
1. Present goal setting plan to athletes.
2. Discuss previous year’s goals and how
they impact current season’s goals.
3. Help individual athletes understand the
difference between outcome, performance,
and process goals.
4. Discuss strategies to help athletes
internalize team and individual goals.
10-19
The Evaluation Phase of
Goal Setting
1. Conduct goal achievement evaluation
sessions following each competition and
practice throughout the season.
a. Coach summaries to team.
b. Individual meetings with athletes.
2. End of season evaluation of goal setting
effectiveness and accomplishments.
10-20
Common Goal Setting Pitfalls
• Poorly written goal statements.
• Failure to devise a goal-attainment strategy.
• Failure to follow goal-attainment strategy.
• Failure to monitor performance progress.
• Discouragement (goals too difficulty, use of
outcome goals, too many goals).
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Self-Determination Theory and
Goal Setting Theory
• The Self-Concordance Model.
• Two Kinds of Goal Striving.
• Research and the Mediation Model.
• Research and the Moderator Model.
10-22
The Self-Concordance Model
• Addresses the process of goal striving and
its effect on well-being within the selfdetermination framework.
• Goal Striving is of Two Types:
1. Striving for personal goals that are based upon
autonomous motivational regulation.
2. Striving for personal goals that are based upon
externally controlled motivational regulation.
10-23
Research and the Mediation
Model
• Autonomous Goal Striving Leads to Wellbeing, but not Externally Controlled Goal
Striving.
Autonomous
Goal Striving
Effort
Goal
Attainment
Psychological
Need
Satisfaction
WellBeing
10-24
Research and the Moderator
Model
• The highest level of need satisfaction occurs when
coaches’ autonomy support is high and athletes’
autonomy goal striving is also high.
Psychological
Need
Satisfaction
Coach
Autonomous
Support
Autonomous
Goal
Striving
10-25
Goal Perspective Theory and
Goal Setting
• Goal orientation moderates the relationship between goal
setting and goal attainment, such that performance goal
orientation hampers goal attainment while learning
(mastery) goal orientation facilitates goal attainment.
Goal
Setting
Goal
Attainment
Goal
Orientation
10-26
What the Elite Athlete can Teach
us about Goal Setting
• The Goal Setting Paradox – Most people are
only moderately effective in achieving their goals.
• Research Results with Elite Athletes:
1. Athletes can be grouped as a function of short term
goal effectiveness, competitive goal effectiveness, and
psychological goal effectiveness.
2. Athletes high in all three functions of goal
effectiveness score highest in goal setting frequency,
goal commitment, goal barriers, and sport confidence.
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