Performance Exam 2
Timely goals
Achievable in a reasonable period of time
Adapt goals to individual athlete
Adapt goals to motives, personality, and type of sport in order to improve goal effectiveness. Level of competition influences the types of goals. Higher level athletes tend to focus on - overall performance, winning, and fun/enjoyment. Lower level athletes tend to focus on - having fun, making friends, and staying fit. Goal setting may be more beneficial for athletes at higher skill levels
Motivation Toward Least Effort
Animals and humans are motivated to achieve the highest goals but with the least expenditure of motivation resources as possible
Approach vs. avoidance motivation
Approaching a desirable goal vs avoiding an undesirable goal. Focus on approach versus avoidance goals impacts intrinsic motivations performance. Focusing on approaching mastering skills predicts greater enjoyment and performance, Focusing on avoiding poor play leads to worse performance
Somatic anxiety
Arises from perception of physiological responses to stressful situations Racing heartbeat, faster breathing, or feelings of nausea Low before event. Increases rapidly from about 24 hours before the event begins
Cognitive anxiety
Arises from thoughts/concerns. High as a competitive event approaches, until event begins. Fluctuates during event, depending on performance
Drive Theory
Arousal increases lead to performance increases. Arousal caused by situation. Does not distinguish between somatic and cognitive anxiety. Difficult tasks to Easy tasks to low to high performance. Keep in mind that correlation does not equal causation!
Trait anxiety
Behavioral disposition, or personality dimension. React anxiously in situations that should not be anxiety provoking -State anxiety: temporary, caused by situation
Rejoice goals
Celebrate your progress
Goal setting benefits
Directed attention, Increased effort, Prolonged persistence
Brain activity measurements
EEG to measures electrical activity. fMRI measures blood flow to specific areas of the brain
Social facilitation theory
Extends Drive Theory, describing how the presence of other people can create arousal. People who engage in a task in front of others experience higher levels of arousal than those who are by themselves Different effects on performance depending on how good a person is at a particular task. If you are good at a task, arousal will lead you to perform even better. If you are not so good at a task, arousal may lead to worse performance
Extrinsic motivation positive
External rewards don't decrease intrinsic motivation. Verbal praise leads to an increase in intrinsic motivation. Top golfers have higher performance with financial incentive.
Motivation Continuum
External, introjected, identified, and integrated regulation.
Appropriate feedback
Feedback marks progress towards goals and demonstrates that coaches are genuinely interested in helping them learn and Improve. May increases intrinsic motivation. Verbal and non-verbal praise can motivate. Be empathic (empathetic), Give choices, Provide clear and attainable objectives, Include specific solutions to improve performance, Be delivered in a respectful tone of voice, See that the coach valued their hard work, Realize that mistakes are part of learning, Believed that high effort will lead to improvement, Coaches need to give personal, and personalized feedback whenever possible
Achievement motivation
Focus on mastering a task, achieving at a high level, persisting even when confronted by obstacles. Often described as competitiveness, men tend to be higher in competitiveness.
Goal pursuit Resuming
Helps get back on track once an interruptions occurs
Inverted U Theory
High arousal is associated with increased performance, but only up to a point. Performance is typically - lowest when arousal is very low (boredom) or very high (anxiety), highest when arousal is at a moderate level. Ideal level of arousal also depends on sport. Athlete's skill level impacts the level of arousal necessary for peak performance. Inexperienced athletes may benefit more from low arousal. Experienced athletes may benefit more from high arousal
Choking
High pressure situations cause anxiety, disrupting athletes' ability to execute. Presence of supporting audiences can lead to worse performances, especially in high pressure situations where expectations are high.Home teams have a higher winning percentage, BUT home teams sometimes play poorly under high pressure situations. NBA players are less accurate in free throws when taking shots when their team is behind by only one point in the final minutes of the game. Athletes who are high in fear of negative evaluation are even more likely to "choke" under pressure
Catastrophe model
Interaction between the effects of somatic and cognitive anxiety on performance. Claims that the inverted U best describes the influence of physiological arousal on performance for people at low levels of cognitive anxiety. If performance pressure is low, gradual increases in arousal will improve performance; further increase will impair. If performance pressure is high + moderate or high Cognitive anxiety, increased physiological arousal can lead to a "catastrophe": sudden and substantial drop in performance. Relatively little empirical research has examined this overall model
Primary appraisal
Interpret the situation and how it relates to them. Am I in danger? Estimate of whether one has anything at stake.
Inspiration goals
Is it right to pursue this goal
Practice goals in training
May maintain motivation and lead to performance improvement. speed skaters in a goal setting program .Completed more laps and drills in practice. Showed fewer off-task behaviors
Goal pursuit finishing
Obtaining the goal
fight-or-flight
Physiological arousal. When threatened, energy is shifted from the nonessential body systems to those necessary to respond to the challenge (by fighting or fleeing)
Measurable goals
Quantifiable standards that you record
Goal barriers
Stress, fatigue, lack of time, academic pressures, social relationships, lack of confidence, too many goals, lack of goal feedback, and family/work responsibilities. Coaches can identify lack of team cohesion, injury, and lack of conditioning as barriers to goal achievement
Action-oriented goals
That indicate what is to be done. Line upon line, precept upon precept
Trait Anxiety Measures
The Sport Anxiety Scale-2 (SAS-2), Cognitive Somatic Anxiety Questionnaire (CSAQ)
Individual Zone of Optimal Functioning
The level of arousal (or anxiety) that leads to peak performance differs for different athletes Each athlete has an optimum level of arousal ( "individualized zone")
Biochemical measures
The presence of norepinephrine, epinephrine, and cortisol can be detected in blood or urine tests.
The Sport Competition Anxiety Test
Trait anxiety, used with both adult and child athletes
Action plan for goals
What needs to happen in order for the goal to be met. Focus on making those things happen (ex: need to master a set of skills before moving on to the next level). Goals should include a time element
Creating motivating environments
Focus on rewarding improvements over time and emphasizing the importance of effort. Helps athletes believe that coach expects they can do well. Increases intrinsic motivation, which leads to better performance. Emphasizing effort instead of outcome reduces pressure on athletes. Be sure to develop all athletes' skills (not just the best players)
Achievement Goal Theory
Focus on mastery goals leads to better outcomes, including higher levels for enjoyment in athletic events. Pursuit of mastery goals is associated with greater effort and higher levels of intrinsic motivation (and lack of fear of performing poorly)
Performance, process, and outcome goal connection
Process goals help meet performance goals.Performance goals help meet outcome goals. Focusing solely on outcome goals can lead to failure to set process and performance goals. Process/performance goals might be necessary to achieve outcome goals
Realistic goals
Reachable, yet challenging goals. It is okay to "fail"
Goal achievement strategies
Record - and Monitor - Goals, Create an Action Plan, Increase Goal Commitment, Adapt Goals to Individual Athletes, Provide Goal Feedback and Support, Recognize Barriers to Goal Achievement
Goal difficulty
Relative challenge associated with achieving a particular goal. Too easy, won't push themselves. Too difficult, discouraged/withdraw further effort
Accountability goals
Report to yourself or someone else
Physiological arousal Positive
exhilaration or excitement
Overjustification
external rewards tend to undermine intrinsic interest.
Self determination theory introjection
external, I should study.
Self determination theory integration
external, I'm the kind of person who studies
Self determination theory regulation
external, no tv if you don't study.
Self determination theory identification
external, studying is important.
Five factors involved with achievement anxiety
fear of performance failure, fear of negative social evaluation, fear of physical harm, situation ambiguity, disruption of well-learned routine
Anxiety
feeling of nervousness and worry
Three part experience of amotivation Lack of Autonomy:
"I am not interested in the task." "The task has no appeal or meaning to me."
Three part experience of amotivation Lack of Competence:
"I cannot effectively perform the required behavior." "I cannot obtain the desired outcomes."
Implementation Intentions
An "if-then" plan that specifies in advance the goal striving process. Deciding in advance (a pre-action period) on When, where, and how goal-striving is to occur. If-then plan, For the person on a diet: If I see the cookies at the grocery store, then I will ignore them. The point: Implementation Intentions close the door on volitional problems (Should I do it? Do I feel like it? Maybe I should do something else.)
Secondary appraisal
Assess the resources available for coping. What can I do about this? A more positive interpretation of the situation leads to better Performance. Involves a person's assessment for coping with possible benefit, harm, or threat.
Goal pursuit getting started
Attaining goals requires not only effective goal setting but also a pre-action period in which one decides when, where, and how that goal will be implemented.
Integrated Theory of Intrinsic and Extrinsic motivation model
Autonomy, competence, and relatedness = motivation -Autonomy: the feeling one has choice and willingly endorsing one's behavior.
Flow
Balance between difficulty and time and skill required. Too hard = frustration, too easy = boredom
Revise goals
Based on the evaluation (if necessary)
How to Harness Your Arousal
Be aware of the arousal. Think of anxiety as a signal. Utilize regulation strategies to reframe and channel. Aim sweet spot and focus task at hand, and that you can handle situation.
Self-Efficacy model
Belief you will do well = Greater effort & persistence = success. Belief you will do poorly = Less effort & persistence = failure.
Athletes who focus on mastery goals
Better sportsmanship. Like their teammates and coach more
Mere presence in arousal
Can be arousing even when we are not evaluated or distracted. Effect of others' presence increases with their number Being in a crowd intensifies positive or negative reactions. Enhances arousal
People in groups loaf less when the task is
Challenging: Appropriate stretching, Appealing: Rewards are significant, Involving: Personally meaningful Each group member's contributions are identifiable, Evaluate each other's performance, Group members are friends
The Competitive State Anxiety Inventory-2
Cognitive anxiety, somatic anxiety, self-confidence
Self-report measures
Commonly used by sport psychologists, researchers, and coaches to measure athletes' level of arousal, anxiety, and stress.
Evaluation apprehension in arousal
Concern for how others are evaluating us
Goal feedback and support
Even with self-set goals, receiving feedback is motivating, aids in persistence. Athletes need support for goal pursuit from parents, friends, and coaches. Athletes tend to receive support for outcome goals. Remember to support "lower level," intermediate goals
Sport-confidence model
Focuses on people's enduring beliefs about their competence within athletics, and the impact of these beliefs on performance. Beliefs are influenced by achievements, self-regulation, and the social climate. Sport confidence is described as a combination of cognitive efficiency, physical skills/training, and resilience
Cognitive evaluation theory
Focuses on the CAUSES of intrinsic motivation and the factors that increase or decrease motivation. The impact of external rewards varies depending on how these rewards are perceived. Explains how an extrinsic event, money, grade, affects intrinsic and extrinsic motivations. The event's effect on the psychological needs for competence and autonomy.
Goal setting and performance
Goal setting has a positive effect on performance across many sports. Goal setting is the most common mental skill used by injured athletes in their recovery
Impact of goal type
Goals are inter-related - specific performance and process goals linked with outcome goals. Outcome goals can increase anxiety during an event. College athletes tend to emphasize outcome goals over performance goals. Higher achieving athletes tend to be more focused on process goals. Process and performance goals are easier to adjust
Prolonged persistence with goals
Goals motivate persistence. Dividing large goals into smaller ones increases persistence Specific motivation for the goal also influences persistence. Athletes who are focused on achieving particular goals may also need to learn new strategies for achieving such goals. Goal setting may increase team cohesion, which in turn improves performance outcomes
Increase goal commitment
Greater commitment is linked with successfully accomplishing goals. Goals created cooperatively can also improve motivation, persistence, and performance more than assigned goals. Athletes who set their own goals are more likely to internalize them. Coach-set goals can be effective if athletes internalize them/ want to achieve them.
Evaluate goals
How the goal has progressed. Be flexible, patient and kind to yourself
Physiological arousal
Hypothalamic-pituitary-adrenal axis (HPA axis or HTPA axis).
External event Controlling function
If you do X, then you get Y. Decreases intrinsic motivation. Interferes with quality of learning. External regulation increases; self-regulation undermined.
Goal pursuit persisting
Implementation intentions help direct one's attention toward goal-directed action while excluding distractions
Reversal Theory
In its simplest terms, 'Telic' is indicative of goal-focused motivation and behavior, whereas 'Paretelic' is a process focused motivation and behavior. For example, the telic state of a javelin thrower may be to exceed 70 meters. The paratelic behavior of the same javelin thrower may kick in when during a competition, this goal fades into the background. They may be feeling the grip of the javelin in their right palm as their number is called to throw or experiencing the rush of adrenaline the crowd begins to clap rhythmically. The goal has been momentarily forgotten, and the 'here-and-now' is everything.
Behavioral measures
Observe outward manifestations of anxiety or stress. Fidgeting, heavy breathing, rapid heart rate, or nausea Can avoid some self-report problems (unwilling to admit feeling anxious)
Goal Types
Outcome Goals, Performance Goals, Process Goals
Extrinsic motivation negative
Overjustification. Recreational athletes are intrinsic rather than competitive. If scholarship was taken, intrinsic motivation would decrease. No scholarship goes to a scholarship that would have an intrinsic decrease. Big raise lowers immediate performance.
Self-efficacy theory 4 factors
Own Experiences, Vicarious Experiences, Emotional and Physiological States, verbal persuasion = self-efficacy = performance.
Flow
Positive state in which a person feels a balance between the challenges of the situation and their skills to cope. State of flow is associated with - Very positive state, Fully absorbed performance, No sense of time passing, Achieving positive results. Achieved by mental/physical preparation, self-confidence, focus, positive attitude, and motivation. Athletes may vary in their ability to achieve flow. Athletes who are intrinsically motivated are more likely to experience flow. Optimism and hardiness may also be a factor in flow. Research is correlational, link with performance is unknown. Possible third variables: training, quality of coaching, or personality. Athletes experiencing flow may perform better, or playing well makes athletes feel a state of flow. Experienced athletes: More automatic processing. Inexperienced athletes: Too much deliberate effort
Social factors influence athletes' beliefs about themselves
Self-perceptions then influence feelings of competence, autonomy, and ability to relate to other people. These feelings, psychological mediators, then influence the type of motivation athletes feel, leading to particular consequences.
Effective goal setting
Set appropriate goals. Develop goal achievement strategies. Idea = planning = strategy = success
Directed Attention
Setting goals puts focus on a particular aspect of the game. During practice, athletes can focus more intensely on the skills necessary to achieve goals. Vidic & Burton (2010). 8-week goal setting intervention on female Division I tennis players. Increases in motivation, self-confidence, and performance.
High sport-confidence
Show better levels of performance. Use more effective strategies for achieving goals. Block out distractions and maintain focus Bounce back from adverse experiences.
Multidimensional anxiety theory
Somatic and cognitive anxiety influence performance in different ways. Peak performance occurs at a moderate level of physiological arousal. Cognitive state anxiety is negatively associated with performance (peak performance requires low levels of worry) Cognitive state anxiety was associated with lower levels of performance. Somatic state anxiety was associated with Decreased performance at high and low levels, but with increased performance at moderate levels.
Meaningful goals
Something that is concordant (congruent) and relevant for you. Matches your values. The "why"
SMARTGoals
Specific, Measurable, Action-oriented (attainable or adjustable), Realistic (relevant), Timely
SMMAARTIER-R Goals
Specific, measurable, meaningful, action-oriented goals, accountability, realistic, timely, inspiration, evaluate, revise, rejoice -Specific goals: Precise performance standards. Schedule - Implementation intentions. Deciding in advance when, where, and how goal -striving is to occur
Self-confidence
a person's overall view of him or herself as being generally capable.
Self-efficacy
a person's self-confidence within a specific domain.
Distraction in arousal
Wonder how co-actors are doing or How an audience is reacting
Record and monitor goals
Writing down goals increases effectiveness. Making goals public leads to more improvement than keeping goals private. Recording goals can help reduce undesirable behaviors. Monitoring progress promotes goal attainment, allows for goal revision if necessary
Arousal
a blend of physiological and psychological activity, or the level of alertness in a given situation.
Yips
a state of nervous tension affecting an athlete (such as a golfer) in the performance of a crucial action
Hypothalamus in stress
activates sympathetic nervous system & endocrine System.
Integrated theory consequences
affect, sportsmanship, persistent, general enjoyment
Psychological arousal Negative
anxiety, feelings of arousal
Reversal Theory
certain psychological processes, especially certain motivational and emotional processes, exhibit bistability rather than homeostasis (i.e. unistability). Switching from one stable state to the other in a bistable system can be referred to as a "reversal" (hence the name of the theory) and may be brought about by a number of different factors. Arousal and anxiety have different effects on performance for different people. Arousal impacts performance depending on how a person interprets that arousal. Kerr & Males (2010), elite lacrosse players who lost all four games at a world championship tournament. Circumstances that could have been seen in a positive light were instead viewed in a negative light. May have contributed to overall poor performance
Mind to muscle
cognitive; visualization, meditation
Physiological arousal
heart rate, blood pressure, breathing rate, muscle tension, and skin conductance
Transactional model
how people appraise a particular event is more important than the event itself
Stress
imbalance between demands of a situation and a person's beliefs about their ability to cope
The Adrenal glands in stress
produce glucocorticoids, or steroid hormones, such as cortisol, helping to protect the body from injuries
Adrenal glands in stress
release epinephrine and norepinephrine. Increases heart rate, blood pressure, and breathing rate. Pupils widen and blood flows toward the muscles.
The pituitary gland in stress
releases adrenocorticotropic hormone (ACTH)
Muscle to mind
somatic; PMR, deep abdominal breathing
Three part experience of amotivation Lack of Relatedness
"I dislike the people involved with this activity." "I have no sense of connection with others in this domain."
Mastery Approach
desire for mastery
Mastery Avoidance
desire to avoid incompetence
Performance Avoidance
desire to avoid performing worse than others
Performance Approach
desire to be competent in relation to others
Outcome goals
end result. Focus on competitive results, typically a comparison to the opponent. Dependent on athlete's performance and the performance of others. Examples - Finishing a season with a certain number of wins, Defeating a particular player, Winning a gold medal
Motivation
Means to move. It is the direction and intensity of one's effort and persistence.
Athletes who are focused on performance goals
More willing to break a rule. More likely to lie to an official and cheat. More likely to engage in aggressive and anti-social behavior in an attempt to outperform opponents and teammates.
Competence Motivation Theory Model
Motivation to be competent in sport = successful attempt = feeling competent = high motivation = persistence. Motivation to be competent = unsuccessful attempt = feeling incompetent = low motivation = fewer attempts = losing motivation
Self-efficacy theory
Describes the importance of having a belief in one's own ability to carry out a given task. Within the right domain, people with high self-efficacy are more likely to exert effort, set more challenging goals, and persist longer.
External event informational function
Because you were able to do X, that means you are effective. Increases intrinsic motivation. Enhances high-quality learning. Enhances self-regulation.
Increasing motivation factors
Create Motivating Environments, Emphasize Effort, Not Outcome, Recognize Individual Differences Use Appropriate Reinforcement, Give Positive and Personal Feedback
Competence Motivation Theory
Describes the importance of feeling worthy and competent. Experiencing successful results leads to an increase in self-efficacy and positive feelings, increasing perceived competence. Experiencing negative results leads to negative feelings, such as shame and anxiety, decreasing competence motivation
Social approval goal orientation
Desire for social acceptance & avoiding embarrassment/defeat. Particularly important for interactive and team-sport athletes.
Integrated theory motivation
Intrinsic and extrinsic motivation, external, interjected, identified, and integrated regulation, amotivation.
Appropriate goals
Not all goals are equally effective for improving results
Goal setting theory
People who form goals are energized to show increased effort. This, in turn, increases your effectiveness at reaching goals What is goal setting?
Integrated theory psychological mediators
Perceptions of competence, autonomy, relatedness = 3 psychological basic needs
Need achievement theory
Personal factors and situational factors in predicting achievement behavior. People vary in their motivation to avoid failure And achieve success. People take into consideration the specific achievement situation they are facing, including their probability of success and the incentive value of that success. Interaction of personal and situational factors influences athletes' behavioral tendencies and emotional reactions.
Specific and measurable goals
Precise and measurable goals are associated with better performance. Goals that are hard to measure (ex: "try my hardest") are less motivating. Specific goals are linked to better task performance
Increased effort in goals
Realistic short-term goals -> experience success -> increase motivation. Goal setting can be especially useful when athletes are finding it difficult to get/stay, motivated. Segment the goal into smaller, more manageable chunks.
Relatedness
The need to feel connected and belongingness with others.
Appropriate reinforcement
Types of reinforcers. Reinforcement will vary based on athletes' interests, ability, personality, and age. Frequent reinforcement is very helpful to young or new athletes. Reinforce behavior that is close to the desired behavior Rewarding performance (effort) is better than a rewarding outcome. Coaches should reward both physical skills and social/emotional skills.
Need Achievement Theory model
achievement motivation x probability of success = seek out success, focus on pride. Anti-failure motivation x Incentive value of success = avoid failure, focus on shame. According to this theory, people vary in whether they are more strongly motivated by a desire to achieve or a fear of failure, and take into consideration both the probability of success and the incentive value of that success. The interaction of these personal and Situational factors influence athletes' behavioral tendencies and emotional reactions.
Self-handicapping
adopting or claiming impediments to success as a way of maintaining self-esteem
Cognitive evaluation theory positive feedback
athletes see positive feedback as more informational and less controlling than negative feedback. Positively increase intrinsic motivation. Negative decreases intrinsic and lowers perceived competence. Coaches have more influence than scholarship.
Extrinsic motivation
comes from an external source. Awards, trophies, money, praise, social status. We do it because of the outcome that will result by doing the task. Promotions, pay raises, bonuses, benefits, prizes, winning, perks.
Intrinsic motivation
comes from an internal source. Fun of competing, desire to learn new skills, excitement of performing well. We do it because of the interest and enjoyment in the task itself. Enjoyment, purpose, growth, curiosity, passion, fun, self-expression. Higher levels of enjoyment of and commitment, better participation, better performance. More likely to practice and experience flow.
Two functions of external events
control behavior and inform competence. Which is more salient determines how the external event will affect intrinsic and extrinsic motivation.
Subjective goals
describe general statements of intentions, not precisely measured in terms of whether they were accomplished (ex: "tried my best")
External regulation
describes behavior that is entirely motivated by a fear of punishment or a desire for a reward
Law of less work
given a choice between two equally valued incentives, select incentive that requires the least effort
Principle of least effort
given a choice between two equally valued incentives, select incentive that requires the least effort
Competence Motivation Theory positive feedback
increase in perceived competence (leads to higher levels of intrinsic motivation), higher in perceived competence. Those who receive more frequent corrective information following a mistake feel lower in perceived confidence.
Social loafing
individuals' tendency to reduce their own individual output when their contributions on a task will be combined with those of other people. More likely to occur when individuals' output isn't clear or measurable, Other members on a person's team are high in ability person doesn't feel his/her output will make a meaningful difference.
Self determination theory intrinsic
internal, studying is fun.
Integrated regulation
internalizing the external pressures on behavior and seeing behavior as freely determined. Essentially as effective as intrinsic motivation
Implementation intention
is striving to accomplish that goal and specifies when, where, and how one will achieve the goal.
The experience of AMOTIVATION
lack of competence, lack of autonomy, lack of relatedness
Performance environments
lead to extrinsic motivation, pressure, anxiety, use of maladaptive coping strategies. Create a performance-focused environment by emphasizing: outperforming others, avoiding making mistakes, rewarding only the best, Athletes' goal orientation can change over time based on the environment
Mastery-Focused environments
lead to higher levels of perceived competence, self-esteem, enjoyment, intrinsic motivation, and the experience of flow. Create a mastery-focused environment by emphasizing: Hard work, Skill development, Improvement over time, and, Valuing each athlete's role Impact of environment on motivation
Goal theory model
learners behavior = mastery goals or goals or performance goals.
Task goal orientation
mastery. Focus on improving skills and ability over time. Tend to choose challenging tasks. Prefer competing against high quality opponents
Identified regulation
motivated by external factors but feeling personal choice over participation
Self determination theory amotivation
no motivation, why study?
Sport-Confidence Model model
objective sport situation = trait sports confidence or state sports confidence or competitive orientation = Performance of skill = subjective outcome of skill.
Introjected regulation
partially intrinsically motivated, but is also motivated by controlling external factors.
Ego goal orientation
performance. Focus on outperforming others. Tend to choose relatively easy tasks. Prefer to compete against those they can beat
Self-Determination Theory
posits that different types of motivation can be organized along a continuum of self-determination or perceived locus of Causality. Behavior, motivation, regulatory styles, level of autonomy, perceived locus of causality, relevant regulatory processes. From non-self Determined to self-determined.
Motivation for different individuals
recognize that athletes are motivated by different strategies. Motives may change over time and in a season. Create motivating environments
Mastery goals
reflect a desire to gain knowledge and skills.
Performance goals
reflect a desire to look competent in others' eyes.
Goal intention
setting a goal and specifies what one wants to achieve.
Goal
something a person is consciously and deliberately trying to accomplish
Objective goals
specific achievements a person wants to accomplish, measured as success/failure (ex: winning a national championship)
Performance goals
specific standard. Focus on a particular outcome, regardless of how other teams or competitors perform, less dependent on others' performances. Focus on individual achievements. Examples Running a mile in a given amount of time, Striking out a certain number of batters, Scoring a specific number of points in a basketball game
Integrated theory Social factors
success/failure, competition/cooperation, coaches behavior.
Achievement Goal Theory
task or ego goal orientation.
Process Goals
technique or strategy. Focus on the specific actions or behaviors an athlete needs to perform. Linked with achieving outcome/performance goals. Examples: keeping a firm but relaxed grip on a golf club, keeping knees bent when landing a dismount
Competence
the experience of mastery and being effective in one's activity.
