Goal setting CH 15

Why goal setting works: goals influence ____ _____. Athletes who set ______ goals rather than ____ goals have less anxiety and more confidence and satisfaction.

psychological states; performance; outcome

Principles of goal setting: Set ______ goals. Set moderately ____ but _____ goals. Set long term and short term goals. Set ____ and ____ goals as well as _____ goals. Set ______ and c_____ goals. R_____ goals. Develop goal achievement strategies Consider participants' personalities and motivations. Foster an individual's goal commitment. Provide goal s___. Provide e_____ of and f____ about goals.

specific; moderately difficult but realistic goals; performance; process; outcome; practice and competition; record; personalities and motivations; support; evaluation and feedback

______ goals are general statements of intent such as having fun or doing your best (subjective/outcome/objective/performance/process)

subjective goals

t/f: in sport and exercise psych, goal setting has been shown to work well, although not quite as well as it does in business

t

SMARTS goals

Specific; measurable; action oriented; realistic; timely; self-determined

How to design a goal setting system: Instructor's prep and planning: _________ Education and acquisition: _______ Implementation and follow up

1) assess abilities and needs - set goals in diverse areas - identify influences on goal setting systems (commitment, potential, and opportunity for practice) - plan goal-achievement strategies 2) schedule meetings - focus on one goal initially 3) identify appropriate goal evaluation strategies - provide support and encouragement - plan for goal reevaluation

Goal setting application question: Develop a brief but effective goal-setting program (it can be in a creative form like a picture or diagram) for your team or for an individual. Include outcome, performance, and process goals and then discuss three main points for why this program should be effective.

I would create a goal-setting staircase for an individual within the exercise group in order to ensure that the goals are individualized. The goals should be short-term, and process and performance oriented. For example, the person has a long term goal of losing 10 pounds (outcome oriented), so I would create a series of short term, process goals. Because a process goal focuses on the actions a person must do during performance, a process goal would be to create and listen to playlists that motivate her to run faster, and focus on dissociation when starting the running program. A performance goal focuses on achieving standards of performance or objectives independently of other competitors, so a performance goal could be doing 10 squats while holding a 30lb bar, 2 times. Consistently running at least 5x a week and doing some weight training could lead to the long-term, outcome-oriented goal of losing 10 lbs. This program should be effective because: 1) It would be individualized to the person in the group, rather than being a general, vague goal that many people are told to achieve. 2) It involves specific goals that are task-oriented and realistic in the short-term. 3) We would not be setting too many goals too soon, and each of the short term goals would be time-oriented. If injury happens or some set-backs occur, we would adjust the goals accordingly.

Goal setting application question: Describe why your group or individuals in your group might have ineffective goal setting.

My exercise class has an autocratic leader who convinces her participants to set specific goals, removing the autonomy from the individuals. We are told to set too many goals, and feel overwhelmed by the number of them. Some of the group goals seem unrealistic and vague, and are more subjective than objective (like focusing on looking a certain way rather than focusing on body fat percentage or being able to do a certain number of push-ups). The goals themselves seem to be more outcome-oriented than process and performance- oriented goals. To make matters worse, each person in the group is treated the same, so the goals do not account for individual differences. Setting a goal like losing 10 pounds in a few weeks may not be the best goal for everyone—some people may not want to lose weight, while others may want to lose a significant amount of weight.

Why goal setting works: direct mechanistic explanation: goals direct _____ to the important elements of the skill. Mobilize performers' ______. prolong performers' _______ and foster the development of new _____ _____.

attention; efforts; persistence; learning strategies

forms of goal evaluation: Lose 20 pounds in 6 months--> client informs instructor of weight each week. improve concentration levels during practice---->

coach gives player weekly report card rating practice concentration of scale of 1-10

____ goals focus on the actions an individual must engage in during performance to execute or perform well (subjective/outcome/objective/performance/process)

process

Common Goal setting problems: C______ students, athletes, and exercisers to set goals. Failing to set s_____ goals. Setting too many goals too soon. Failure to a______ g______ failure to recognize i________ d_________. not providing goal follow-up and evaluation.

convincing; specific; adjust goals; individual differences

Why goal setting works: the ____ _____ explanation says that goals direct attention to the important elements of the skill, mobilize efforts, prolong persistence, foster the development of new learning strategies.

direct mechanistic explanation

Athletes set goals to provide ____ and help them stay focused. The athletes that use multiple _____ exhibit the best performance. Individual ____ must be considered.

direction; strategies; differences

the ___ ____ _______ is a progression of more difficult short term goals (also climbing the mountain of change)

goal setting staircase

____ goals are the future state of affairs desired by enough members of a group to work toward its achievement. Attaining specific standards of group _____ usually within a specified _____.

group; proficiency; time

top three goals for athletes: 1) 2) 3) Athletes prefer moderately difficult, difficult, and very difficult goals

improving performance; winning; enjoyment

Why goal setting works: the ____ ___ _____ view says that goals influence performance indirectly by affecting psychological factors such as anxiety, confidence, and satisfaction

indirect thought process view

Barriers to goal setting for collegiate athletes include: Barriers for olympians include:

lack of time; stress fatigue; academic pressure; social relationships. lack of confidence; lack of goal feedback; too many goals or conflicting ones, lack of time, work commitments, and family and personal relationships

group goal setting principles: establish _____ goals first. establish clear paths of short term goals en route to long term goals. Involve _____ in establishing team goals. M_____ and r____ progress toward team goals. Foster c_____ t_____ c_____ or e_____concerning team goals.

long term goals; all members of the team; monitor and reward progress; collective team confidence or efficacy concerning team goals

Females set goals ____ (more/less) often and find them more effective than men do. Athletes do not systematically write down goals. The more experience they have with goal setting, the better they are at developing effective goal-setting strategies.

more

___ goals focus on a competitive result of an event (eg. beating someone) (subjective/outcome/objective/performance/process)

outcome

_____ goals are attaining a specific standard of proficiency on a task, usually in a specified time. (subjective/outcome/objective/performance/process)

outcome

_______ goals focus on achieving standards of performance or objectives independently of other competitors—usually making comparisons with one's own previous performance (subjective/outcome/objective/performance/process)

performance

the indirect though process view for why goal setting works says that goals influence ______ indirectly by affecting _____ _____ like ______, _____ and ____.

performance; psychological factors; anxiety; confidence; satisfaction