Goals and Goal Setting

Orientation Development 1 - 6yrs

Undifferentiated or task orientated. Only focus on how to perform the skill

Goal Choices

Use different types of goals for both short and long term situations. By having flexibly goal choice you have better coping strategies to handle losses and changes in athletics.

Goal Setting Paradox

While almost everyone has had experience at goal setting, most are only moderately effective in achieving their goals.

Orientation Development 12+ yrs

Depending on situational exposure and how you compare yourself to others can lead to long term orientations developing, but can have both Understand that luck, effort, and ability all contribute to how an athlete performs a skill

Competitive/Performance Environment

Social comparison, ability is defined by winning while mistakes are punished. Competition between athletes is emphasized and focused on

Interaction/Cooperation Environment

Social engagement, every play has a purpose. This is most important to very low skill levels (such as children)

Outcome Goal

Social comparison against others, outperform others, to win. Have specific goals about winning

Purpose of Goals

- master a desired skill - starting/directing effort through incentive - increasing persistence/determination against obtacles - developing new learning strategies - increase positive affect

Observable Goal

A goal in which goal attainment can be observed and monitored in behavioural terms.

Timely Goal

A goal that appropriately specifies time constraints associated with its achievement. Short vs long term goals. Its appropriate for the particular skill that is outlined in the goal.

Specific Goal

A goal that focuses exactly on the goal to be achieved. It is simple and understandable. Its a type of motivational regulation (external/internal motivation). Personality also contributes to a certain degree. Locus of causality and self-efficacy also play a role

Long Range Goals

A goal that is distal, in the sense that it is going to take a longer time to accomplish. A number of shorter or more proximal goals will need to be achieved before the long-range goal can be realized

Realistic Goal

A goal that is realistic in the sense that the athlete believes that it can be attained. Match goals to current starting point, preferences, challenges and past experiences, social life, time available

Behavioural Goal

A goal that, when achieved, is observable and action oriented. You can see that athlete perform the goal behaviour.

Measurable Goal

A goal whose accomplishment can be determined in a quantitative sense. It is behavioural or action oriented. You ned to know where the individual starts from (baseline), so you can compare their progress.

Needs Assessment

A review by coaching staff of the team as a whole as well as individuals, relative to areas of needed improvement

Multiple Goal Strategy

A strategy in which process, performance, and outcome goals are utilized.

Goal Setting

A theory of motivation that effectively energizes athletes to become more productive and effective through using goals.

Externally Controlled Motivational Regulation

A type of goal striving, related to the self-determination theory. Striving for personal goals for external reasons or rewards (extrinsically motivated), this can lead to initial effort that is not sustainable.

Autonomous Motivational Regulation

A type of goal striving, related to the self-determination theory. Striving for personal goals that are self-determined (intrinsically motivated), this can lead to sustained effort.

Action Oriented Goal

AKA Attainable/Achievabe goals. A goal, that when achieved, is observable in behavioural terms. A time frame for when it can be achieved is helpful, don't want to get bored/feel overwhelmed. It enhances intrinsic motivation, want to match ability. Moderate difficulty is perfect.

Performance Goal

Achieving personal standards. You are always comparing yourself to your personal best

SMART

Acronym to help athletes remember that goals should be specific, measurable, action oriented, realistic, and timely.

External Locus of Causality

Better for others to set your goals for you

Internal Locus of Causality

Better for you to set your own goals

Mobilizing Effort

By-product of effective goal setting that suggests increased effort

Foster Individuals and Teams (FIRE)

Challenge personal fears, beliefs, stereotypes. Appreciate how this goal will change people and the team. Set both individual and team goals, this need to be a group effort.

Learning Strategies

Effective goal setting encourages development of new ways to accomplish things

Mastery Environment

Effort and personal achievement are important. Positive criticism and reinforcements are also important. This is more individual based, coaches change their strategies to focus on each individual athlete

FIRE Motivation

Foster Individuals and teams Internalized it and Inspired Rewarded Evaluated, monitor progress, record

Internalized it and Inspired (FIRE)

Goals are self set (autonomous motivational regulation) or assigned (externally controlled motivational regulation); this can give you a sense of control. You want to understand why you are doing the goal, accept the commitment to it, feel as through you are supported by others to achieve this, and be reminded of it daily.

Short Range Goal

Goals that are achieved along the what toward achieving a long-range goal. Long-range goals are more distal, while short-term goals are more proximal

Process Goal Paradox

If you focus on something that is already automatic, and attempt to control it you can lose the natural fluidity of the automatic technique. Need to deconstruct it. The notion that process goals are considered desirable, while at the same time acknowledging that conscious processing may disrupt the smooth execution of a well-learned motor skill.

Specific Goals and Self Efficacy

Low: want to have a goal that has low standards to start off with, in order to help build up self confidence High: Want to have a goal that is difficult or challenging right away, these people have the self confidence to handle it. Failing motivates them.

Task/Mastery Orientation

Master what you have already done and how you are improving against yourself. You want to keep practicing the skill until you have it mastered. You believe that your ability is changeable, you can always learn and get better. Like performance and process goals

Evaluate/Monitor Progress (FIRE)

Record the strengths and needs, behavioural targets, and obstacles. Review the plan to reach the goal and current progress. Provide feedback and what helped/didnt help to achieve that goal.

Orientation Development 7 - 12yrs

Start to compare yourself to others, ego orientated. You are trying to find your identity, and it may be through sports. If parents place a strong emphasis on winning this can be damaging to the kids

Persistence

Sustained effort over a long period of time; a by-product of effective goal setting.

Process Goal

The actions that are executed are the proper technique (precise movements). Think about the process goal paradox

Goal Attributes

The characteristics of effective goals (eg. clarity, commitment, influence, certainty, satisfaction, acceptance, and participation). These goal attributes are precursors to good performance.

Social Goal

The desire for acceptance, to fit into a social group. Most common among kids and teenagers. You want to appear as if you know what you are doing, you want to be at the same level as everyone else. There can be physical limitations.

Goal Difficulty

The difficulty associated with accomplishing a goal. A goal can be considered easy, moderately difficult, or very difficult to achieve.

Self Concordance Model

The process of goal striving and its effect on well-being within the broad conceptual framework of self-determination theory (SDT). Goals that reflect the degree to which they are consistent with the individuals developing interests and values.

Goal Striving

The process of striving to set and to achieve goals. There are two kinds of goal striving, autonomous motivational regulation and externally controlled motivational regulation.

Achievement Orientations

There can be influenced by personal preferences and ones personality. Your personality can influence how you set goals. These include ego/competitive, task/mastery, and social approval orientations

Rewarded (FIRE)

You are rewarded through your performance and process

Ego/Competitive Orientation

You believe that your skills are gauged and determined on your ability to out compete others. How you are physically able to perform a skill. These individuals see that ability as unchangeable. Like outcome goals the most.

Climate Choices

You want to match the goal orientation to the ability of the individual and their perceived ability of themselves.

Social Approval Orientation

Your orientation is based on how people see you and know you. How well everyone else thinks you are doing. You rate you ability based on the opinions of others. You have less control on your ability because you believe that other determine it for you. Like social goals