Goal-setting+and+motivation

=** GOAL-SETTING AND MOTIVATION **=

[|BBC Horizon "The England Patient"]



//** ﻿ Goal Perspective Theory **//
Define the two goal orientations mentioned by **//Nicholls’ Achievement Goal Theory of Motivation (1984)//** []
 * 1) An individual who is task orientated utilizes an undifferentiated conception of ability, focusing on developing skills, learning new skills, and demonstrating mastery at the task.
 * 2) An individual who is ego orientated utilizes a differentiated conception of ability, focusing on demonstrating ability by being successful with minimum effort and outperforming others.


 * //Describe how to measure goal orientation //**
 * Three types of questionnaires: **//Task and Ego Orientation in Sport Questionnaire//** (TEOSQ), **//Perceptions of Success Questionnaire//** (POSQ) and the **//Sport Oriented Questionnaire//** (SOQ)
 * Self-report questionnaires
 * TEOSQ is composed of 15 items that measure task and ego orientation
 * POSQ is composed of 12 items that measure competitiveness (ego orientation) and mastery
 * SOQ is composed of 25 items and purpose to measure competitiveness, win orientation, and goal orientation []


 * //Define goal involvement //**
 * How much an individual buys into goal theory, and doing everything you can to achieve the goals.
 * Level of effort put in to achieve goals.


 * //Define the importance and different between mastery climate and competitive climate as it pertains to the overall motivational climate //**
 * Mastery climate refers to the skills learned to complete a goal. An individual may be motivated in terms of learning the necessary skills, however might not have the competitive drive to motivate them.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Competitive climate refers to preparing for a goal in terms of being competitive and being motivated to win - does not necessarily mean that they have the necessary skills, but do learn the necessary competitive aspect of achieving goals.


 * //<span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Define goal orientation and moral functioning as it pertains to good or bad sportspersonship //**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**//Goal orientation//**: “A motivational construct referring to personal definitions of success” (Answers.com)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Goal orientation can pertain to bad sportspersonship as someone who is ego orientated may disregard the implications of their actions for example during a game and focus only on achieving their goal.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**//Moral functioning//**: “Moral functioning includes reasoning, intentions and emotions expressed in behaviors" []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Moral functioning can pertain to good sportspersonhip as it forces the individual to reflect upon their reasoning, intentions and emotions, leading to them to think carefully about the implications of their actions and behavior.


 * //<span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Define the characteristics of task and ego goal orientations //**
 * //Task//**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**//-oriented//** individuals feel most successful when they experience personal improvement that they believe is due to their hard work and effort. They gain a sense of accomplishment through learning and mastering a difficult task. Mastery-oriented individuals, regardless of their perception of personal ability, tend to exhibit adaptive motivational patterns. This means that they tend to participate in challenging tasks that allow them to demonstrate persistence and sustained effort.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">An **//ego or competitive goal orientation//** is associated with the belief that success is a function of how well a person performs relative to other people. In this case ability is independent of effort. If a person performs well against other competitors, yet does not expend much effort, this is evidence of greater ability. Thus for ego-oriented athletes, success is outperforming an opponent using superior ability as opposed to high effort or personal improvement. An ego-oriented individual who has high perception of ability should exhibit adaptive motivational patterns (engage willingly in challenging tasks). However, an ego-oriented who has low perception of ability should exhibit a maladaptive motivation pattern. Because his motivation is to win and he does not believe he can win, he will not likely take part in a challenging activity. The obvious disadvantage of an ego orientation is that it discourages participation simply for the fun of it unless one is certain of experiencing success. In summary, a mastery-oriented will be looking at challenging situations, but an ego-oriented individual will focusing on defeating others with minimum effort. Research on goal orientation has revealed that individuals who are high in task orientation can also be high in ego orientation. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">[]

//**<span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Goal Setting in Sport **//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Effective goals must be specific, measurable, behavioural, realistic, attained in a certain time, set by the individual. Studies have shown that using a combination of these three goals produce better performance. //**Locke and Latham (1981)**// argue that performance is regulated by the conscious goals that individuals attempt to achieve on a task. Matched-pair experiment on the effect of goal setting and performance of team players (cognitive level of analysis).
 * //<span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">List the three basic types of goals and their effectiveness //**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//**Outcome goal**// = focus on the competitive result in the game. If your goal is to win our game – and you play the best game of your life but do not win – then you still have no achieved your goal. Since it is competitive you do not have total control, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">your success is based off of your opponents ability.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//**Performance goal**// = achieving your own objectives regardless of other competitors. Improving an individual skill like getting a faster time in a race than you usually do (swimming, track), or completing a move you have not done before (gymnastics) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">or getting a greater percentage of serves over in tennis are examples of performance goals. This is a good type of goal to use because there is no influence by the skill of the other competitors.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//**Process goals**// = focusing on the flow of actions/skills performance (i.e., a basketball player releasing the ball at the peak of their jump). This is a good type of goal to set because it allows you to work on the process and the skills needed to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">achieve a performance goal.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Locke’s direct mechanistic view explains that goal setting is effective because:
 * //<span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">List the four basic ways in which goal setting can influence performance //**
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Helps athletes to concentrate on specific skill development
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Goals provide direction and focus for activity
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Goals help the athlete to persist by creating sub-goals

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Burton 1989 argues that goal setting also has a psychological effect in that setting goals may affect cognative processes such as self-efficacy – known as the indirect thought process view.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Goals lead to changes in psycholocial factors that influence performance – anxiety and levels of performance.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Goals have an effect on one's level of motivation.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Effective goals should be //**SMARTS**// (//Management Review// by George Doran, 1981)
 * //<span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Define the principles of effective goal setting //**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//**Specific**// - if a goal is vague it can be unknown whether or not it has been achieved
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//**Measurable**// - if the achievement cannot be measured then your self confidence will not benefit from the goal setting nor can you observe progress
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//**Action-oriented**// - what exactly has to be done to reach the goal
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//**Realistic**// - when the goal is unreachable no effort will be made
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//**Timely**// - a reasonable amount of time
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//**Self-determined**// - set by the participant

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">A bad goal: “to improve my golf game” <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">A good goal: “ to lower my golf handicap from 14 over par to 11 by improving the accuracy of my short-iron approach shots to the green”

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Behavioral (action-oriented) - the participant should have to take some sort of initiative to achieve the goal, it should be their actions and behavior that effect of the goal is achieve
 * //<span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Contrast between specific, measurable observable and behavioral (action oriented) goals //**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**//Specific//** = if a goal is vague it can be unknown whether or not it has been achieved
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**//Measurable//** = if the achievement cannot be measured then your self confidence will not benefit from the goal setting nor can you observe progress
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**//Observable//** = the participant should be able to see whether or not they have achieved their goal


 * //<span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Discuss the importance of writing down and monitoring goal progress //**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">By writing down ones goal, it is solidified and cannot be altered. Also by writing it down, it can be placed in a spot where it can be seen daily to motivate the athlete
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Monitoring goal progress is also important because in order to reach the goal changes may have to be made to the athletes behavior, training, or the time given

//**<span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Relate the importance of using short-range goals to achieve long-range goals **// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Long-range goals are dreams or hopes for the future, they should be clear and specific. In order to achieve these long-range goals a series of short-range goals must be made along the way. They are important for skill development, i.e., if your long-range goal is to win the national championships for high-school basketball then your short-term goals would be about improving the skills needed to do that, winning within your conference, then within your state, then within your region, and then your final goal of winning the nationals.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Planning is the first stage for setting goals for team. At this phase the coaching staff conducts a needs assessment exercise. In a need assessment, the coaching staff carefully reviews the team as a whole, and each individual, relative to areas of needed improvement. Start with the team as a whole and list the strengths and weakness of the team. From the list of weaknesses, you can articulate specific team needs and write them down. From the list of team needs, you may conclude that the team needs to improve in team cohesion (togetherness), physical fitness, and ball handling skills. From these team needs, you should write down specific goals that state in observable terms if and when team goals are achieved. For example, when training camp begins, each member of the team will be able to run three miles in less than seven minutes. Areas of needed improvement are listed for each athlete on the team. Following this exercise, goals should be written that are specific, measurable, and realistic. They should be written and planned in a way consistent with the SMART principle. Before moving into the next phase that is the meeting phase the coach must carefully consider how best to approach the athletes with the needs assessment and goals for the team and individual athletes. Athletes must accept and internalize the goals that coaches give them. This is the best accomplished by involving the athletes in the actual goal-setting process. There is no sense in approaching this step from a dictatorial perspective, because if the athlete does not internalize a goal, then it is not his. In addition to considering how to involve the athlete in the goal-setting process, the coach must plan how to implement the goal-setting process and to monitor it once it is implemented.
 * //<span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Describe the three components of a team approach to setting goals //**
 * //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The Planning Phase //**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The most straight forward component of the meeting phase is the initial meeting, in which team goals can be reflected upon and discussed. This can be very useful in terms of discussing previous year’s performance and giving a realistic assessment of what to expect for the future. Coaches should educate athletes on the differences between outcome, performance and process goals. Process and performance goals tell the athlete exactly what they must do as a team to accomplish outcome goals. In a subsequent meeting, coaches should instruct athletes on the SMART principle and on how to write and put into words their own personal goals. Together coaches and athletes mutually agree on goals to be targeted. In addition to setting clear, measurable goals, coaches must implement a plan or strategy to achieve the stated goals. And in setting goals, coaches must assist athletes in developing a plan to accomplish the goals. A series of short-range goals should be set to help break the long-range goal into smaller units. The coach and athlete must decide what daily running schedule would be most beneficial for the athlete. A detailed strategy must be decided upon if the athlete has any hope at all of achieving a difficult goal. Every goal must have a plan by which to achieve it.
 * //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The Meeting Phase //**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The evaluation phase of goal setting should take place at the end of the competitive season, but also throughout the season. Goals set by the team and by individuals should be monitored regularly. Monitoring of process and performance goals should take place following each competition, as well as after practice sessions. It is critical to the evaluation component of goal setting that performance statistics be kept on every game and match. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Outcome goals are easier to monitor because they relate to success or failure. Without constant monitoring, feedback, and evaluation, the goal-setting process will not be effective. []
 * //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The Evaluation Phase //**

//**<span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Outline common goal-setting pitfalls **//


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Unrealistic goals
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Goals that can be unachieved because of the competition.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Goals that do not have a realistic time frame
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Un-measurable goal/goals that are not quantifiable