Chapter 15 Sport Exercise Psychology Learning Aids

Front 1

Define what goals are and identify major types of goals

Back 1

goals are objectives or aims of actions. They may be subjective or objective and may be directed toward performance, process, or outcome. The key is knowing when to focus on each goal type and not devoting all one's attention to outcome goals

Front 2

Describe the latest research on and theory of goal setting

Back 2

The research on goal setting demonstrates that goals are a powerful means for effecting behavior changes. Goals influence behavior directly by brining a performer's attention to important elements of the skill/task. Goals can also increase motivation and can facilitate the development of new learning strategies. Goals also influence behavior indirectly by causing changes in important factors such as self confidence, anxiety and satisfaction

Front 3

describe goal-setting principles

Back 3

principles that develop helpful kinds of goals: specific; moderately difficult but realistic; both short and long term; both practice and competition; both performance and process goals.

Other principles are recording the goals, considering a participant's personality and motivation, fostering commitment to goals, providing support to the goal setter, and providing evaluation and feedback of performance towards goals

Front 4

Explain group goals and how to use them

Back 4

group goals focus on attaining specific standards of group proficiency usually within a specified time.

when establishing group goals you should
a. establish long term goals first
b. establish clear short term goals as paths to long term goals
c. involve all members of the group in establishing its goals as a team
d. monitor progress toward team goals
e. reward progress toward team goals
f. foster collective team confidence in efficacy

Front 5

explain how to design a goal-setting system

Back 5

use a three stage system

1.preparation and planning: assesing individual abilities and needs, setting goals in diverse areas, planning goal achievement strategies

2. education and acquisition: scheduling meetings and limiting the number of goals one initially focuses on

3.Follow up: the use of appropriate goal evaluation procedures, goal support and encouragement, and goal reevaluation

Front 6

identify common problems in goal setting and how to overcome them

Back 6

problems:

-failing to convince students and athletes to set goals
-failing to set specific goals
-setting too many goals too soon
-not initiating goal-setting follow up and evaluation

Front 7

summarize the findings regarding coaches goal-setting practices

Back 7

a. goals were set pre-dominantly to focus attention and provide direction

b. the most important aspect of goal commitment was personal enjoyment

c. coaches were variable in writing down their goals and their understanding of goal-setting principles

d. goal barriers were seen as physical, psychological, and external

e. coaches used performance, process, and outcome goals although they favored process and performance goals

f. coaches used both short and long term goals but focused more on short term goals

Front 8

describe the 7 steps to maximizing goal effectiveness

Back 8

1. setting goals

2. developing goal commitment

3. evaluating barriers to goal attainment

4. constructing action plans

5. obtaining feedback

6. evaluating goal attainment

7. reinforcing goal achievement