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13 Cards in this Set
- Front
- Back
Objective goals
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o Focus on attaining a specific standard of proficiency on a task, usually within a specified time
“I want to lose 10 lbs in 3 months) |
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Subjective goals
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o General statements of intent
“I want to do well” |
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Three types of goals
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Outcome
Performance Process |
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Outcome goals
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Focus on a result
• Want to score more points than my opponent • Want to win the championship |
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Performance goals
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Focus on achieving standards or performance objectives
Independent of other competitors Based on athletes’ own previous performance Example • Pitcher wants to strike out 5 batters in a row • Runner wants to run a mile in 6 min Athletes should prefer performance goals over outcome • If achieve performance, many times they achieve outcome goals anyway |
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Process goals
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The actions that an athlete must engage in during performance to execute a task or perform well
Examples • Golfer must keep left arm straight while swinging |
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How goal-setting improves competitive performance
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o Helps athlete direct attention and focus on actions
o Mobilizes athletic effort o Persistence o Promoting the development of new learning strategies Once an athlete achieves one goal, will encourage the athlete to pursue another goal |
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How to have an athlete set goals
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o Goals must be
Specific • Focuses exactly on the goal to be achieved Measurable • Can be quantified sot the athlete knows how close they are Observable o Realistic Cannot be too difficult or easy o Clearly identify time constraint o Set short-term goals as well as long-term goals Should be linked together to create a progression of goals o Set appropriate performance, process, and outcome goals For every outcome goal, there should be several process and performance goals o Help the athlete set practice goals Athletes spend more time in practice than in actual game play o Have the athlete learn how to record their goals in a training log, and monitor results See if the athlete is making favorable progress o Always involve the athlete |
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Problems in goal setting
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o Goals may be poorly-written
Too vague • “I want to be a better golfer” o Setting goals without setting a plan to achieve the goal o Athlete’s failure to follow the goal-setting plan o Non-realistic goals Too easy or too difficult o Athlete only sets outcome goals o There’s been a change in circumstances Injury So must be ready to change/fine-tune goals along the way o Athlete wants to set way too many goals |
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What to use in the goal-setting program
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o Think about the specific sport
o Assess the abilities and needs of the athlete o Make sure the goals are tied to specific and realistic strategies o Before practice, meet with your athletes to discuss their various goals |
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Direct mechanistic view
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o More researched than indirect thought-process view
o Goals influence performance in one of four direct ways Goals direct attention to important elements of the skill being performed Goals mobilize performer efforts Goals prolong performer persistence Goals foster the development of new learning strategies |
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Indirect thought-process view
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o Goals lead to changes in psychological factors which then influence performance
o Outcome, performance, and process goals influence behavior indirectly by affecting important psychological factors such as confidence and anxiety |
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Practice goals
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important to set because athletes spend more time practicing than competing
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