GOAL SETTING IN SPORT AND PHYSICAL ACTIVITY

1. GOAL SETTING IN SPORT AND PHYSICAL ACTIVITY Damon Burton, Ph.D. University of Idaho

2. Goals – are like magnets that attract us to higher ground and new horizons. They give our eyes a focus, our mind an aim, and our strength a purpose. Without their pull, we would remain forever stationary, incapable of moving forward . . . A goal is a possibility that fulfills a dream (Lessin, 1999) WHAT ARE GOALS?

3. COMPONENTS OF GOALS • direction – athletes’ choice about how to direct or focus their behavior. • comparison standard – a minimal quality and/or quantity of behavior that must be attained to achieve success.

4. HOW GOALS WORK • Focus attention on specific tasks • Increase effort and intensity • Encourage persistence • Promote the development of new task strategies (e.g., problem-solving strategies)

5. DO GOALS WORK? • Goal setting is the most popular and effective performance-enhancement technique used in sport psychology • Over 90% of all business studies and almost 80% of all sport studies demonstrate goal setting effects, normally in 6 weeks or less.

6. WHAT TYPES OF GOALS ARE MOST EFFECTIVE? • process, performance and/or outcome goals, • specific and/or general goals, • easy, moderate and/or difficult goals, • positive and/or negative goals, • practice and/or competitive goals, • short-term and/or long-term goals, and • individual and/or team goals.

7. Process goals focus on improving form, technique and strategies. Performance goals emphasize improving personal performance or attaining a particular performance standard. Outcome goals concentrate on winning and outperforming others. GOAL FOCUS: PROCESS, PERFORMANCE & OUTCOME GOALS

8. GOAL FOCUS: PROCESS, PERFORMANCE & OUTCOME GOALS • Process/performance goals promote better performance than outcome goals because they are flexible & controllable. • Controllability – athletes should control as much of their own success or goal attainment as possible. • Flexibility– goals should be easy to raise and lower to ensure optimal goal difficulty in every situation.

9. Research confirms that most athletes prefer moderately difficult goals that are 5-15% above current performance capabilities, Orlick recommends 3 goal difficulty levels, Dream Goals – level of performance possible if athletes experience Flow. Realistic Goals – moderately difficult level of performance possible if the athlete performs well-- up to expectations. Growth Goals – lowest level of performance that a competitor can achieve and still feel successful. GOAL DIFFICULTY: DIFFICULT, MODERATE OR EASY GOALS

10. GOAL VALENCE • Positively-worded goals are believed to be better than negative goals • Want you to see image of success • Skill level may impact valence Low Skilled-------------------Moderately Skilled--------------------Highly Skilled POSITIVENEGATIVE • Generally, positive goals are encouraged

11. Long-term goals provide direction to help identify where you are going. Short-term goals are the stepping stones to reach long-term goals . They promote the motivation and self-confidence increments necessary to pursue those long-term objectives. A combination of short- and long-term goals is recommended. GOAL PROXIMITY: SHORT-TERM VERSUS LONG-TERM GOALS

12. Long-term goal Week 4 goal Week 3 goal Week 2 goal Week 1 goal Baseline STAIRCASE APPROACH TO ACHIEVING LONG-TERM GOALS

13. PRACTICE VERSUS COMPETITIVE GOALS Practice Goals • focus - developing skills • concentration and motivation • outcome, process & performance goals • push comfort zone Competitive Goals • focus - performing optimally • poise, confidence & stress management • process & performance goals • difficulty realistic for CPC

14. Team goals focus on boosting cohesion and collective performance. Individual goals are role-specific in order to maximize team success. GOAL COLLECTIVITY: TEAM VERSUS INDIVIDUAL GOALS

15. WHY TEAM GOALS PROMOTE SOCIAL LOAFING? • The larger the number of team members, the less effort each athlete expends. • Social loafing declines when identifiability and accountability increase. • Individual goals counter social loafing. • A combination of team and individual goals is recommended.

16. CRITIQUE “SMART GOALS” Specific Measurable A ggressive & Achievable R elevant T ime-bound

17. Goal Setting Process Goal setting is best understood and most effective when understood as a process Most coaches and athletes do a great job of setting goals and then forget or ignore the rest of the process GOAL SETTING PROCESS Set Goals Reinforce Goal Attainment i Secure Commitment Obtain Feedback and Evaluate Goal Attainment Identify Barriers and Construct Action Plans

18. Set Goals follow goal type recommendations use Orlick’s three levels of goal difficulty moderate goal difficulty that’s 5-15% above current capabilities. GOAL SETTING PROCESS Set Goals Reinforce Goal Attainment i Secure Commitment Obtain Feedback and Evaluate Goal Attainment Identify Barriers and Construct Action Plans

19. Secure Goal Commitment get athletes to participate in setting goals, rewards build commitment, post goals and goal progress to promote social support and accountability. GOAL SETTING PROCESS Set Goals Reinforce Goal Attainment i Secure Commitment Obtain Feedback and Evaluate Goal Attainment Identify Barriers and Construct Action Plans

20. Identify Barriers & Construct Action Plans Identify skill and knowledge barriers to goal attainment, Develop a systematic plan for how you’ll overcome barriers and attain goals. GOAL SETTING PROCESS Set Goals Reinforce Goal Attainment i Secure Commitment Obtain Feedback and Evaluate Goal Attainment Identify Barriers and Construct Action Plans

21. Obtain Feedback and Evaluate Goal Attainment Feedback is critical to goal success. Schedule times daily and weekly to monitor goals. Evaluation is the most overlooked step in making goals work. GOAL SETTING PROCESS Set Goals Reinforce Goal Attainment i Secure Commitment Obtain Feedback and Evaluate Goal Attainment Identify Barriers and Construct Action Plans

22. Reinforce Goal Attainment reward goal achievement, use appropriate shaping procedures for reinforcement, intermittent reinforcement enhances retention, self-reward or develop a team reward system GOAL SETTING PROCESS Set Goals Reinforce Goal Attainment i Secure Commitment Obtain Feedback and Evaluate Goal Attainment Identify Barriers and Construct Action Plans

23. COORDINATING GOALS • Step 1 – establish a culminating goal (e.g., outcome goal - win conference) • Step 2 – develop a series of intermediate performance goals (e.g., stroke mechanics, conditioning, tactics, attacking skills and mental skills) to win conference • Step 3 – set a series of short-term process goals that are needed to reach performance goals (i.e., timing, footwork, horizontal movement and vertical swing enhance stroke mechanics)

24. GOAL ROADMAPS

25. DEVELOPING A “GOAL MENTALITY” • Goal Mentality” – is the mindset to love setting goals and set them spontaneously and systematically in everything you do. • Setting goals become self-fueling and increases intrinsic motivation and steadily enhances self-confidence. • A minimum of 8-12 weeks is necessary to create a GM because performers must set goals

26. “GOAL MENTALITY” REQUIREMENTS • A minimum of 8-12 weeks is necessary to create a “goal mentality” (GM) • The process requires setting daily goals and monitoring them closely while learning how to set goals effectively and building a history of success needed to optimize intrinsic motivation and self-confidence.

27. failure to sell practitioners on goal setting to ensure commitment, setting goals that are not measurable and realistic, unwillingness to raise and lower goals to maintain optimal difficulty, setting too many goals, focusing too much on outcome goals, forgetting to monitor and evaluate goals. Develop a ”goal roadmap” to coordinate goals COMMON GOAL PROBLEMS

28. The End The End