2. Goal Setting John Ashford Nikki Greaves Ken Kamimura Courtney Lew KIN 331 – Peak Performance October 9, 2007

3. What is a goal? Goal- “Attaining a specific standard of proficiency on a task, usually within a specific time limit”(Locke). Types of goals- McClements –Subjective –General objective –Specific objective Martens & Burton –Outcome –Performance –Process Why are there different types of goals?

4. Types of Goals Subjective goals- set to have fun, try your best, get physically fit. General objective goals- set to win the game, championship, make the team, make friends. Specific objective goals- set to increase percentages of baskets made, lower ERA. Outcome goals- focused on final results, beating the opponent, comparing their performance with other performers. Performance goals- focused on improving, comparing their own past performances to their recent performances. Process goals- focused on the procedures of the task.

5. Goal Setting Theories Locke’s Mechanistic Theory- –Goals influence performance by: 1. Directing performer’s attention to the important part of a task. 2. Helping the performer mobilize effort. 3. Prolonging effort, increasing persistence. 4. Helping the performer develop and use new learning strategies. Burton & Naylor’s Cognitive Theory- –Within an athletic environment, goals are linked to the performer’s anxiety, motivation and confidence levels.

6. Meet Billy Billy is a junior at SFSU. He really wants to graduate and go to UCSF for graduate school. He feels lost and confused. He knows he has to set goals to get there. But how does he do that? Where should he start? Let’s embark on a journey of discovery and success with Billy!

7. Goal Setting Guidelines Set Specific and Tangible Goals – Instead of setting the goal of “ doing well in school ”, Billy decides his goal is to graduate with at least a 3.2 GPA.

8. Goal Setting Guidelines Set Goals that are Realistic & Challenging – If Billy sets a goal that is too easy for him, the outcome may be reached, but the process witl not be fulfilling or Billy may get bored and give up on the goal.

9. Goal Setting Guidelines Short-term & Long-term Goals are Essential – Billy sets goals each week to do well on specific exams and assignments. Billy also sets larger, future goals like graduating from college by 2009 and getting into UCSF for graduate school. Billy ’ s short-term goals are the stepping stones toward his long-term goals.

10. Goal Setting Guidelines Set Process & Performance Goals – Billy has already set a goal of getting an A on his Peak Performance exam. However, because Burton et al. has found that outcome goals are less effective than performance goals, Billy decides that not only does he want to get a good grade, he wants to be able to understand and apply the concepts.

11. Goal Setting Guidelines Set Positive Goals – Billy is taking Assessment this semester. Billy first sets himself a goal to “ not fail the class ”. Realizing the error of his ways, he reforms his goal to reflect his positive ambitions: “ I will get at least a B in this class ”.

12. Goal Setting Guidelines Goal Achievement Strategies Billy decides he needs to formulate a plan that enables him to successfully accomplish his goal. After all, you don ’ t expect to win a football game without practicing. Billy is laying out his plan of attack so that he can achieve his goal of getting an A in Exercise Physiology. This class has pop quizzes, so Billy decides to set aside a half an hour before and after each class to study his notes. Also Billy decides to make note cards prior to each exam as a study technique. Billy will go over his notes or note card in whole at least once per week.

13. Goal Setting Guidelines Keep a Record or Journal of Goals Billy keeps track of the goals that he has set. He writes down what each goal is, his plan to reach the goal, the time line for each goal, and then the outcome. This can be used later to evaluate himself.

14. Goal Setting Guidelines Evaluate your Successes and Setbacks, along with your Strategies – Using his journal, Billy is able to reflect on his goals and see how/why he did or did not succeed. This enables him to learn from his mistakes and take pride in his successes.

15. Goal Setting Guidelines Wrapped UP SS pecific MM easurable AA ttainable RR ealistic TT ime appropriate Reference: http://www.pibetaphi.org/leading/leadership/GoalWorksheet.pdf

16. Goal Setting Guidelines Set Practice and Performance Goals – Billy has set goals for each week of practice as well as for each game. This week in practice, Billy wants to work on fast-breaks. For the game, Billy wants to score 18 points (2 more than the last game).

17. Goal Setting Guidelines Support your Goals – Billy makes sure that he believes 100% in his goals and that he has a conducive environment to achieving his goals. He also makes sure that his family and friends are aware of his goals and that they support him.

18. Goal Setting Guidelines Set Group Goals when applicable – Billy ’ s basketball team is setting goals for the season. All members of the team have their input, and the goals follow the previous guidelines.

19. Process Goals? Group or Individual? Positive or negative? Validity of goal setting strategies/guidelines Billy’s introduced to terms and strategies, but still can’t quite grasp and fully understand the concept of goal setting. Goes to library to research… Outcome Goals? Objective/Subjective?

20. Validity of goal setting strategies/guidelines Spends hours and hours looking through catalogs/databases trying to find articles on goal setting. What does Billy find…?

21. Positive reactions to working in groups in a study of group and individual goal decision making. (2004) Hinsz & Nickell, Group Dynamics: Theory, Research, and Practice 2004, Vol. 8, No. 4, 253–264. Purpose: To find differences between individual and group goal decision. Task: Set goals in a card-sorting task Participants and Methods: –North Dakota State undergrad students –2 x 2 x 3 mixed-factor design –Both individuals and groups were given sequence of: Goal Setting, Goal-measures questionnaires Task performance Validity of goal setting strategies/guidelines

22. Hinsz & Nickell (2004) cont’ Results: –Task performance –Goal attainment –Satisfaction w/ task performance –Goals for own performance –Goals for others’ performance –Commitment of goals –Attitudes toward goal attainment –Attitudes toward participation in the experiment Discussion & Conclusion: –The study agrees w/ previous studies suggesting that people have positive reactions w/ their roles and experiences in task-performing groups than individuals performing tasks on their own. –Individuals working in groups: positive attitudes more satisfaction more commitment –Group vs. Individual Goal Decisions: Less difficult goals Can select more cautious alternatives

23. Validity of goal setting strategies/guidelines “The higher the peak, the higher the climb – the sweeter the success.” Billy finds other examples pertaining to goals…

24. Process Goals? Group or Individual? Positive or negative? Validity of goal setting strategies/guidelines Wrap up: Before, Billy had some sense of what goal setting terms, techniques, and strategies were. But after further research on this psychological skill strategy and applying to everyday life… Outcome Goals? Objective/Subjective?

25. ! ! ! Validity of goal setting strategies/guidelines By George, I think he’s got it!!!! ! !

26. Effectiveness Tips to enhance goal setting strategies

27. Planning 1. Setting the right type of goals 2. Specific goals 3. Range of goals 4. Realistic goals

28. Tracking 1. Implementation 2. Flexibility 3. Adjusting goals 4. Mentors

29. Evaluating Effectiveness 1. Performance enhancement 2. Facilitation of task 3. Confidence and state anxiety 4. Motivation and commitment

30. Common Problems Too Many Too Soon Too General Too Narrow Too Lost Too Ridged Lost Goals

31. Effective goal achievement PlanningEvaluatingTrackingCommitting

32. Questions???

33. Thank You