Transcript WS01 Goal setting

Goal Setting
John Ashford
Nikki Greaves
Ken Kamimura
Courtney Lew
KIN 331 – Peak Performance
October 9, 2007
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?
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.
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.
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!
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.
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.
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.
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.
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”.
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.
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.
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.
Goal Setting Guidelines
Wrapped UP
• Specific
• Measurable
• Attainable
• Realistic
• Time
appropriate
Reference: http://www.pibetaphi.org/leading/leadership/GoalWorksheet.pdf
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).
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.
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.
Validity of goal setting
strategies/guidelines
Process Goals?
• 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…
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…?
Validity of goal setting
strategies/guidelines
• 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
• Hinsz & Nickell (2004) cont’ • Discussion & Conclusion:
– The study agrees w/ previous studies
• Results:
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–
–
–
–
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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
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
Validity of goal setting
strategies/guidelines
Billy finds other
examples pertaining
to goals…
“The higher the peak, the higher the climb – the
sweeter the success.”
Validity of goal setting
strategies/guidelines
Process Goals?
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…
goal setting
By Validity
George,ofI think
strategies/guidelines
he’s
got it!!!!
!
Effectiveness
Tips to enhance goal setting strategies
Planning
1. Setting the right type of goals
2. Specific goals
3. Range of goals
4. Realistic goals
Tracking
1. Implementation
2. Flexibility
3. Adjusting goals
4. Mentors
Evaluating Effectiveness
1. Performance enhancement
2. Facilitation of task
3. Confidence and state anxiety
4. Motivation and commitment
Common Problems
Too
General
Too Many
Too Soon
Too
Narrow
Lost Goals
Too
Lost
Too
Ridged
Effective goal achievement
Planning
Tracking
Evaluating
Committing
Questions???
Thank You