Goal setting focuses on obtaining a specific level of ability on a task within a clearly specified time frame.
Goals can and should take on many distinct forms, such as the following.
Subjective goals are broad general goals that are very subjective/individualized. An example of a subjective goal would be to have fun, as what one person considers fun may be very different than another person.
General objective goals focus on obtaining a certain level of achivement or outcome. A good example of a general objective goal is to make the team.
Specific objective goals include a narrowed objective to be obtained, such as increasing your free throw percentage during basketball games.
Outcome goals focus on achieving standards of performance based on the result of an event between two individuals (or teams). Outcome goals are almost always winning.
Performance goals focus on improving your personal performance when compared to previous events. An example of this is improving your strike to ball ratio as a pitcher in baseball.
Process goals are zoned in on improving the procedures that you engage in during performance. An example of this is a sprinter focusing on improving mechanics during sprinting as a means to decrease time.
Research across the various types of goals, ages, education levels, and settings consistently shows that goal setting facilities performance.
It is important to acknowledge that goal setting is most effective when a systematic approach is used and a knowledgeable professional customizes the process to the setting and person involved.
Research has also shown that as the level of competition rises, goal setting becomes more and more important.
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A recent study showed that Olympic athletes all set some type of goals and that collegiate coaches from a variety of sports also set individual, team, practice, and/or competition goals. **
There are a few proposed models/theories relating to how goal setting influences performance, and overall it is generally accepted that goal setting alters performance by influencing key psychological attributes such as anxiety, confidence, satisfaction, and motivation. In addition goal setting influences the focusing of attention to important aspects of the skill(s) being performed, the mobilization of effort, increases in persistence, and developing new learning strategies to overcome failure.*
Thoughts and considerations for successful goal setting
1) Set specific goals in measurable and behavioral terms
2) Set moderately difficult but realistic goals
3)Set short-term as well as long-term goals
4)Set process and performance goals as well as outcome goals
5)Set goals for practice and competition
6) Provide goal evaluations
7) Provide support for goals
8) Set group goals (if necessary)
9) Set positive goals as opposed to negative goals
10) Identify target dates for attaining your goals
11) Identify goal achievement strategies
12) Record goals once they have been identified |
Top errors made during goal setting
1) Too many goals too soon
2) Failing to recognize individual differences
3) Setting goals that are too general
4) Failing to modify unrealistic goals
5) Failing to set process and performance goals
6) Not understanding the time commitment needed
7) Setting only technique related goals
8) Failing to create a supportive goal-setting atmosphere |
If you are interested in learning more about goal setting and how to optimize your progress, please do not hesitate to contact me.
Materials and information adopted from Goal Setting for Peak Performance by Daniel Gould of Michigan State University. The original chapter was published in Applied Sport Psychology: Personal Growth to Peak Performance. (5th ed.) which was edited by Jean M. Williams and published by McGraw-Hill (2006).
* (Weinberg, R., Butt, J., Knight, B., & Perritt, N. (2001). Collegiate coaches’ perceptions of their goal-setting practices: A qualitative investigation. Journal of Applied Sport Psychology, 13, 374-398).
** (Weinberg, R., Burton, D., Yukelson, D., & Weigand, D. (2000). Perceived goal setting practices of Olmypic athletes: An exploratory investigation. The Sports Psychologist, 14, 279-295.)
