Goal Setting

• Anyone who does anything worthwhile anywhere has consciously or unknowingly followed through on a goal.

• Goals keep us focused on a purpose.

• They help us through difficult times when many others less motivated would give up.

• A person who wants to get the most out of life often has a number of goals simmering at the same time, in their personal and business lives.

Why Set Goals

Creates Thought Process

Gives Direction

Motivation

Responsibility

Planning

Organizing

Helps in building Self Confidence

Two Types of Goals

• Short-Term goalA goal that can be reached in the near future

• Long-Term goalA goal that is reached over an extended period of time

List your major goals:

more important less important

long term    

long/short term    

short term    

Set Your Goals:   Set Your Goals:  

Goal Setting Theory• Dr Edwin Locke's pioneering research on goal setting

• Locke's research showed that there was a relationship between how difficult and specific a goal was and people's performance of a task.

• He found that specific and difficult goals led to better task performance than vague or easy goals.

• Telling someone to "Try hard" or "Do your best" is less effective than "Try to get more than 80% correct" or "Concentrate on beating your best time."

• Likewise, having a goal that's too easy is not a motivating force.

• Hard goals are more motivating than easy goals, because it's much more of an accomplishment to achieve something that you have to work for.

What are your goals?

Artistic

Attitude

Career

Education

Family

Financial

Pleasure

Public Service

Types Of Goals

Artistic:Do you want to achieve any artistic goals? If so, what?

Attitude:Is any part of your mindset holding you back? Is there any part of the way that you behave that upsets you? If so, set goals to improve or cure the problem.

Career:What level do you want to reach in your career?

Types Of Goals

Family:How do you want to be seen by a parent or by other members of your family?

Financial:How much do you want to earn by what stage?

Education:Is there any knowledge you want to acquire in particular? What information and skills will you need to achieve other goals?

Types Of Goals

Pleasure:How do you want to enjoy yourself? - you should ensure that some of your life is for you!

Public Service:Do you want to make the world a better place by your existence? If so, how?

Physical:Are there any athletic goals you want to achieve, or do you want good health deep into old age? What steps are you going to take to achieve this?

Types Of Goals

Goal Setting Activity

• If you could become anything you wanted, or accomplish anything you wanted in life, what would it be? What can you do to make that happen? Are you doing it? (If not, why not?)

• Think of three things you'd like to accomplish in the next several months. These must be things that are truly important to you and within your power to accomplish. For each one, describe in detail what you will need to do in order to succeed and lay out a plan for doing it (including deadlines). Now that you have set three goals, try carrying out your plans.

• Write about a time when you succeeded at something because you made it a goal and committed to it.- Describe what happened.- How did that make you feel?- What did you learn from that experience?

• Sometimes, despite our best plans and efforts, we fail anyway. Write about a time when you tried to accomplish something but came up short.- Describe what happened.- How did you deal with it?- What did you learn from it?- Did anything positive come out of it?

Goal Setting Activity

• Imagine that someday you will have children. Write a letter of advice for them to read when they reach the age you is right now. Tell them about the goals you had at this age, and what those goals did for you. Tell them about taking risks - what kinds of risks are good to take and what kinds aren’t. And tell them how to deal with failure and disappointment so they won't be discouraged when things don't work out the way they want.

Goal Setting Activity

Set Smart Goals

- Your goal must be specific.

- You must be able to measure progress towards your goal.

- Your goal must be something that you can actually attain.

- Your goal must be realistic, given who you are.

- Your goal must be something you can experience yourself.

S.M.A.R.T

•When you are planning a goal for yourself you have to think SMART

S.M.A.R.T• Specific

I will get an A in class for the 1st quarter

• Measurablewill average out my grade from my homework, quizzes, and tests

• AttainableIs this goal within reach for me

• Realistic I got a B in math last year

* Time I will have ten weeks to accomplish this goal

• Understanding SMART Goal Setting

• Goal setting is a powerful way of motivating people. The value of goal setting is so well recognized that entire management systems, like Management by Objectives, have goal setting basics incorporated within them.

• In fact, goal setting theory is generally accepted as among the most valid and useful motivation theories in industrial and organizational psychology, human resource management, and organizational behavior.

Five Principles of Goal Setting

• To motivate, goals must take into consideration the degree to which each of the following exists:

• Clarity.

• Challenge.

• Commitment.

• Feedback.

• Task complexity.

Introduction, History and Development of achivement orientation

• There has been a longstanding concern with motivation and achievement orientation in both psychology, education and sport

• Theory and practice still don’t always coincide• Motivation /Achievement orientation is

commonly defined as ‘Psychological processes that energise the individual and thereby influence behaviour.’

• ‘Despite being an important topic it is a regrettable fact that motivation is a poorly understood phenomenon in the trenches.... nowhere is the concept of motivation more misunderstood than in sport.’ Roberts (1992, p.4)

Weiner’s Attribution Theory (1985, 1986) – We explain success & failure with reference

to ability, effort, task and luck

BasicAttribution Categories

BasicAttribution Categories

StabilityStability Causality

Causality

Controllability

Controllability

Stable

Unstable

Internal

External

In One’s Contro

l

Out of One’s

Control

Theories and Models 1

• Attribution theory is concerned with how individuals interpret events and how this relates to their thinking and behavior

• Attribution theory assumes that people try to determine why people do what they do

• person can make two attributions

• 1) internal attribution, the inference that a person is behaving in a certain way because of something about the person, such as attitude, character or personality.

• 2) external attribution, the inference that a person is behaving a certain way because of something about the situation he or she is in.

 Attribution theory

• Attribution = one’s explanation of why something happened.

• When individuals observe behaviour, they attempt to determine whether it is internally or externally caused.

• Attribution theory suggests we determine which of these two (internal or external causes) is more likely through examination of:

• Distinctiveness – consistency of behaviour in different situations.

• Consensus – how others in same situation responded.

• Consistency – consistency of person’s behaviour over time.

• Fundamental Attribution Error

– The tendency to underestimate external factors and overestimate internal factors when making judgments about others’ behavior.

– E.g., supervisor assuming poor performance in subordinate is due to lack of effort and ability without examining possible external contributors (such as problems with machinery, lack of support)

– Suggests we may lose opportunities to correct situational problems because we don’t see their influence.

• Self-Serving Bias

– The tendency to attribute one’s successes to internal factors while putting the blame for failures on external factors.

– The tendency to deny personal responsibility for performance problems (blame external factors) but to accept personal responsibility for performance success (credit internal factors).

Self-determination theory

• Self-determination theory (SDT) is a general theory of human motivation and is concerned with the choices people make with their own free will and full sense of choice, without any external influence and interference

• Vallerand & Losier (1999) have represented self-determination theory in a hierarchical model

• Social Factors (success, failure, competition, co-operation, coach behaviour and parental influence) exert their influence through perceptions of autonomy, competence and relatedness

• The consequences of motivation can be:

– Affective (I feel)

– Behavioural (I do)

– Cognitive (I think)

Theories and Models 1

• Need for competence: refers to the need to experience oneself as capable and competent in controlling the environment and being able to reliably predict outcomes.

• Need for autonomy (or self-determination): refers to the need to actively participate in determining own behavior. It includes the need to experience one’s actions as result of autonomous choice without external interference.

• Need for relatedness: refers to need to care for and be related to others. It includes the need to experience authentic relatedness from others and to experience satisfaction in participation and involvement with the social world (Deci & Ryan).

Theories and Models 1

Theories and Models 1 Self-determination Theory or Cognitive Evaluation

Theory(Deci,1971; Fredrick & Ryan, 1995)

• Individuals have the need to demonstrate competence and self-determination in life domains,

• Central concepts: intrinsic motivation, extrinsic motivation, motivation

• Intrinsic motivation influenced by degree of autonomy or self-determination

• Self-determination operationalized as Locus of Causality (LoC)– Internal LoC - higher perceived control, enhanced

intrinsic motivation – External LoC - low perceived control, decreased

intrinsic motivation

Theories and Models 2

Perceived Competence Theory (Harter, 1978)

• Motivation influenced by perceptions of competence and control

• We are motivated to participate to display competence or mastery

• An activity can be too easy/difficult or a challenge.

• Easy and difficult tasks provide little information on one’s mastery or skill and add little to perceptions of competence

• The optimal challenge is difficult and demanding but attainable

• Mastery attempts are used to receive feedback on competence. This information then influences:– Perceived competence– Perceived control– Affective responses– Future exertion/effort– Probability of continued

participation

Theories and Models 2

Mastery Attempts

Drop-outUnsuccessful Performance

NegativeEffect

Successful Performance

Positive Effect

High CompetenceMotivation

Greater effort

Low CompetenceMotivation

Less effort

Theories and Models 2

• Perceived success:– can be defined either internally or externally

– results in intrinsic pleasure and raises competence

– increases achievement striving behaviour

• Perceived failure:– can be defined either internally or externally

– results in dissatisfaction and perceived incompetence

– encourages fewer mastery attempts

Theories and Models 2

Theories and Models 2

• Coaches, teachers, parents and peers can influence perceived competence – Females rely more on feedback from

significant others

– Athletes who receive corrective information see it as reflecting lower ability

– Athletes who receive praise see it as a reflection of high ability

Theories and Models 3

Achievement Goal Orientation (GO) Theory

(Nicholls, 1984)

• Currently the most popular approach in motivation literature and within sport psychology

• Proposes that motivational affect, behaviour and cognition can be understood in terms of two goal perspectives – ego and task

• Goal Orientations are thought to be influenced by both situational and dispositional factors

• Both goal orientations are independent – e.g.– High Task, Low Ego - Low Task, High Ego– High Task, High Ego - Low Task, Low Ego

Task Orientation

• Self-referenced reasons for participation – skill development, skill mastery,

affiliation, fitness

• Typical behaviours– persistence, optimal effort– work hard– choose challenging activities– seek feedback

Theories and Models 3

Ego Orientation

• Normative referenced reasons for participation – Recognition, competition, social status

• Typical behaviours– perception of high ability

– careful selection of activities – avoid failure

– little effort during practice

Theories and Models 3

Both orientations find competition meaningful… it is the meaning attached to

competition that distinguishes them

Differences in Achievement GO (Nicholls, 1978; Roberts & Treasure, 1995; White & Duda),

1994)

• Children tend to be more task oriented

• Children of 10 years could be ego oriented

• Adolescents tend to be more ego oriented

• Boys and men are more ego oriented than girls and

women In the more competitive levels of sport,

participants have a higher ego orientation

• Task orientation does not vary with level of

participation

Theories and Models 3

Significant Others and Achievement GO (White et al., 98)

• Parents emphasise different aspects of participation to their children depending on own orientation (team playing/ winning)

• Children with a dominant orientation tend to view their parents in the same light

• Both parents and children are poor at judging the other’s actual orientation

• The perceived orientation of the parent will influence the child’s attitude to participation

• Similarly a coach or teacher can exert influence over the child’s enjoyment and beliefs about sport

Theories and Models 3

Is a Task GO favourable? (Fox et al., 1994; Hardy et al., 1996)

• The literature tends to favour task orientation

• This is limited as a person can have a certain degree of both orientations simultaneously

• People with a high ego and task orientation are highly motivated in sport

• A win attitude is needed in sport - an ego orientation can be used to sustain long-term motivation

Theories and Models 3

Theories and Models 4

Self-Efficacy & Social Cognitive Theory (Bandura, 1977)

• Self-efficacy refers to person's judgement of: – capability to perform (efficacy expectations)– outcome of performance (outcome expectations)

• Bandura suggested 4 sources of information influence self-efficacy:– Accomplishments– Vicarious experience– Physiological state– Verbal persuasion

• Maddux (1995) later added:– Emotional states– Imaginable experiences

Theories and Models

• Self-efficacy has been shown to influence:– Activity choice– Level of effort– Degree of persistence– Achievement

• Measured along 3 dimensions:– Level (expected attainments)– Strength (certainty of attainments)– Generality (number of domains)

• As a psychological construct, self-efficacy plays a significant role in many theories of exercise behaviour

State each goal as a positive statement: express your goals positively - 'Execute this technique well' is a much better goal than 'don't make this stupid mistake'

Be precise: set a precise goal, putting in dates, times and amounts so that you can measure achievement. If you do this, you will know exactly when you have achieved the goal, and can take complete satisfaction from having achieved it.

Setting Goals EffectivelyThe following broad guidelines will help youto set effective goals:

Set priorities: where you have several goals, give each a priority. This helps you to avoid feeling overwhelmed by too many goals, and helps to direct your attention to the most important ones.

Write goals down: this crystallizes them and gives them more force.

Keep operational goals small: keep the low-level goals you are working towards small and achievable. If a goal is too large, then it can seem that you are not making progress towards it. Keeping goals small and incremental gives more opportunities for reward. Derive today's goals from larger ones.

Set performance goals, not outcome goals: you should take care to set goals over which you have as much control as possible. There is nothing more dispiriting than failing to achieve a personal goal for reasons beyond your control. These could be bad business environments, poor judging, bad weather, injury, or just plain bad luck. If you base your goals on personal performance, then you can keep control over the achievement of your goals and draw satisfaction from them.

• Set realistic goals: it is important to set goals that you can achieve. All sorts of people (parents, media, society) can set unrealistic goals for you. They will often do this in ignorance of your own desires and ambitions. Alternatively you may be naïve in setting very high goals. You might not appreciate either the obstacles in the way, or understand quite how many skills you must master to achieve a particular level of performance.

Do not set goals too low: just as it is important not to set goals unrealistically high, do not set them too low. People tend to do this where they are afraid of failure or where they are lazy! You should set goals so that they are slightly out of your immediate grasp, but not so far that there is no hope of achieving them. No-one will put serious effort into achieving a goal that they believe is unrealistic. However, remember that your belief that a goal is unrealistic may be incorrect. If this could be the case, you can to change this belief by using imagery effectively.

Goal Setting Tips

• State each goal as a positive statement

• Be precise

• Set priorities

• Write down your goals

• Keep operational goals small

• Set performance goals, not outcome goals

• Set realistic goals

Achieving Goals Enjoy the goal you achieved.

If you achieved the goal too easily, make your next goals harder

If the goal took a dispiriting length of time to achieve, make the next goals a little easier

If you learned something that would lead you to change other goals, do so

If while achieving the goal you noticed a deficit in your skills, decide whether to set goals to fix this.

Thank You