“To be able to recover my mobility” – goal setting, follow-up responses and transformations of goals in physiotherapy

Physiotherapy ◽  
2015 ◽  
Vol 101 ◽  
pp. e1350-e1351
Author(s):  
V. Schoeb
Keyword(s):  
Goal Setting

Intervention Mediators in a Randomized Controlled Trial to Increase Physical Activity and Fatigue Self-management Behaviors Among Adults With Multiple Sclerosis

2019 ◽  
Author(s):  
Matthew Plow ◽  
Robert W Motl ◽  
Marcia Finlayson ◽  
Francois Bethoux
Keyword(s):  
Physical Activity ◽  
Multiple Sclerosis ◽  
Goal Setting ◽  
Self Efficacy ◽  
Outcome Expectations ◽  
Step Count ◽  
Self Management ◽  
Post Test ◽  
The Impact

Abstract Background People with multiple sclerosis (MS) often experience fatigue, which is aggravated by inactivity. Identifying mediators of changes in physical activity (PA) and fatigue self-management (FSM) behaviors could optimize future interventions that reduce the impact of MS fatigue. Purpose To examine the effects of telephone-delivered interventions on Social Cognitive Theory constructs and test whether these constructs mediated secondary outcomes of PA and FSM behaviors. Methods Participants with MS (n = 208; Mean age = 52.1; Female = 84.6%) were randomized into contact–control intervention (CC), PA-only intervention, and PA+FSM intervention. Step count (Actigraphy) and FSM behaviors as well as self-efficacy, outcome expectations, and goal setting for PA and FSM were measured at baseline, post-test (12 weeks), and follow-up (24 weeks). Path analyses using bias-corrected bootstrapped 95% confidence intervals (CI) determined whether constructs at post-test mediated behaviors at follow-up when adjusting for baseline measures. Results Path analysis indicated that PA-only (β = 0.50, p < .001) and PA+FSM interventions (β = 0.42, p < .010) had an effect on goal setting for PA, and that PA + FSM intervention had an effect on self-efficacy for FSM (β = 0.48, p = .011) and outcome expectations for FSM (β = 0.42, p = .029). Goal setting for PA at post-test mediated the effects of PA-only (β = 159.45, CI = 5.399, 371.996) and PA + FSM interventions (β = 133.17, CI = 3.104, 355.349) on step count at follow-up. Outcome expectations for FSM at post-test mediated the effects of PA + FSM intervention on FSM behaviors at follow-up (β = 0.02, CI = 0.001, 0.058). Conclusions Goal setting for PA and outcome expectations for FSM may be important constructs to target in telephone-delivered interventions designed to reduce the impact of MS fatigue. Trial registration Clinicaltrials.gov (NCT01572714)

The Effects of Three Types of Goal Setting Conditions on Tennis Performance: A Field-Based Study

2001 ◽  
Vol 20 (2) ◽  
pp. 188-200 ◽  
Author(s):  
B. Ann Boyce ◽  
Thomas Johnston ◽  
Valerie K. Wayda ◽  
Linda K. Bunker ◽  
John Eliot
Keyword(s):  
College Students ◽  
Goal Setting ◽  
Random Sampling ◽  
Repeated Measures ◽  
Significant Interaction ◽  
Sampling Technique ◽  
The Self ◽  
Two Stage ◽  
Baseline Performance

Utilizing a two-stage random sampling technique, this study investigated the effect of three types of goal setting conditions (self-set, instructor-set, and “do your best” control) on tennis serving performance of college students (N = 156) in nine beginning tennis classes. A 3 × 2 × 5 (goal setting conditions × gender × trials) ANCOVA with repeated measures on the last factor and baseline performance as the covariate was computed. A significant interaction of goal setting conditions by trials was revealed (p < .003) with follow-up procedures favoring the instructor-set and self-set goal groups over the “do your best" group at the second and fourth trials. Further, at trial two, the instructor-set group was statistically superior to the self-set group. From this significant interaction, it appeared that the instructor-set and self-set goals enhanced students’ performance on the tennis serving task.

scholarly journals Training in client-centeredness enhances occupational therapist documentation on goal setting and client participation in goal setting in the medical records of people with stroke

2016 ◽  
Vol 30 (12) ◽  
pp. 1200-1210 ◽  
Author(s):  
Maria Flink ◽  
Ann-Sofie Bertilsson ◽  
Ulla Johansson ◽  
Susanne Guidetti ◽  
Kerstin Tham ◽  
...  
Keyword(s):  
Goal Setting ◽  
Medical Records ◽  
Controlled Trial ◽  
Occupational Therapists ◽  
Healthcare Setting ◽  
Occupational Therapist ◽  
Control Group ◽  
Stroke Severity ◽  
Client Participation

Objective: The aim of the present study was to compare client-centeredness as it was documented by the occupational therapists in the units randomized to the intervention clusters with documentation by occupational therapists in the control clusters. Design: Comparison of medical records. Setting: The study is conducted in a context of a randomized controlled trial in Sweden, with 16 post-stroke rehabilitation units cluster randomized to intervention or control group. Subjects: Occupational therapist documentation in medical records of 279 clients with stroke. Main measures: The medical records were reviewed for their level of client-centeredness using a protocol developed from the Stewart et al model. The occupational therapists in the intervention groups participated in a workshop training to enhance their client-centeredness. Results: Occupational therapists with training in client-centeredness documented significantly more on goal setting (OR = 4.1; 95% CI, 1.87-8.81), on client participation in goal setting (OR=11.34; 95% CI, 5.97-21.57), on how the goals could be reached (OR=2.8; 95% CI, 1.7-4.62), on client participation in how goals could be reached (OR=4.56; 95% CI, 2.73-7.64), on the follow-up on goals (OR=5.77; 95% CI, 2.78-11-98) and on client participation in follow-up on goals (OR=7.44, 95% CI, 4.33-12.8). This association remained after adjustment for healthcare setting, client socio-demographic variables, and stroke severity. Conclusion: Documentation of goal setting and client participation in goal setting can be influenced by training.

Teaching Sport Psychology for Now and the Future? The Psychological UNIFORM with High School Varsity Athletes

2017 ◽  
Vol 31 (1) ◽  
pp. 88-100 ◽  
Author(s):  
Jenelle N. Gilbert ◽  
Stephanie D. Moore-Reed ◽  
Alexandra M. Clifton
Keyword(s):  
High School ◽  
Goal Setting ◽  
Sport Psychology ◽  
Qualitative Data ◽  
Psychological Skills ◽  
Self Talk ◽  
Varsity Athletes ◽  
Continued Use ◽  
Soccer Team

Adolescent athletes can use psychological skills immediately after being taught, but a dearth of empirical evidence exists regarding whether these skills are maintained over time. A 12-week curriculum (i.e., UNIFORM; Gilbert, 2011) was taught to a high school varsity soccer team with three data collection points: pretest, posttest, 4-week follow-up. Use of several skills was significantly greater posttest compared with pretest as measured by the Test of Performance Strategies (Thomas, Murphy, & Hardy, 1999). Follow-up results were also salient. Relaxation, imagery, and self-talk use in practice was significantly greater than pretest at follow-up; relaxation, imagery, goal setting, and self-talk in competition showed similar results. Descriptive statistics and qualitative data triangulate these results. The UNIFORM curriculum enabled the athletes to use the skills more consistently. This study makes a contribution by measuring the skills at follow-up and providing evidence of their continued use four weeks after the curriculum’s conclusion.

Goal-setting program improves nutrition and physical activity among Supplemental Nutrition Assistance Program eligible adults

2020 ◽  
Vol 23 (11) ◽  
pp. 1924-1930
Author(s):  
V Karamanian ◽  
B Zepka ◽  
A Ernst ◽  
C West ◽  
G Grode ◽  
...  
Keyword(s):  
Physical Activity ◽  
Nutrition Education ◽  
Goal Setting ◽  
Education Program ◽  
Supplemental Nutrition Assistance Program ◽  
Supplemental Nutrition ◽  
Assistance Program ◽  
Nutrition Education Program ◽  
Nutrition Assistance

AbstractObjective:To examine the impact of Nutrition for Life (NFL), a goal-setting nutrition education program, on the knowledge, self-efficacy and behaviour of adults eligible for Supplemental Nutrition Assistance Program-Education.Design:NFL was developed using a 4-week goal-setting behavioural strategy focused on nutrition, physical activity and meal planning techniques. A quantitative repeated-measures design using self-reported data was collected at pre- and post-interventions and at 1-week and 1-month follow-ups.Setting:Two Federally Qualified Health Centers in Philadelphia, PA, USA.Participants:A total of ninety-eight participants enrolled in the intervention; the majority were women (80·2 %), Black/Non-Hispanic (75·0 %) and 45–54 year old (39·6 %).Results:Participants showed significant improvement in knowledge, self-efficacy and behaviour. Specifically, mean daily intake for vegetables increased by 0·31 cup (P < 0·05) and for fruits by 0·39 cup (P < 0·01) at 1-week follow-up. Participants also showed healthier behaviour at 1-month follow-up. Planning at least seven meals per week increased from 14·8 to 50 % (P < 0·01), completing at least 30 min of physical activity every day in the last week increased from 16·7 to 36 % (P < 0·01) and consuming water with all meals increased from 39 to 70·6 % (P < 0·01).Conclusions:The implementation of a goal-oriented nutrition education program offers a promising approach at achieving positive behaviour change among SNAP-eligible adults.

scholarly journals Goal Setting in Masters Sport An Autoethnography of a Masters Kettlebell Athlete and Coach

2020 ◽  
Vol 6 (3) ◽  
pp. 4-10
Author(s):  
Kimberley Eagles ◽  
Bettina Callary
Keyword(s):  
Goal Setting ◽  
Masters Athlete ◽  
Journal Entries ◽  
Oriented Approach

The purpose of this paper is to describe the nuances of goal setting in coached Masters sport from the perspective of a Masters athlete (MA) who is also a Masters coach. Thus, this paper is an autoethnography of how the first author’s experience in goal setting plays out as a MA with an online coach, and as a coach, coaching other MAs in-person. Data were collected through a series of guided reflexive journal entries, prompted by follow up questions from the second author to create narrative visibility. Journal entries were analyzed to determine what, when, where, how, and why the first author uses goal setting. In Masters sport, goals are set using many of the same principles described in the literature from different sport contexts; however, this autoethnography indicates that it is important for goal setting to originate from the MA to account for individual motives, and then to be communicated with, negotiated by, and supported from the coach with an interdependent, adult-oriented approach.

scholarly journals Integrating Physical Activity Into Clinical Cancer Care

2018 ◽  
Vol 12 (3) ◽  
pp. 220-223
Author(s):  
Nathan H. Parker ◽  
Katherine R. Arlinghaus ◽  
Craig A. Johnston
Keyword(s):  
Physical Activity ◽  
Cancer Survivors ◽  
Goal Setting ◽  
Cancer Care ◽  
Exercise Prescription ◽  
Well Being ◽  
Physical Activity Guidelines ◽  
Important Target ◽  
Health And Well Being

Physical activity is an important target for improving health and well-being among cancer survivors. Cancer clinicians are uniquely positioned to promote physical activity among survivors through follow-up visits for treatment planning and surveillance. Providers should prioritize assessment of guideline-concordant physical activity and facilitate achievement of physical activity guidelines through exercise prescription, goal setting, addressing barriers, and capitalizing on support systems.

scholarly journals PENGARUH PELATIHAN GOAL SETTING UNTUK MENINGKATKAN MOTIVASI BELAJAR PADA MAHASISWA

2019 ◽  
Vol 2 (1) ◽  
pp. 101-120
Author(s):  
Nugroho Arief Setiawan
Keyword(s):  
Data Analysis ◽  
Goal Setting ◽  
T Test ◽  
Learning Motivation ◽  
Control Group ◽  
Motivation To Learn ◽  
Significance Level ◽  
Paired Sample ◽  
Experimental Group

ABSTRACT The purpose of this research was to obtain the effect of goal setting training in improving students motivation to learn. The hypothesis of this study that there were a difference between the level of student learning motivation experiment group with control group were given before and after goal setting training. Students are given goal setting training (experiment group) will increase the learning motivation after treated by goal setting training than students who did not receive goal setting training (control group). Subjects in this study amounted to eighteen for the experimental group and also for the control group. Measuring instruments used to measure the level of learning motivation was learning motivation scale. Experimental design used in this study was Pre-Test Post-Test Control Group Design and the process of determining the subject done randomly. The analysis used was a parametric statistical test models of the Independent Sample T - Test to see differences in learning motivation scores between the experimental group with the control group. The results of the pretest data analysis using Independent Sample T-Test known sig = 0.798 ( p > 0.05), and posttest data analysis known sig = 0.000 ( p < 0.005 ). Meanwhile, to see the difference in pretest scores, posttest, and follow-up used paired sample T-test in the experimental group and the control group. The results of data analysis used Paired Sample T-Test on the pretest-posttest scores showed t = -23.884 with a significance level = 0.000 (p< 0.005), the results of the analysis on the posttest-follow-up scores showed t = 4,481 with a significance level = 0.000 (p< 0.005), and the results of the analysis on the pretest score-followup showed t = -20 821 with a significance level = 0.000 (p<0.005). The results of this analysis showed that the experimental group treated with increased motivation to learn after being given the training goal setting than before given the goal setting training. Keywords: goal setting training, learning motivation

scholarly journals Reducing sitting at work: process evaluation of the SMArT Work (Stand More AT Work) intervention

2020 ◽  
Author(s):  
Stuart JH Biddle ◽  
Sophie E O'Connell ◽  
Melanie Davies ◽  
David Dunstan ◽  
Charlotte Edwardson ◽  
...  
Keyword(s):  
Process Evaluation ◽  
Goal Setting ◽  
Behaviour Change ◽  
Research Team ◽  
Action Planning ◽  
Sitting Time ◽  
Questionnaire Data ◽  
Work Intervention ◽  
The Impact

Abstract Background: Office based workers accumulate high amounts of sitting time. Stand More AT (SMArT) Work aimed to reduce occupational sitting time and a cluster randomised controlled trial demonstrated it was successful in achieving this aim. The purpose of this paper is to present the process evaluation of the SMArT Work intervention.Methods: Questionnaire data were collected from intervention participants at 6 (n=58) and 12 months (n=55). Questionnaires sought feedback on the different components of the intervention (education, height-adjustable desk, Darma cushion, behaviour feedback, progress chats (coaching) with research team, action planning/goal setting diary) and experiences of evaluation measures. Control participants (n=37) were asked via questionnaire at 12 month follow up about the impact of the study on their behaviour and any lifestyle changes made during the study. Participants from both arms were invited to focus groups to gain a deeper understanding of their experiences upon completion of 12 month follow up.Results: Focus group and questionnaire data showed a positive attitude towards the height-adjustable workstation with a high proportion of participants using it every day (62%). Most participants (92%) felt the education seminar increased their awareness of the health consequences of too much sitting and motivated them to change their behaviour. Receiving feedback on their sitting time and support from the research team also encouraged behaviour change. The Darma cushion and action planning/goal setting diary were seen to be less helpful for behaviour change. Benefits experienced included fewer aches and pains, improved cognitive functioning, increased productivity, more energy, and positive feelings about general health.Conclusions: Key elements of the programme identified as facilitating behaviour change were: the educational seminar, the height-adjustable workstation, behavioural feedback and regular contact with research staff through regular progress chats. Trial Registration: ISRCTN, ISRCTN10967042, Registered on 2 February 2015, http://www.isrctn.com/ISRCTN10967042

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