The Effects of Goal Specificity and Goal Difficulty on the Performance of Badminton Skills in Children

2000 ◽  
Vol 12 (3) ◽  
pp. 270-283 ◽  
Author(s):  
Robert P. Mooney ◽  
Nanette Mutrie
Keyword(s):  
Physical Activity ◽  
Social Comparison ◽  
Goal Setting ◽  
Age Effects ◽  
Future Directions ◽  
Activity Settings ◽  
Goal Difficulty ◽  
Goal Setting Theory ◽  
Goal Specificity ◽  
Setting Theory

The present study examines the effects of goal specificity and goal difficulty on performance in a sports setting for children while attempting to control for the effects of social comparison. Participants (N = 46) were matched on their baseline performance on two badminton tasks (underhand serve and drop shot) and then randomly assigned to one of three goal setting conditions: (a) easy goals, (b) difficult goals, and (c) do-your-best goals. Results suggest that the easy and difficult groups showed a significant improvement in performance for both experimental tasks, whereas the do-your-best group did not display any improvement. However, no significant differences were found between easy goals and difficult goals. Further analyses reveal that age effects were not significant. Manipulation checks indicate that all children accepted their assigned goals and intended to try extremely hard to reach them. The implications of these results are discussed in terms of Locke’s (18) goal setting theory as well as previous research in physical activity settings. Future directions for research are suggested.

scholarly journals GOAL SETTING THEORY: THE EFFECT OF INCENTIVE MODERATION ON INDIVIDUAL PERFORMANCE

2020 ◽  
Vol 3 (2) ◽  
pp. 95-106
Author(s):  
Yudi Hartono ◽  
◽  
Monika Palupi Murniati ◽  
Keyword(s):  
Goal Setting ◽  
Goal Attainment ◽  
Individual Performance ◽  
Reinforcement Theory ◽  
Individual Motivation ◽  
Goal Difficulty ◽  
Goal Setting Theory ◽  
Goal Specificity ◽  
Setting Theory ◽  
The Impact

This study uses goal-setting theory and reinforcement theory to explain the formation of individual motivation in achieving goals. Testing the effect of goal specificity used the experimental method to test the impact of goal specificity, different goal difficulty on the same quota incentive system as the 2x2x1 experimental design. This study's findings confirm the goal-setting theory shown from the higher achievement of participants' goals when participants are given specific and challenging goals than participant goals in different variations of goal specificity and goal difficulty. This study found that participants have a greater focus on goal specificity in driving goal attainment behavior. The findings of this study confirm the reinforcement theory shown from achieving goals that exceed targets. Positive consequences become arguments for individuals to do the same action

Effect of Goal Proximity and Specificity on Endurance Performance of Primary-Grade Children

1988 ◽  
Vol 10 (1) ◽  
pp. 81-91 ◽  
Author(s):  
Robert Weinberg ◽  
Lawrence Bruya ◽  
Janice Longino ◽  
Allen Jackson
Keyword(s):  
Goal Setting ◽  
Endurance Performance ◽  
Short Term ◽  
Activity Settings ◽  
Baseline Performance ◽  
Goal Condition ◽  
Goal Specificity ◽  
Group A ◽  
Setting Theory

The purpose of this investigation was to test the effects of goal proximity and goal specificity on endurance performance of young children. Subjects were 130 boys and 125 girls from the fourth, fifth, and sixth grades. Children were matched on baseline performance of the 2-min sit-up test and then randomly assigned to one of the following goal setting conditions: (a) short-term goal improvement of 4% each test trial, (b) long-term goal of 20% improvement over the course of the 10-week study, (c) short-term plus long-term goal, and (d) do your best. Subjects practiced sit-ups in class every day with practice tests once a week and actual scored tests once every other week. No significant differences between goal-setting conditions were found on baseline performance and thus a 4 × 3 × 2 × 5 (Goal × Grade × Gender × Trials) ANOVA was conducted. Results produced significant gender and grade main effects, with boys and sixth graders exhibiting the best performance. More important, a significant goal-condition-by-trials interaction revealed there were no differences on Trials 1 and 2, but on Trials 3, 4, and 5 the specific goal groups performed significantly better than the do-your-best group. A postexperimental questionnaire revealed that children were highly committed to their goals and tried extremely hard to reach their goals. Results are discussed in terms of Locke's goal-setting theory as well as recent empirical goal-setting studies conducted in physical activity settings.

scholarly journals Die invloed van doelwitstelling op prestasie

1985 ◽  
Author(s):  
J. G. A. Louw ◽  
A. S. Engelbrecht
Keyword(s):  
Goal Setting ◽  
Financial Incentives ◽  
Goal Difficulty ◽  
Goal Setting Theory ◽  
Setting Theory ◽  
The Way ◽  
Research Studies

Although a number of research studies support Locke's goal setting theory, conflicting results are encountered in the Literature which suggest further investigation into the subtleties of the theory. The results of this study indicate that an increase in goal-difficulty does not always lead to a corresponding increase in performance. The latter could also not be explained in terms of the degree of goal-acceptance as an intervening variable. It was found that financial incentives and the way in which a nonspecific goal is formulated could have a significant effect on performance. Recommendations are made for future research.OpsommingOfskoon die meeste navorsing Locke se doelwitstellingsteorie ondersteun, is bepaalde afwykings teengekom wat nie op 'n bevredigende wyse verklaar kan word nie. Die resultate van hierdie studie dui daarop dat 'n toename in doelwitmoeilikheidsgraad nie altyd tot ‘n ooreenstemmende toename in prestasie lei nie. Hierdie resultaat kon ook nie op grond van 'n gebrek aan doelwitaanvaarding verklaar word nie. Daar is voorts gevind dat die wyse waarop 'n nie-spesifieke doelwit gestel word, 'n beduidende invloed op prestasie kan hê. Finansiële aansporings blyk ook 'n onafhanklike invloed op prestasie te hê. Bepaalde aspekte van Locke se teorie word dus deur bogenoemde resultate bevraagteken. Aanbevelings vir verdere navorsing word ten slotte gedoen.

scholarly journals Dose relations between goal setting, theory-based correlates of goal setting and increases in physical activity during a workplace trial

2009 ◽  
Vol 25 (4) ◽  
pp. 620-631 ◽  
Author(s):  
R. K. Dishman ◽  
R. J. Vandenberg ◽  
R. W. Motl ◽  
M. G. Wilson ◽  
D. M. DeJoy
Keyword(s):  
Physical Activity ◽  
Goal Setting ◽  
Goal Setting Theory ◽  
Setting Theory

scholarly journals Implementation of the goal-setting components in popular physical activity apps: Review and content analysis

2019 ◽  
Vol 5 ◽  
pp. 205520761986270 ◽  
Author(s):  
Dario Baretta ◽  
Paulina Bondaronek ◽  
Artur Direito ◽  
Patrizia Steca
Keyword(s):  
Physical Activity ◽  
Goal Setting ◽  
Action Planning ◽  
Rater Reliability ◽  
Scale Item ◽  
Goal Difficulty ◽  
Goal Specificity ◽  
The Difference ◽  
Item Scale

Objective Goal setting is an effective strategy to promote physical activity. Commercial apps that tackle physical activity often include goal setting; however, it is unknown whether the implementation of the goal-setting components is congruent with the theory. This study evaluated the quality of goal setting in popular free and paid physical activity apps by assessing the presence of effective goal-setting components. Methods A six-item scale was developed based on the goal-setting literature and used for coding each app for the presence/absence of goal-setting components (i.e. specificity, difficulty, action planning, timeframe, goal evaluation and goal re-evaluation). Cohen’s Kappa was used to evaluate inter-rater reliability for each scale item. The number of goal-setting components included in the 40 apps was calculated and the difference between free and paid apps was assessed. Results All scale items achieved satisfactory inter-rater reliability except ‘goal evaluation’. The most frequently included goal-setting components in popular physical activity apps were ‘goal specificity’ (95% of the apps) and ‘goal timeframe’ (67.5%). Conversely, only 47.5% and 25% of the apps implemented ‘action planning’ and ‘goal difficulty’, respectively, and none included ‘goal re-evaluation’. No differences emerged between free and paid apps. Conclusions The quality of the goal-setting strategy in popular physical activity apps could be improved by introducing components scarcely implemented to date. In particular, tailoring the goal difficulty to the users’ ability level and re-evaluating the goals based on achievements should be implemented to increase the quality of goal setting.

scholarly journals Updating goal-setting theory in physical activity promotion: a critical conceptual review

2020 ◽  
pp. 1-17 ◽  
Author(s):  
Christian Swann ◽  
Simon Rosenbaum ◽  
Alex Lawrence ◽  
Stewart A. Vella ◽  
Desmond McEwan ◽  
...  
Keyword(s):  
Physical Activity ◽  
Goal Setting ◽  
Physical Activity Promotion ◽  
Goal Setting Theory ◽  
Activity Promotion ◽  
Setting Theory

The development of goal setting theory: A half century retrospective.

2019 ◽  
Vol 5 (2) ◽  
pp. 93-105 ◽  
Author(s):  
Edwin A. Locke ◽  
Gary P. Latham
Keyword(s):  
Goal Setting ◽  
Half Century ◽  
Goal Setting Theory ◽  
Setting Theory

Truck Redesign Case: Simulating the Target Costing Process in a Product Design Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 61-85 ◽  
Author(s):  
Patricia Everaert ◽  
Dan W. Swenson
Keyword(s):  
Product Development ◽  
Product Design ◽  
Goal Setting ◽  
Cost Reduction ◽  
Data Availability ◽  
Design Stage ◽  
Target Costing ◽  
Design Environment ◽  
Goal Setting Theory ◽  
Setting Theory

ABSTRACT This active learning exercise simulates the target costing process and demonstrates how a management theory (goal setting theory) is relevant to a business improvement initiative (target costing). As part of the target costing simulation, student participants work in teams to address a business issue (product development) that moves across functional boundaries. The simulation begins with students learning how to assemble a model truck and calculate its product cost using activity-based costing. Students are then divided into teams and instructed to reduce the truck's cost through a redesign exercise, subject to certain customer requirements and quality constraints. Typically, the teams achieve cost reduction by eliminating unnecessary parts, by using less expensive parts, and by using less part variety. This exercise provides a unique opportunity for students to actively participate in a redesign exercise. It results in student teams creating a wide variety of truck designs with vastly different product costs. The case ends by having a discussion about target costing, goal setting theory, and the implications of the target costing simulation. This simulation contains a number of specific learning objectives. First, students learn how the greatest opportunity for cost reduction occurs during the product design stage of the product development cycle. Second, students see firsthand how design-change decisions affect a product's costs, and the role of the cost information in guiding those decisions. Third, students experience the cross-functional interaction that occurs between sales and marketing, design engineering, and accounting during product development. Finally, this exercise helps students understand the concept of target costing. The simulation is appropriate for undergraduate or graduate management accounting classes. Data Availability:  For more information about this case, contact the first author at [email protected].

Pygmalion and Employee Learning: The Role of Leader Behaviors

2009 ◽  
Vol 35 (5) ◽  
pp. 1248-1267 ◽  
Author(s):  
Xander M. Bezuijen ◽  
Peter T. van den Berg ◽  
Karen van Dam ◽  
Henk Thierry
Keyword(s):  
Employee Engagement ◽  
Goal Setting ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Leader Behaviors ◽  
Pygmalion Effect ◽  
Exchange Relationship ◽  
Goal Difficulty ◽  
Goal Specificity ◽  
Feedback Data

The aim of this study was to investigate which leader behaviors mediate the relationship between leader expectations and employee engagement in learning activities. Based on Rosenthal’s Pygmalion model, five potential mediators of the Pygmalion effect were distinguished: leader—member exchange relationship, goal setting (i.e., goal specificity, goal difficulty), providing learning opportunities, and feedback. Data from 904 manager—subordinate dyads in six organizations showed that leader expectations were related to employee engagement in learning activities. Goal specificity, goal difficulty, and providing learning opportunities proved to be mediators. These findings suggest that goal setting lies at the heart of the Pygmalion effect.

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