Coaches’ and Players’ Perceptions of Goal Setting in Junior Tennis: An Exploratory Investigation

1997 ◽  
Vol 11 (4) ◽  
pp. 426-439 ◽  
Author(s):  
Robert S. Weinberg ◽  
Kevin L. Burke ◽  
Allen Jackson
Keyword(s):  
Problem Solving ◽  
Individual Difference ◽  
Goal Setting ◽  
Developmental Differences ◽  
Physical Conditioning ◽  
Tennis Players ◽  
Individual Difference Variables ◽  
Exploratory Investigation ◽  
Junior Tennis ◽  
Overall Performance

This study examined the various aspects of goal setting of youth tennis players and their coaches. To examine this multifaceted technique, an extensive goal-setting questionnaire was administered to 224 youth tennis players and 35 youth tennis coaches. Results indicated that improving overall performance, fun/enjoyment, and winning were the three most important goals for youth tennis players and that they most preferred setting moderately difficult goals. The most effective type of goals for players were physical conditioning, practice, and skill/technique, whereas the top reasons for setting goals were focusing attention, problem-solving, and increasing effort. Results also revealed numerous significant differences between coaches’ and players’ goal setting, with the coaches generally having a higher frequency of using different goal-setting strategies and finding them more effective. Results were discussed in terms of developmental differences between youth and college athletes, as well as individual difference variables such as gender and ability.

Perceived Goal Setting Practices of Olympic Athletes: An Exploratory Investigation

2000 ◽  
Vol 14 (3) ◽  
pp. 279-295 ◽  
Author(s):  
Robert Weinberg ◽  
Dave Yukelson ◽  
Damon Burton ◽  
Daniel Weigand
Keyword(s):  
Factor Analysis ◽  
Goal Setting ◽  
Developmental Differences ◽  
Future Directions ◽  
Goal Difficulty ◽  
Olympic Athletes ◽  
Exploratory Investigation ◽  
Highly Effective ◽  
Overall Performance

The purpose of this investigation was to explore Olympic athletes’ perceptions concerning the frequency and effectiveness of goal setting strategies as well as goal preferences and barriers to achieving these goals. Participants were 185 male and 143 female Olympic athletes from a variety sports. Each athlete completed a questionnaire detailing their perceptions, use, and effectiveness of a number of different goal-setting strategies. Factor analysis revealed four similar factors for goal effectiveness and goal frequency and two distinct factors for goal barriers. Descriptive results revealed that all of the Olympic athletes practiced some type of goal setting to help enhance performance, and they found their goals to be highly effective. Athletes also reported that improving overall performance, winning, and having fun were the three most important goals. In addition, setting difficult goals that were somewhat above the level at which they perform was the most preferred level of goal difficulty. Future directions for research are offered including exploration of developmental differences and variations in coach versus athlete perceptions.

Goal Setting in Competitive Sport: An Exploratory Investigation of Practices of Collegiate Athletes

1993 ◽  
Vol 7 (3) ◽  
pp. 275-289 ◽  
Author(s):  
Robert Weinberg ◽  
Damon Burton ◽  
David Yukelson ◽  
Dan Weigand
Keyword(s):  
Goal Setting ◽  
Ncaa Division I ◽  
Collegiate Athletes ◽  
The United States ◽  
Developmental Differences ◽  
Division I ◽  
Future Directions ◽  
Outcome Goals ◽  
Exploratory Investigation ◽  
Overall Performance

The purpose of the present investigation was to explore athletes’ responses regarding the frequency, effectiveness, and importance of different types of goals to enhance their performance. Subjects (N = 678) were collegiate athletes at three NCAA Division I schools from different regions of the United States. Each athlete completed an extensive questionnaire detailing his or her perceptions regarding the use and effectiveness of a number of different goal-setting strategies. Descriptive results revealed that virtually all athletes practiced some type of goal setting to help enhance performance and that they found their goals to be moderately to highly effective. Athletes also reported that improving overall performance, winning, and having fun were their three most important goals. Many significant differences were found when comparing groups. For example, although females generally set more performance goals than males, males set more outcome goals than females. Future directions for research are offered including studying developmental differences and barriers/facilitators to achieving goals.

Individual Difference Variables as Predictors of Error during Multitasking

2007 ◽  
Author(s):  
Elizabeth M. Oberlander ◽  
Frederick L. Oswald ◽  
David Z. Hambrick ◽  
L. Andrew Jones
Keyword(s):  
Individual Difference ◽  
Individual Difference Variables

Individual difference variables associated with the willingness to engage in various minor moral and legal violations

2005 ◽  
Author(s):  
Natalie Brown ◽  
Mark Barnett ◽  
Fred Sanborn ◽  
Jennifer Sperfslage ◽  
Andrea Shane
Keyword(s):  
Individual Difference ◽  
Individual Difference Variables ◽  
Willingness To Engage

Latihan Mental Dalam Olahraga

2020 ◽  
Author(s):  
Rifqi Festiawan
Keyword(s):  
Problem Solving ◽  
Goal Setting ◽  
Attention Control ◽  
Interpersonal Relation

Latihan mental diartikan sebagai latihan yang dilakukan atlet untukmeningkatkan fungsi berpikirnya agar dapat mengendalikan tubuh dantindakannya. Pelatihan mental merupakan latihan yang dilakukan untukmemperoleh ketahanan mental, sehingga dapat mencapai prestasi yang prima dalamsetiap pertandingan. Tahapan atau fase latihan mental terbagi menjadi tiga, yaitu : 1. Tahap pendidikan, 2. Tahap akuisisi atau Perolehan, 3. Tahap Pelatihan. Keterampilan psikologis atau mental yang dapat dikembangkan melalui metodependidikan dan latihan ada empat, yaitu: goal-setting, physical relaxation,thought/attention control, dan imagery. Pada makalah ini dibahas mengenai latihanmental dalam kajian olahraga, jenis-jenis latiahan yang digunakan, penelitian yangrelevan serta beberapa teori yang mendasari latihan mental.Makalah ini menghasilkan kesimpulan bahwa dari bbagai penelitianmenunjukkan bahwa latihan imagery efektif untuk meningkatkan performa,meskipun pengaruhnya bersifat tidak langsung Sehingga pelatih diharapkanmenjadi konselor yang mampu memahami karakter atlet asuhannya dan bisamemberikan bimbingan yang konstruktif untuk membangun kesiapan dan kekuatanmental. Beberapa hal yang dibutuhkan oleh atlet adalah sebagai berikut: a. Givingencouragement than criticism, b. Respect, c. Realistic gol, d. Problem solving, e.Self awareness, f. Managing stres and emotion, g. Good interpersonal relation.

Experiencing Instigations and Trait Aggression Contribute to Harsh Parenting Behaviors

2016 ◽  
Author(s):  
Randy J. McCarthy
Keyword(s):  
Individual Difference ◽  
Parenting Behaviors ◽  
Situational Factors ◽  
Harsh Parenting ◽  
Total N ◽  
Individual Difference Variables ◽  
Trait Aggression ◽  
Reported Study

Three studies (total N = 1,777 parents) examined whether harsh parenting behaviors would increase when parents experienced an instigation and whether this increase would be especially pronounced for parents who were high in trait aggression. These predictions were tested both when parents’ experience of an instigation was manipulated (Studies 1 and 2) and when parents’ perceptions of their child’s instigating behavior was reported (Study 3). Further, these predictions were tested across a variety of measures of parents’ harsh behaviors: (1) Asking parents to report their likelihood of behaving harshly (Study 1); (2) using proxy tasks for parents’ inclinations to behave harshly (Study 2); and (3) having parents report their past child-directed behaviors, some of which were harsh (Study 3). Both child instigations and parents’ trait aggression were consistently associated with parents’ child-directed harsh behaviors. However, parents’ trait aggression only moderated the extent to which the instigation was associated with their harsh parenting for self-reported physical harsh behaviors (Study 1). The results of the current studies demonstrate that both situational factors, such as experiencing an instigation, and individual difference variables, such as trait aggression, affect parents’ likelihood to exhibit harsh behaviors, but found little evidence these factors interact.

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