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.

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.

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.

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.

The Effects of Mastery, Competitive, and Cooperative Goals on the Performance of Simple and Complex Basketball Skills

1988 ◽  
Vol 10 (4) ◽  
pp. 408-417 ◽  
Author(s):  
John M. Giannini ◽  
Robert S. Weinberg ◽  
Allen J. Jackson
Keyword(s):  
Goal Setting ◽  
Achievement Motivation ◽  
Achievement Goals ◽  
Group Performance ◽  
Goal Orientations ◽  
Feedback Group ◽  
Future Directions ◽  
Mastery Goal ◽  
Significant Relationships ◽  
Better Than

This study investigated the effects of different goal and feedback conditions on performance of a basketball shooting task and a more complex one-on-one offensive basketball task. Subjects (N= 1(D) were matched, based on pretest performance, into one of five conditions: competitive goal, cooperative goal, mastery goal, "do your best" with feedback, and "do your best" without feedback. Subjects also responded to questionnaires to allow an assessment of the strength of mastery, competitive, and social goal orientations, which reflected personal achievement goals held before goal-setting instructions were offered. Results indicated that the competitive goal group performed significantly better than the do-your-best-without-feedback group in one-on-one posttest trials. No other between-group performance differences were significant. Subjects' goal orientations were not related to performance in the competitive and cooperative goal conditions, but significant relationships were found for mastery goal group subjects. The results are discussed in terms of Locke's theory of goal setting as well as achievement motivation research on goal orientations, and future directions for research are offered.

The Goal Effectiveness Paradox in Sport: Examining the Goal Practices of Collegiate Athletes

1998 ◽  
Vol 12 (4) ◽  
pp. 404-418 ◽  
Author(s):  
Damon Burton ◽  
David Yukelson ◽  
Robert Weinberg ◽  
Daniel Weigand
Keyword(s):  
Discriminant Analysis ◽  
Goal Setting ◽  
Exploratory Study ◽  
Implementation Strategy ◽  
College Athletes ◽  
Implementation Strategies ◽  
Collegiate Athletes ◽  
Female College ◽  
Highly Effective ◽  
Goal Implementation

The purpose of this exploratory study was to identify how frequently and effectively collegiate athletes set goals and goal strategies and assess differences in goal practices across effectiveness groups. Participants were 321 male and 249 female college athletes participating in 18 sports at four universities, who completed the Collegiate Goal Setting in Sport Questionnaire. Descriptive results indicated that most athletes set goals but rated them as only moderately effective. MANOVA findings revealed that highly effective goal setters used all types of goals and implementation strategies more frequently and effectively than their less-effective counterparts. Discriminant analysis results revealed that the frequency of product-related goals and goal implementation strategy usage and the effectiveness of process-related goals best discriminated between effectiveness groups. Discussion focuses on the need to educate practitioners about the value of goals and how to use them most effectively.

EFFECTS OF GOAL DIFFICULTY, GOAL-SETTING METHOD, AND EXPECTED EXTERNAL EVALUATION ON INTRINSIC MOTIVATION.

1987 ◽  
Vol 30 (3) ◽  
pp. 553-563 ◽  
Author(s):  
C. E. Shalley ◽  
G. R. Oldham ◽  
J. F. Porac
Keyword(s):  
Intrinsic Motivation ◽  
Goal Setting ◽  
External Evaluation ◽  
Goal Difficulty

scholarly journals COMPOSITE INDEX TO MEASURE THE PERFORMANCE OF TODAY’S CREATIVE CITIES: A HOLISTIC PERSPECTIVE

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Margarida RODRIGUES ◽  
Mário FRANCO
Keyword(s):  
Factor Analysis ◽  
Composite Index ◽  
Urban Sustainability ◽  
Theory And Practice ◽  
Decision Makers ◽  
Future Research ◽  
Political Decision ◽  
Creative Cities ◽  
Composite Indices ◽  
Overall Performance

The urgency to make today’s cities competitive has made political decision-makers focus on strategies oriented towards creativity, intelligence and urban sustainability. This scenario has led to the need to measure, assess and monitor the effects of those strategies on cities’ performance. Therefore, this study aims to present the scientific and robust weighting of the creativity, intelligence and urban sustainability dimensions in cities’ holistic, integrated and overall performance. Implicit in this objective is the previous construction of Composite Indices for each of those dimensions. In this context, the Exploratory Factor Analysis was found to be appropriate to respond to this aim, with empirical evidence being obtained in Portugal. The results show a weighting of 38%, 23.4% and 39.6% for creativity, intelligence and urban sustainability respectively. The contributions and implications for theory and practice, followed by indications for future research and the conclusions are also presented.

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

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