Cognate 2 Bachelor of Physical Education

MABALACAT CITY COLLEGE

Institute of Arts, Sciences, and Teacher Education
(IASTE)

MODULE 4
(November 30 -December 5, 2020)
BPED3

COGNATE 2
Sports and Exercise Psychology

Jonar T. Martin, Ph.D

Instructor

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Module 4
Goal Setting

Objectives
At the end of the module, the students should be able to:
1. demonstrate understanding on the role of goal setting in performance; and
2. create a goal setting plan conforming to type of goals and goal setting model.

Discussion
Goal setting is a mental training technique that can be used to increase an individual's commitment towards
achieving a personal goal. Having a short or long-term goal can encourage an individual to work harder, to be
more focused on the task and to overcome setbacks more easily.

Goal setting, is a technique pioneered by Locke (1968) effects performance in four ways:
 focuses attention
 mobilizes effort in proportion to the demands of the task
 enhances persistence
 encourages the individual to develop strategies for achieving their goals

Types of Goals
Outcome Goals
Outcome goals are to do with winning or performing better than someone else. They refer to the desired result,
e.g. selected to represent your national team. These can be highly motivating long-term goals, but as they not
under the individual's control and are affected by how others perform, they are limited without related process
and performance goals.
Process Goals
Process goals, over which the individual has complete control, deal with the technique or strategy necessary to
perform well. Process goals can also be established to map the route to achieving the desired Performance
Goals.
Examples of process goals are:
 maintain controlled rhythm in the long jump run up
 run at 5-minute mile pace
 engage legs before arms when throwing the discus
 use a pre-event routine before each high jump
Process goals help focus attention and are very effective in helping to control anxiety.

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Performance Goals
Performance goals specify a specific standard to be achieved. Performance goals are about personal standards
(for a runner this might be a time for a specific distance {33 minutes for 10km}) and as such are unaffected by
the performance of others and so totally under the control of the individual.

Performance goals can be used to monitor the achievement of Process Goals and progress towards the desired
outcome goal.
Performance goals encourage the development of mastery and can make a performer feel satisfied with a
performance even if they do not win.

How does Goal Setting Work?

1. Goals direct attention to tasks at hand and highlights what needs to be completed. It allows you to implement
strategies to develop specific elements of the business that need to be utilise to complete the goal.
2. Goals mobilise your efforts. You will put your efforts into moving towards the goal as you are provided with
the incentive of completing the goal.
3. Goals prolong your persistence because you are rewarded with incentives as you achieve your goals.
People who set goals stick at tasks for longer as they are achieving smaller goals that combined form larger
goals.
4. Goals foster the development of new learning strategies. In order achieve the goals you may need to develop
new strategies to complete the task at hand.

Models for Goal Setting

SMARTER
Outcome Goals, Process Goals and Performance Goals all need to be SMARTER:
 Specific - make them as precise and detailed as possible
 Measurable - a method by which you can quantify or rate your current position and then determine the
amount of improvement required
 Accepted - goals need to be shared and negotiated with all others involved
 Realistic - the goal is realistic yet challenging
 Time-phased - the date is set for when the goal is to be achieved by
 Exciting - goal motivates the individual
 Recorded - the goal and progress towards it are recorded

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GROW Model
As a coach or mentor, you may help others to solve problems, make better decisions, learn new skills or
otherwise progress in their role or career. One proven approach that helps with this is the GROW model
(Whitmore 1992)[2].
 G for goal - find out what they want to work on/discuss, and their specific goal for the mentoring session
and the short and long-term goals
 R for reality - ask questions that help them to think about the current situation related to the goal. This
means asking questions that raise awareness and promote self-reflection and thinking.
 O for option - encourage them to generate as many options as possible without judging them. This is the
time to help them to think outside the box to find more creative solutions. If they have run out of ideas,
they may ask you for further ideas, or you may wish to offer suggestions (if agreed)
 W for will - use questions to help them determine which option to take, how and when to take it. Agree
on the first step(s)

Goal setting is not just about identifying what you want to achieve but also how you will achieve it (process goals)
and measure that achievement (performance goals). When challenging goals are broken down into realistic
steps and then systemically achieved motivation, commitment and self-confidence will grow.

Goals must be set according to the age, stage of development, confidence, ability and motivation of the
individual. Beginners require short term easily achieved goals to boost their self-confidence, whereas the
experienced individual needs more challenging yet realistic goals.

Assessment
Reflection
Reflect on the role of goal setting on motivation and drive in sports and exercise. 25 points

Goal Setting Plan

Create a goal setting plan conforming to type of goals and goal setting model. 50 points

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REFERENCES:

Books and Journals

Cashmore, E. E. (2008). Sport and exercise psychology: The key concepts. London: Routledge.
Eubank, M. (2018). How to become a sport and exercise psychologist. Oxon: Routledge
Pierre, R. (2019). Psychology in physical education and sport. United Kingdom: Ed-Tech Press
Razon, S. (2018). Applied exercise psychology: The challenging journey from motivation to adherence.
New York: Routledge
Taylor, J. Ed. (2020). Comprehensive applied sport psychology. New York: Routledge
Weinberg, R. S. (2015). Foundations of sport and exercise psychology. Illinois: Human Kinetics
Weinberg, R. S. (2019). Foundation of sports and exercise psychology. Champaign, IL: Human Kinetics

Disclaimer:

It is not the intention of the author/s nor the publisher of this module to have monetary gain in using the

textual information, imageries, and other references used in its production. This module is only for the exclusive

use of a bona fide student of Mabalacat City College.

In addition, this module or no part of it thereof may be reproduced, stored in a retrieval system, or

transmitted, in any form or by any means, electronic, mechanical, photocopying, and/or otherwise, without the

prior permission of Mabalacat City College.

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