GOAL DEVELOPMENT

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GOAL DEVELOPMENT
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TheoryGoals serve two 02 general
functions they can be used as reference
standard to assess - performance content and
mood - pre-performance task difficulty and
self efficacy and - task performance they
can also be used as the focal point for
students to determine pre- performance and
performance strategies and content. .
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People are active participants in the world with
purposes and goals they want to attain. Much, if
not most, of our responses to the environment in
the form of judgments, decisions and behavior are
determined not solely by the information
available in that environment, but rather how it
relates to whatever goal we are currently
pursuing.
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Goals are represented mentally and like any other
mental representation are capable of becoming
automatically activated by environmental features.
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The development of most acquired forms of
automaticity i.e., skill acquisition depends on
the frequent and consistent pairing of internal
responses with external events.
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Such processes become automated, but because we
did not start out intending to make them that
way, we are not aware that they have been made
so, when that process operates automatically in
that situation, we arent aware of it.
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.
A
Situation
Goal Activation
Goal Operation
Conscious Choice
B
Situation
Goal Activation
Goal Operation
Conscious choice
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Merely thinking about an action increases the
likelihood of it occurring
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Subjective ExperienceEmotions Moods
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Over time emotions become direct responses to the
presence of the provoking object or event in the
environment bypassing the state of conscious
appraisal of the event.
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Moods are generally differentiated from emotions
as being of lesser intensity but longer duration.
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Evaluations Judgements
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Preference needs no inferenceZajonic 1980
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Whether a person is making without knowing it
mainly positive or mainly negative evaluations
within the current environment plays out in
changes in his or her mood,
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Automatic evaluation of the environment is a
pervasive and continuous activity that
individuals do not intend to engage in and of
which they are largely unaware.
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Post consciousness
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People with problems in living often encounter
problems in translating good intentions into
action.
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Goal Framing specific statements proximal
statements learning statements promotion
statement
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Self Regulatory Skills shield from
distraction - emotion control
- environmental control cope with goal
conflict - creative integration
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Goal Pursuit anticipative decisions -
instrumental behavior - favorable
situations - conflict coping
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Goal Pursuit continued implementation
intentions - specified situations -
intended behaviors
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Problems of goal attainment are manifold.
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Conceive, Believe Achieve
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Staff Keys They are enablers They authorize
and empower others to act. They do not judge
They are effectively amoral in their
perceptions of the acts of others whom they
serve listening without judgement and
accepting without condemnation at least until
they have walked a mile in the others
shoes. They have no points to defend defense
mechanisms are normal and inherent they are
not professional. They justify our self
importance over others. They see their status
as a responsibility, rather than as a rank and
privilege it is a duty that demands that they
give of themselves to exhaustion without
expectation of receipt. They believe in the
inherent desire of everyone to reach success,
happiness. Power and status and recognize the
need to offer new opportunities for
achievement. Their beliefs and actions are at
least compatible if not congruent. They need
not be clever, only consistent. They are
fiduciaries they act only on the behalf of
others, never for the self interest of
themselves.
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Service Keys Change lies with the client, not
the practitioner. Unconditional positive
regard is attributed to the client. There
is a pervading climate of positive
expectation. The arrow of time points toward
the future. Deal with interactions, not
insights. Activity oriented, not talk
oriented. Help each individual establish an
altruistic responsibility.
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Develop a specific protocol.
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GOAL SETTING SKILLSGoals serve two 02
general functions they can be used as
reference standard to assess - performance
content and mood - pre-performance task
difficulty and self efficacy and - task
performance they can also be used as the focal
point for students to determine
pre-performance and performance strategies and
content. Rushall, B.S., 1995 Mental
skill in training for sports.
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Life Philosophya why to live for...
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Career goals these stipulate the final major
outcome of participation. They are usually
established by the student and are not likely to
be changed by the teacher. When these goals are
not achieved, the student is likely to cease
serious participation. Some examples of career
goals are higher education and/or
professional careers technical education
employment specific employment
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Relatively long term goals although these goals
are distant, they specify the achievement of some
standard or outcome at some defined state in
time. Examples are. getting a specific score
in the SATs achieving a specific grade
average in the year making the honor
role performing ones personal best in a
school year graduating
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Performance goals These are goals which
indicate some performance standard or outcome
which is to at a particular time. They differ
from relatively long term goals in that they
relate only to performance. They serve the
function of being the performance outcome which
all training plans and competitive schedules are
based. An example is achieving a specific
grade in a class
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Performance progress goals These goals function
as indicators of educational progress towards the
achievement of performance goals. They usually
contain a specified date for evaluation that will
allow the timelines of progress to be considered.
They should be established by the student in
consultation with the teacher. When they are
explicitly determined they serve as a schedule of
expected self improvements and constitute the
basis for predicting future performance. These
goals need to be expressed in positive terms.
Negative goals are unacceptable because they are
demotivating. A failure to achieve performance
progress goals leads to emotional reactions, such
as frustration, depression and demotivation.
Corrective steps such as altering the training
program, monitoring future progress more closely,
and/or conducting and efficiency analysis to
locate deficiencies can e made as a response to
goal failure. Performance progress goals affect
performance in a constant manner over a short
period of time.
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Activity goals These goals stipulate the factors
to be achieved in a specific performance attempt.
Goals should be designated for every practice
session and competitive experience. This type of
goal serves to focus the attention on what is to
be done in a single performance. Examples
are execute a new math function in
homework or a test alter the practices
sessions for homework isolation, quiet,
etc. concentrate on the position of the hand
when practicing cursive writing.
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Intermediate goals These are the appraisals and
assessments which occur during a performance
which indicate progress towards specific goals.
They serve as goals of activity segments and
directly affect the nature of a performance.The
procedures for establishing intermediate goals a
usually teacher directed and focus on improving
areas of perceived weakness in overall activity
performance.
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CHARACTERISTICS OF GOAL SETTING Since one can
rarely do anything about anothers performance in
a contest, specific goals should relate \to a
students own performance quality. A football
player can tackle an opponent in an attempt to
halt progress, but it is the quality of the
progress which will determine the outcome. It
would be better for a student to focus on the
skill elements that will result in the best
tackle possible, rather than attempt to achieve a
more general end such as stopping the other
player. The latter focus does not ensure a
desirable result whereas the former does promote
the best attempt possible that, if achieved, will
produce the outcome.
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Goals should be restricted to performance
expectations over which the student has control.
The advantages to having self control goals
include It does not matter what the
competition test is, where it is, or who the
competitors are, the student only has to
compete against him/herself. No other
student can prevent the student from reaching
his/her goals. The student knows in advance
what needs to be done in the training situation
or competition. If strategies and knowledge
have been developed adequately, uncertainty will
be reduced and the student will have a high
likelihood of reaching the goals. Self-control
goals direct the content of training and
performance and establish a high level of
self-efficacy. The probability of achieving
self-control goals can be calculated. The
periodic check pints which indicate progress
towards a performance goal are self determined
and so are very relevant to the student.
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With goals that rely on the ability of the
student to control what they have to do, training
and competition tests become contests between
the student and stable pre-defined goals. This
leads to students developing a mastery
orientation and having a clear purpose behind
practice and tests. A competition or training
task should be a challenge to control oneself to
achieve set of defined, self oriented outcomes.
In that context, students are totally responsible
for what they do.
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STEPS IN GOAL SETTINGThere are number of steps
that should be followed in goals setting that are
explained briefly below. These steps were first
described by Lars-Eric Unestahl of
Sweden.1. Goal Awareness Former goals which
have and have not been achieved should be listed.
This leads to better goal setting skills and
establishes an historical framework for
developing realistic goals for the
individual.2. Goal Inventory The student
should establish a list of possible goals. This
could be done in consultation with the teacher
and should include all types of goals including
those with a low-probability of attainment. This
step defines the range of possible goals.
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STEPS IN GOAL SETTING continued 3. Goal
Analysis The goal inventory should be
evaluated with each goal being assessed for its
appropriateness and possibility. A hierarchy of
possible goals should be established for each
classification. 4. Goal Selection The
hierarchies of possible goals should be
evaluated and the goals selected. The criteria
for selection are that they be as difficult
as possible but reachable while erring on the
side of being too difficult rather than too
easy agreed upon by the student and the
teacher established in priorities where more
than one goal exists aimed at improving
performance, not merely maintaining it or
causing it to regress related to performance,
not vague entities such as pride
and measurable.
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STEPS IN GOAL SETTING continued5 Goal
Formulation When goals are selected, they
should be formulated and analyzed according to
the following characteristics contain only
individual self control items be expressed
positively no negative or avoidance
wordings have optimal probability the
student should be able to justify why each
goal can be achieved and be measurable and
observable.
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STEPS IN GOAL SETTING continuedMultiple
goals If possible, there should always be more
than one goal established for a classification.
The intent of performing should always be to
achieve a number of outcomes. The reason for
establishing multiple goals should always ensure
that the attainment of the majority of them is
highly probable. This will produce a positive
orientation towards performance with a high
expectation of success. The higher the
expectation of success, the better will be the
performance.
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Skills to develop
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Communication
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Negotiation
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Creative Thinking