Utilizing a two-stage random sampling technique, this study investigated the effect of three types of goal setting conditions (self-set, instructor-set, and “do your best” control) on tennis serving performance of college students (N = 156) in nine beginning tennis classes. A 3 × 2 × 5 (goal setting conditions × gender × trials) ANCOVA with repeated measures on the last factor and baseline performance as the covariate was computed. A significant interaction of goal setting conditions by trials was revealed (p < .003) with follow-up procedures favoring the instructor-set and self-set goal groups over the “do your best" group at the second and fourth trials. Further, at trial two, the instructor-set group was statistically superior to the self-set group. From this significant interaction, it appeared that the instructor-set and self-set goals enhanced students’ performance on the tennis serving task.

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The rapidly evolving paradigm of technology-based education has increased the number of faculty teaching online. The role of faculty has changed from the traditional classroom instruction format to an online community of learning. Therefore, faculty development in online education becomes a critical component during this transitional period. A survey of faculty of the College of Applied Science and Technology in a midwestern university was conducted to identify their level of perceived expertise in online teaching and the priorities of areas to be addressed in faculty development sessions. Benner's five-stage sequential transformation from novice to expert was used to construct the questionnaire. Results showed that faculty who taught online perceived their level of expertise to range from advanced beginner to competent, whereas faculty who had not taught online were at the novice and advanced beginner levels. Redesigning and rethinking faculty roles emerged as the number one priority area to be addressed in continuing education sessions. Implications for faculty development for online education sessions are presented.

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This study investigated the effect of three goal-setting conditions (self-set, assigned, and control) and two levels of self-motivation (medium and high) on the performance of females participating in 12 university weight training classes (N = 252). The subjects' levels of self-motivation were assessed via Dishman, Ickes, and Morgan's (1980) Self-Motivation Inventory (SMI). The baseline and performance trials were analyzed in a 3 × 2 × 10 (Goal Condition × Motivation Level × Trial) ANCOVA design, with repeated measures on the last factor and baseline as the covariate. A significant interaction of goal-setting groups and trials was found. Planned comparisons indicated that the assigned goal group was statistically superior to the control and to the self-set groups from Trial 3 through retention. In addition, the two goal-setting groups were statistically superior to the control group at the seventh through retention trials. The subjects' SMI levels were not found to moderate the effect of goal setting on performance.